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Target Audience:
High school Physics
Objectives:
Students Will Be Able To:
• Identify the three common temperature scales.
• Contrast temperature and thermal energy.
• Use different types of thermometers.
Standards Assessed:
Advanced Placement (AP) Physics B Competency Goal 31
• Objective 3.02: Evaluate and investigate temperature and heat
Misconception(s) Addressed:
• Confusion between temperature and the “feel” of an object.
• The inability to differentiate between heat and temperature.
• Temperature is a mixture of cold and heat.
• Hot means hot, not cold.
• Cold is the opposite of heat.
degree Celsius.
Becky McCoy
Lesson Plan
A transition can be made here to make the point that temperature and heat are not
analogous. Heat is a transfer of energy. Therefore, we measure how much energy an
object has. When we did Mechanics, we measured energy in Joules. Now that we’re
measuring the energy associated with heat, we’ll be using the unit “Calorie”.
Relevant Equations:
• Celsius to Fahrenheit – Tfahrenheit=Tcelsius*(9/5)+32
• Fahrenheit to Celsius – Tcelsius=(Tfahrenheit-32)*(5/9)
• How do they respond when they hear there are three different units to
measure temperature? Is it intimidating (will they need more time for the
material to sink in) or straightforward (have they already learned this)?
• Do the students have enough information to complete the activities for the
week? If not, what ways can I supplement their learning?
Materials:
• Fahrenheit and Celsius thermometers
• 3 bowls of water (per group) – one cold, one warm, one at room temperature
• Chart paper
• Ice
• Microwave, hot plate, Bunsen burner, or other heat source
Procedure:
• Students should brainstorm definitions for the vocabulary words from the concept
map. Words and definitions should be written down on chart paper.
• Students fill three bowls with water. One bowl is kept on the lab table to reach room
temperature. Ice is added to another bowl. The third bowl is heated using a
microwave, hot plate, or Bunsen burner.
• Students measure the temperature of each bowl of water using the Celsius and
Fahrenheit thermometers.
• Each student places one hand in the bowl of cold water and one in the warm water.
After a minute, students place both hands in the bowl of room temperature water.
• Groups discuss what they felt and possible explanations.
Homework: (5 min)
Students should use the conversion equations to convert each Celsius measurement to
Fahrenheit and each Fahrenheit measurement to Celsius. Each measurement should also
be converted to Kelvin, for practice.
Students are asked to bring in a glove, coat, winter hat, scarf, etc. for the next lesson.
Becky McCoy
Assessment:
• Formative:
o Analyze students’ responses to pre-unit assessment quiz.
o Informal questions during discussion of temperature scales.
o Whole Group Discussion Q&A.
o 321 Exit cards.
References:
1
- http://www.ncpublicschools.org/curriculum/science/scos/2004/33apphysicsb
2
- Group activity found online, written by: Sally Ferrelle, Oglethorpe Academy, Savannah, GA