Heat+(5th+grade)

Contributing Teacher(s): Ruth Coats
Resources: Ice, water, oil, cups, plastic spoons, salt, vernier probes, computers with Logger Lite

Content:
Science: GLE 0707.9.3 Ivestigate factors that affect the rate at which materials freeze, melt, or evaporate. CFU 0507.9.2 Investigate how different types of materials freeze, melt, evaporate, or dissipate. 5.12.spi.3recognize how temperature is associated with a change in the state of matter.

Math: 5.4.spi.5select appropriate standard units to measure length, perimeter, area, capacity, volume, weight, time, temperature, and angles 5.4.spi.1read temperature using Fahrenheit and Celsius scales

ISTE Technology:
3. Research and Information Fluency Students apply digital tools to gather, evaluate, and use information. d. Process data and report results 6. Technology Operations and Concepts Students demonstrate a sound understanding of technology concepts, systems, and operations. a. Understand and use technology systems

Prerequisite Knowledge:
Students will already know and understand what heat is and how heat travels and have basic knowledge of the vocabulary words in chapter 6 lesson 4. Students may have already read the lesson.

Introduction/Problem:
Heat is thermal energy that flows between objects due to a difference in temperature. How can I change the amount of heat held in a liquid? Is ice water always the same temperature?

Procedures:
TTW activate background knowledge about heat by showing a Study Jam cartoon about heat. After watching the cartoon, TTASW define the related vocabulary words (heat, temperature, thermal conductivity, conduction, convection, radiation). TTASW discuss how heat travels (from a warmer object to a cooler object) and variables that affect heat.

Activity adapted from //Elementary Science with Vernier// and //Science: A Closer Look//.

1. Make sure the Go!Temp is connected to the computer. 2. Start Logger Lite on your computer. 3. Open the file for this activity by doing the following: Click the Open button. Open the folder called “Elementary Science.” Open the file called “06 Cold as Ice.” 4. Fill your cup 1/3 full with water. 5. Do the following to find the temperature of water: Place the Go!Temp into the cup and stir carefully. Be careful not to spill the water! Click "collect." Look at the temperature values in the table on the computer screen in the column called Latest. Find the lowest temperature in the Latest column and record it in the Data Table below, in the space under the heading: Temperature.

with Ice ||= Temperature with Salt ||
 * ||||||= Data Table ||
 * =  ||= Temperature ||= Temperature
 * Water ||> °C ||> °C ||> °C ||
 * > Oil ||> °C ||> °C ||> °C ||

6. Label and store the data by doing the following: From the Insert menu, select Text Annotation. In the box that comes up, type: Water. Move the text box and arrow close to the graph line. Tip: By putting your cursor on the corner of the box so it turns to a small double arrow, you can change the size the box so the words fit well. Click the Store button to save your data. 7. Collect data with ice in the water by doing the following: Place enough ice in the cup to bring the water level up to about 2/3 full. Repeat Steps 5-6 to collect ice water data. When you write down the temperature, write it under the heading: Ice water temperature, and when you label your data, type: Ice water. 8. Collect data with salt and ice in the water by doing the following: Add 2 spoonfuls of salt to the ice water. Repeat Steps 5-6 to collect data for the ice water with salt. When you write down the temperature, write it under the heading: Ice water with salt temperature, and when you label your data, type: Ice water with salt. 9. Repeat steps 4-8 with the oil.

Student Product/Work:
TSW create a data chart and graph using Logger Lite to show the data collected during the experiment. TSW answer the following questions independently: What happened to the temperature of the water when you added ice? Did the oil react the same way as the water when you added ice? Describe your observations. What do you think would happen if you continued to add ice? Would the temperature ever drop below the freezing point? Justify your answer. What surprised you about the addition of salt? What could you do to drop the temperature even more? How does salt affect the temperature of the ocean and other large bodies of salt water? Create a Venn diagram to compare and contrast the affect of salt in the oil with ice and the water with ice.

Assessment/Rubric:
TTW assess the student's work through teacher observation and assessing the student's knowledge according to the questions answered independently. If additional assessment is required, use page 77 from the Assessment book.

Enrichment/Reteaching:
Enrichment: Have the students find the temperature of a small container of ice water and then a large container of ice water. Ask them to explain why, if they both have the same temperature and are put in the same freezer, it will take longer for the water in the large container to freeze to a solid. (The large container has more heat because it has more molecules. All the molecules must be slowed enough to cause the change of state.)

Reteaching: Reread the material and use hands on activities to reinforce the concepts. Have students use the probe to measure water with and without ice. Use a Venn Diagram to compare and contrast the data.