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Goal: Students will be able to assess the implications of specific heat on their everyday lives.
Standards:
Chemistry
1. NGSS & Core Curriculum: NYSED HS. Chemical Reactions. Different patterns may be
observed at each of the scales at which a system is studied and can provide evidence for
causality in explanations of phenomena. (HSPS1-2),(HS-PS1-5),(HS-PS1-11) The total amount of
energy and matter in closed systems is conserved. (HS-PS1 7),(HS-PS1-12) Changes of energy
and matter in a system can be described in terms of energy and matter flows into, out of, and
within that system (HS-PS1- 4),(HS-PS1-12)
2. NGSS & Core Curriculum: NYSED Process skills based on Standard 4. Calculate the heat
involved in a phase or temperature change for a given sample of matter
Technology
1. Empowered Learner:Students leverage technology to take an active role in choosing,
achieving and demonstrating competency in their learning goals, informed by the learning
sciences.
1c: Students use technology to seek feedback that informs and improves their practice
and to demonstrate their learning in a variety of ways.
4.Innovative Designer: Students use a variety of technologies within a design process to
identify and solve problems by creating new, useful or imaginative solutions.
4d:Students exhibit a tolerance for ambiguity, perseverance and the capacity to work
with open-ended problems.
5. Computational Thinker: Students develop and employ strategies for understanding and
solving problems in ways that leverage the power of technological methods to develop and test
solutions.
5b. Students collect data or identify relevant data sets, use digital tools to analyze them,
and represent data in various ways to facilitate problem-solving and decision-making.
5c.Students break problems into component parts, extract key information, and develop
descriptive models to understand complex systems or facilitate problem-solving.
6. Creative Communicator: Students communicate clearly and express themselves creatively
for a variety of purposes using the platforms, tools, styles, formats and digital media
appropriate to their goals.
6c.Students communicate complex ideas clearly and effectively by creating or using a
variety of digital objects such as visualizations, models or simulations.
7 Global Collaborator: Students use digital tools to broaden their perspectives and enrich their
learning by collaborating with others and working effectively in teams locally and globally
7b Students use collaborative technologies to work with others, including peers, experts
or community members, to examine issues and problems from multiple viewpoints.
Lesson Objectives:
Chemistry
1. Students will be able to describe (comprehension) the principles of specific heat and
understand the implications on everyday life, including water in coastal cities and an application
identified by students (Satisfies Standard 1 ).
2. Students will be able to apply (application) specific heat principles in order to identify heat
exchanged between substances, including the interaction between coffee and milk to cool the
coffee (Satisfies Standard 3).
Technology
1. Students will be able to use technology resources to demonstrate competency in
learning.
2. Students will be able to use technology to design and execute a solution to an open-
ended problem.
3. Students will be able to use technology to collect and analyze data.
4. Students will be able to use technology to break problems into their constituents and to
develop a model to illustrate a complex system and facilitate problem-solving.
5. Students will be able to utilize a simulation to model complex ideas clearly and
effectively.
6. Students will be able to use technology to broaden their perspectives and enrich their
learning by collaborating with others.
Provide Information:
Link to Teacher’s Website: https://stittclassroom.wordpress.com/
Link to Quizlet: https://quizlet.com /388936479/specific-heat-flash-cards/
Link to Quizizz: https://quizizz.com/join/game-code
Link to Specific Heat Simulator:
http://employees.oneonta.edu/viningwj/sims/specific_heat_s.html
Link to Coffee Lab: http://chemcollective.org/activities/autograded/115
Link to Google Form: https://forms.gle/rWT9oMBEB5xKk7p16
Chemistry: Quizizz
Students will individually complete a Quizizz to “review” the vocabulary that has been discussed
prior to this lesson. This will serve as an informal formative assessment of student
understanding. Furthermore, the teacher will expound on the lesson that was provided via
Quizlet, ensuring to make interdisciplinary references. After the mini-lesson, students will apply
what they have learned to identify additional real-world applications. They will submit their
ideas via the form on the teacher’s website.
Technology
● Quizizz, a virtual classroom offering gamified quizzes, is utilized to review information,
practice skills, and informally assess student understanding in an engaging way.
● The students will use the simulation to test specific heat capacity values of different
materials. This resource is found at:
http://employees.oneonta.edu/viningwj/sims/specific_heat_s.html
● An online submission form embedded in the teacher’s website will be accessed and
utilized to submit specific heat application ideas.
If time permits, the students will navigate to the “Hot Chocolate Calculations” Google form on
the class website to identify the specific heat of hot chocolate using magnesium specific heat
values.
Hot Chocolate Calculations:
1. Find the specific heat (SH) of the hot chocolate using the equation: Q = mc∆T and the
following given values:
Mass of the iron: 100 g
Initial temperature of the iron (in boiling water): 105 °C
Final temperature of the iron: 40 °C
Specific heat of the iron: 0.45 J/g °C
Mass of hot chocolate liquid: 50 g
Initial temperature of hot chocolate liquid: 25 °C
Final temperature of the hot chocolate liquid: 40 °C
2. Since you have two unknowns, you cannot solve for the specific heat just yet. Put the
known variables for iron into the equation: Q = mc∆T.
a. First, find ∆T for the iron.
b. Plug in known variables for the iron (SH iron = 0.45 J/g °C).
3. We can assume that the heat lost by the iron equals the heat gained by the hot chocolate,
so Q (heat energy) should be the same for the iron and the hot chocolate.
a. Substitute Q for the iron into the Q for the hot chocolate equation.
Technology: Coffee Lab and Google Form submission of Hot Chocolate Calculations
The students will utilize a virtual lab to exercise their knowledge of specific heat. The students
will navigate to the teacher’s website to access the Google Form, where they will utilize
technology to review specific heat and to demonstrate their knowledge of what they have
learned in this lesson in terms of both chemistry and technology.
Methods of Assessment:
Chemistry
1. Quizizz (informal, Objective 1)
2. Completion of Coffee Lab (Informal, Objective 2)
3. Specific Heat Applications Identification (formal, Objective 1)
4. Online Hot Chocolate Exit Slip (formal, Objective 2)
Technology
1. Quizizz (informal, Objectives 1 & 6)
2. Completion of Coffee Lab (informal, Objectives 1, 2, 3, 4, & 5)
3. Specific Heat Applications and online submission using simulation (informal, Objectives
1 & 5)
4. Online Hot Chocolate Exit Slip and online submission (Objectives 1 & 6) (formal)