This lesson plan is prepared for 11th grade chemistry students studying thermodynamics. The primary focus is to infuse technology with a review and practice of specific heat content.

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Chemistry 11 Lesson Plan- Specific Heat

This lesson plan is prepared for 11th grade chemistry students studying thermodynamics. The primary focus is to infuse technology with a review and practice of specific heat content.

© All Rights Reserved

Als DOCX, PDF, TXT **herunterladen** oder online auf Scribd lesen

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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

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.

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

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.

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.

● 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

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)

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