TE802:GuidedLeadTeachPlanandReport

Name:GregSpahlinger Subject&Topic:Chemistry
School:UniversityHighSchoolAcademy Grade:10
Mentor:SandyBergh TeachingDates:TBD

Overview

NGSS Standards:

DCI:
Develop and use models to illustrate that energy at the macroscopic
scale can be accounted for as a combination of energy associated with
the motions of particles (objects) and energy associated with the
relative positions of particles (objects). (HS-PS-2)

CCCs:
Changesofenergyandmatterinasystemcanbedescribedinterms
ofenergyandmatterflowsinto,outof,andwithinthatsystem.
(HSPS33)

Models can be used to predict the behavior of a system, but these

predictions have limited precision and reliability due to the
assumptions and approximations inherent in models. (HS-PS3-1)
Big Ideas
(DCIs & CCCs) Big Ideas:

Temperature is a familiar concept, but it is difficult to define and

understand. Temperature is a phenomenon that we experience on
the macroscale, which is directly related to the energy of particles
and specifically the degree to which they are moving (HS-PS3-2).
Temperature increases when energy flows into a system and causes
disordered motion of the particles found in that system (HS-PS3-3).
Because temperature is a measure of particle motion, an increase in
temperature will have predictable consequences for a system; the
simplest of these is the fact that diffusion (motion of molecules in
the system down a random path) will always happen faster as the
temperature increases (HS-PS-2). Another consequence of
temperature is that materials often expand when their temperature
increases (HS-PS3-2). Temperature is measured using tubes a tube
of a known liquid which expands and contracts as the temperature
changes (HS-PS3-1)
 Develop a model based on evidence to illustrate the
relationships between systems or between components of a
system. (HS-PS1-4),(HS-PS1-8)

Use a model to predict the relationships between systems or

between components of a system. (HS-PS1-1)

Scientific/Engineerin My students are going to be starting with observations relating to

g Practices temperature. Specifically, they will make observations of diffusion
and thermal expansion and use these observations to come up with a
model of what temperature means on the molecular level. This
modeling exercise is an example of using evidence to develop a
model between the components of a system (particles) and the
system as a whole (the macroscopic scale) as recommended by HS-
PS1-4 and 8. Students should additionally be able to use their
understanding of increases in temperature to predict other effects it
will have (HS-PS1-1)

Students will be able to explain what an increase in temperature

means by explaining what happens to the particles in a system when
the system is heated.

Performance Students will be able to explain how a thermometer works by

Expectations talking about what happens to particles of the liquid.

Students will be able to predict whether a simple physical or

chemical change will be accelerated or retarded by increasing the
temperature, and will be able to explain why.

Relate observations of increased temperature to observations that

Lesson Objectives indicate increased particle motion

Activity Sequence PEOE

 Prior lessons: Students have had density of liquids, solids and
gasses and understand that density relates to the mass of
particles in the material and how many particles there are.

Lesson 1:

Diffusion in gasses demo: this involves cutting open an orange,

or spraying perfume and asking the students to raise their hands
when they can smell the orange. The later rows will not be able
to smell the orange as soon as the people up front. The students
will be asked to make a storyboard a chronology to explain
what is going on. This will be done in groups. There will be a
class discussion afterward
Summarized
Storyline Lesson 2:

Diffusion and Temperature. This lesson starts with a demo

where students predict what the difference will be between the
diffusion of food coloring in very hot (just below boiling) and
cold water. They are also asked to complete a story board
assignment to explain what the difference was between the cold
and hot water.

Lesson 4:

Thermal expansion Demo and worksheet 1. Demo involves

heating ethanol and water in a long skinny tube, and showing
them expand.

LessonPlans

Use the comment tool to indicate and explain as needed where the big idea (DCI and CCC),
scientific practices, and each stage of your identified activity sequence are located in your
lesson plans. Share your plans with your mentor and instructor for feedback prior to teaching.

Lesson 1 Introduction (10 minutes)

Intro starts with a discussion about how the sense of smell works. I
will ask the students how they think it works, and then take notes on
the ideas they have. Then we will need to explain how smell works.
Materials This can be done by asking them how they stop themselves from
smelling something they dont want to, and then asking what that
Perfume or oranges implies about the sense. We should be able to eventually establish
White boards and that particles of an odorant need to reach the nose before a person
markers can smell them.

Main Teaching Activities (30 minutes)

After the discussion I will ask my students how they think their sense
of smell will work if I introduce an odor into the room. We will take
a vote for everyone smelling the odor at the same time, vs. people
beginning to smell the odor at different times. I will instruct the
students to raise their hands as they begin to smell the odor. Once
weve done the experiment I will ask the students to think about
what this implies about the particles of the odor. I will ask my
students to construct a model of three times: when the odor was
introduced, during the lag period, and when they could smell the
substance. The students will do their analysis on whiteboards in new
groups. I will call on a few groups with different looking particle
models to explain what we thought.

Conclusion (5 minutes)

The conclusion will involve me leading a class discussion to try to

reconcile the various models so that we have one model of what
happened.

Lesson 2 Introduction (5 minutes)

Iwillintroducethedaysexercisebyexplainingtothemthatweare
doingademosimilartoyesterday.Iwillaskifthestudentshaveever
Materials watchedwhathappenswhenfoodcoloringinintroducedintowater.
Hot plate OnceweveestablishedwhatwillhappenIwillaskthemwhether
Food theythinkthiswillhappenfasterorslowerifthewaterishot.Iwill
coloring askthemtodothisbyashowofhands,andIwilltallytheresponses.
Two beakers
Water
Main Teaching Activities ( 30 minutes)
Whiteboards
Whiteboard I will begin by heating up a beaker of water to boiling. I will ask for
markers student volunteers to time each process. I will tell them when to stop
so that we can be sure a consistent standard for when to stop the time
being used. I will ask the students to stop their watches when the
drop of color is completely spread out (water is an even color). Once
 we determine that the hot water makes the color spread faster, I will
again break the students into groups and then ask them to make
boards explaining exactly what happened they will have four
drawings one for when the drop was introduced and one for when it
was spread out for both hot and cold. We will then have a similar
discussion to the day before, with some different group presenting
what they thing happened to make the hot water spread the particles
faster.

Conclusion (10 minutes)

As with the previous lesson, I will ask follow up questions in order

to lead the discussion toward a consensus view of why the hot water
made the particles spread out faster.

Lesson 3 Introduction (10 minutes)

I will introduce the demo by asking the students to think about how
heat effects the density and volume of a substance. They will be
Materials asked to recall the density of a solid and density of a gas labs from
Worksheet the previous unit. I will tell them that we will be doing an experiment
Hot plate in order to see how volume of a liquid changes with temperature.
Thermometer Students will be asked to predict whether the volume will increase or
decrease as I apply heat to a liquid.
Two test
tubes
Main Teaching Activities (30 minutes)
Water
Ethanol I will set up a hot water bath using my hot plate and beaker, two
Beaker tubes of dyed fluid, ethanol and water will be clamped so that they
Food extend into the water. I will draw a line in sharpie on the tubes to
coloring indicate the initial position of the meniscus. I will have the students
gather around me, and I will ask them for any observations that they
see. The students should notice that the alcohol has expanded.

After the demo we will do a think-pair-share. I will ask the students

to come up with an explanation for how thermometers work,
thinking about how the particles are behaving. They will work in
pairs, and I will use a popsicle stick drawing to determine who gets
to share their explanation with the class. After the first group, I will
ask if others have different answers that they would like to share. We
as a class will come up with a consensus explanation for how the
 thermometer works This could be considered the conclusion for the
activity

Conclusion (15 minutes Next period)

Because the activity should be over before the end of the period, I
will pass out worksheet 1 (see below) and give the students some
time to work on it in lab groups. This will take some of next period
as well.

Worksheet 1:

Unit 2 Worksheet 1
1. You decide to boil water to cook noodles. You place the pan of water on the
stove and turn on the burner.
a. How does the behavior of the water molecules change as the pan of water is
heated?

b. What about your answer to (a) would change if there were more water in the
pan?

2. What property of matter best describes the way a typical alcohol

thermometer works? Explain (in terms of energy transfer) why the alcohol level in
the thermometer rises (or falls) when you place the thermometer in contact with
both warmer (or colder) objects.
3. If you feel feverish, why can't you take your own temperature with your hand?
4. Your older brother announces that the lid to a jar of pickles from the refrigerator
is impossible to loosen. You take the jar, hold the lid under the hot water from
your sinks faucet for a few seconds, and calmly open the jar. Your brother, when
faced with this blow to his pride, claims that he loosened it for you. What
knowledge of materials have you applied in this situation that really explains how
you were able to open the lid?

5. Describe how Anders Celsius devised the temperature scale that bears his
name.

6. Which would feel warmer to the touch - a bucket of water at 50C or a bathtub
filled with water at 25C? Which of these contains more energy? Account for any
differences in your answers to these questions.