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Teacher Candidate: Anna M.

Stitt Subject: Chemistry Grade Level: 11

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

21st Century Skills


1. Critical Thinking and Problem Solving-Reason Effectively
a. Interpret information and draw conclusions based on the best analysis
2. Critical Thinking and Problem Solving-Solve Problems
Solve different kinds of non-familiar problems in both conventional and innovative ways

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.

Introduce Learning Activity:


Chemistry
The teacher will instruct students to navigate to her website resources and select the Quizlet
flashcards. The teacher will instruct students to keep this tab open so that they can peruse the
deck of vocabulary terms to assist them in completing the brief interactive Quizizz, which is
found at the second link under her website resources. The students will navigate to the Quizizz
link, enter the game code displayed on the teacher’s screen, and create a username. In an
extended class, the teacher would take this opportunity to provide an engaging lesson on the
terms, but for the sake of time, she is providing the students with a review.
Technology
Quizlet, a virtual notebook with a vast array of study resources, is utilized to present and review
information that will be explored using technology in this lesson.

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

Provide Practice: Quizizz and Specific Heat Applications


Quizizz
The teacher will explain that the students will be individually completing a brief Quizizz to
review the material that was discussed in the previous lessons. Each student will complete their
own Quizizz on their individual computer. However, they may quietly review questions with
peers sitting next to them. The students should use their “cheat sheets” to review the material
as they complete the quiz. It is completely fine if some of the material is unfamiliar. The teacher
will explain that the students will have three minutes to complete this Quizizz. The teacher will
instruct students to navigate to Quizizz.com, select “enter code,” and enter the code displayed
on the screen. The students will complete the Quizizz. The teacher will provide a transition
warning when the students have 1 minute remaining. After the students have finished, the
teacher explain that at this point in an extended lesson, she would allow time for students to
explain their reasoning and for the teacher to provide an explanation for each of the questions.

Specific Heat: Brief lesson with interdisciplinary references


The teacher will reiterate that specific heat represents the number of joules of energy needed
to change the temperature of 1 g of a substance by 1 degree Celsius. She will explain that the
students will use the knowledge that every object absorbs or releases a characteristic amount
of heat when its temperature changes to explore real world connections. The teacher will
provide the example that water has a relatively high specific heat of 4.184 J/gC. This is about
five times as high as granite. Another way of thinking of this is that the same amount of heat
will raise the temperature of granite five times as high as water. The teacher will explain that a
real life application of this is the fact that a large mass of water near a coastal city can absorb or
release five times the energy absorbed or released by the same mass of rock near an inland
city. This means that in the summer, a body of water absorbs large quantities of heat, cooling a
coastal city, and in the winter that same body of water releases large quantities of heat,
warming the city. The teacher will instruct the students to use the resources on her website and
the specific heat chart to identify another real world example of specific heat and to submit this
idea to her using the form on the website beneath the simulation resource.

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.

Provide Knowledge of Results:


● After the students complete the Quizizz, the teacher will have gained an understanding
of the content she needs to more explicitly explain before moving on. The teacher will
state that in an extended lesson, she would explain the answer to each question before
moving on to guided practice. Quizizz provides immediate feedback to students,
informing them whether or not they selected the correct answer and, if they did not,
informing them of the correct answer.
Review:
Chemistry: Coffee Lab and Hot Chocolate Calculations
Coffee lab: using specific heat to solve a real world problem
The teacher will explain that the students will now observe how this conceptual information is
applied in the laboratory to solve for unknown quantities. The teacher will direct students to
refer to their Coffee Lab handout and will remind them that their values may vary depending on
their unique Coffee Lab, but that we will all be applying the same equations to solve the
prompt. The teacher will invite one student to read aloud the prompt. After the prompt is read,
the teacher will explain that the students will be using the specific heat formula, q=mcΔT, to
solve for the mass of the milk needed to cool the coffee to a certain temperature. The teacher
will remind the students of the 1st Law of Thermodynamics in explaining that the amount of
heat lost by the coffee is equal to the amount of heat gained by the milk, providing the
equation: mmCmΔTm=-mcCmΔTc. The teacher will instruct the students to use their lab manuals
to solve for the mass of milk needed to answer the question. The teacher will explain that the
students will also use their virtual lab to check their answer obtained by the equation.
Practically speaking, we can determine the amount of milk needed by adding milk in small
aliquots to the coffee and constantly taking temperatures to see how much milk it takes to get
the coffee down to the correct temperature. If done correctly, both methods get you the same
answer. The Coffee Lab can be found via the following link:
http://chemcollective.org/activities/autograded/115

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

a. Find ∆T for the hot chocolate.

b. Plug in known variables for the hot chocolate (HC).

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.

b. Solve for the specific heat of hot chocolate.

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)