Beruflich Dokumente
Kultur Dokumente
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:
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:
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
Grade
Level:
Middle
School
Adding
or
Removing
Thermal
Energy
in
Substances
Kelly
Gaule
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
-
Grade
Level:
Middle
School
Adding
or
Removing
Thermal
Energy
in
Substances
Kelly
Gaule
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
Grade
Level:
Middle
School
Adding
or
Removing
Thermal
Energy
in
Substances
Kelly
Gaule
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)
Grade
Level:
Middle
School
Adding
or
Removing
Thermal
Energy
in
Substances
Kelly
Gaule
Evaluate:
Alignment
Table
Objective
#
Instructional Activity
Assessment
Explore
Explain
Explain/ Elaborate
Elaborate
Evaluate:
Materials
Scientific
Background
(college-level)
Grade Level: Middle School Adding or Removing Thermal Energy in Substances Kelly Gaule
Grade
Level:
Middle
School
Adding
or
Removing
Thermal
Energy
in
Substances
Kelly
Gaule
Grade Level: Middle School Adding or Removing Thermal Energy in Substances Kelly Gaule
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
Grade Level: Middle School Adding or Removing Thermal Energy in Substances Kelly Gaule
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
Grade
Level:
Middle
School
Adding
or
Removing
Thermal
Energy
in
Substances
Kelly
Gaule
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
Grade
Level:
Middle
School
Adding
or
Removing
Thermal
Energy
in
Substances
Kelly
Gaule
12
Grade
Level:
Middle
School
Adding
or
Removing
Thermal
Energy
in
Substances
Kelly
Gaule
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