Focus Plan
Texarkana Independent School District
GRADING
PERIOD:
WRITER:
IPC + Chemistry – 5th six weeks,
PLAN CODE:
L. Petty
COURSE/SUBJECT:
11th grade science
GRADE(S):
11th
TIME ALLOTTED
FOR INSTRUCTION:
1-1½ hours
TITLE:
Be Specific
LESSON TOPIC:
Specific Heat
TAKS OBJECTIVE:
Objective 5
The student will demonstrate an understanding of motion, forces, and energy.
FOCUS TEKS AND STUDENT
EXPECTATION:
11.6 The student knows the impact of energy transformations in everyday life.
The student is expected to:
(B) investigate and demonstrate the movement of heat through solids,
liquids, and gases by convection, conduction, and radiation.
Objective 1: The student will demonstrate an understanding of the nature of
science.
11.1 The student, for at least 40% of instructional time, conducts field and
laboratory investigations using safe, environmentally appropriate, and
ethical practices. The student is expected to:
(A) demonstrate safe practices during field and laboratory investigations
11.2 The student uses scientific methods during field and laboratory
investigations. The student is expected to:
(A) plan and implement investigative procedures including asking
questions, formulating testable hypotheses, and selecting equipment
and technology
(B) collect data and make measurements with precision
(C) organize, analyze, evaluate, make inferences, and predict trends from
data
(D) communicate valid conclusions
SUPPORTING TEKS AND
STUDENT EXPECTATIONS:
CONCEPTS
Energy
Heat
Amount
Specific Heat
Value
ENDURING UNDERSTANDINGS/GENERALIZATIONS/PRINCIPLES
The student will understand that
Energy exists in many forms in the world around us.
Heat is thermal energy that flows from something that is hotter to something that is
cooler.
The amount of heat absorbed changes the temperature of an object.
The temperature change of a substance depends on the nature of the substance as
well as the amount of applied heat.
A higher specific heat means that more energy will need to be applied to get the
object’s temperature to increase. This means it will stay cool longer.
I.
SEQUENCE OF ACTIVITIES (INSTRUCTIONAL STRATEGIES)
A.
Focus/connections/anticipatory set
When students come in to class, have a pan (not a copper-bottomed one) on a hot plate and act like you are
cooking something in the pan. After a little while, act impatient and say that it will never heat up at this rate.
Pull out a copper-bottom pan and put that on the hot plate instead.
B.
Instructional activities
(demonstrations, lectures, examples, hands-on experiences, role play, active learning experience, art,
music, modeling, discussion, reading, listening, viewing, etc.)
1.
Discussion
Explain to students that some metals heat up faster than others. This is a physical property of substances
called specific heat. Specific heat is, technically, the amount of heat that is needed to raise the
temperature of 1 kg of that substance by 1oC. If a substance heats up quickly, it has a low specific heat.
C.
Guided activity or strategy
Use Transparency Master – Specific Heat Calculations to show students how to complete their calculations.
D.
Accommodations/modifications
Students requiring accommodations may need help with practice calculations.
E.
Enrichment
Students requiring enrichment may be given additional calculations to do and may serve as peer tutors.
II.
STUDENT PERFORMANCE
A.
Description
Complete Lab – Be Specific.
B.
Accommodations/modifications
Students requiring accommodations should be assigned a peer tutor, especially for the math calculations.
C.
Enrichment
Students requiring enrichment should serve as peer tutors.
III.
ASSESSMENT OF ACTIVITIES
A.
Description
Grade Lab Worksheet – Be Specific.
B.
Rubrics/grading criteria
Questions should be graded at 4 points each. Each blank in the first data table should be graded at 1 point
each. For the temperature recordings in the cup (Table 2), grade the recordings for each substance at 5 points
per substance (basically, if they recorded temperatures, they will get these points).
C.
Accommodations/modifications
Students requiring accommodations may need to work calculation questions with a peer tutor or may need to
be given some leeway in grading for these questions.
D.
Enrichment
Students requiring enrichment may be assigned additional samples to test or may be given the assignment to
graph their data.
E.
Sample discussion questions
1.
2.
3.
4.
IV.
Which substance had the most mass? They were all the same.
Why was the mass kept constant? That was a constant, to make sure that the specific heat of the
substance was the only thing affecting the temperature difference.
Copper is widely used in electrical wiring for houses because it allows electricity to pass through it
easily. Do you think there might be a relationship between the thermal and electrical conductivity of
substances. It is possible because copper is both a good thermal and good electrical conductor.
Why did you have to stir the water in the Styrofoam cup while taking the temperature? Water is not a
good thermal conductor.
TAKS PREPARATION
A.
Transition to TAKS context
1. A teacher provides an unlabeled drawing of a beaker of water being heated over the flame of a gas burner.
He asks his students to supply the missing captions in order to illustrate how convection currents move
heat through water.
What captions will enable the drawing to illustrate how convection currents move heat through water?
(a) y: cool, more dense; z: warm, less dense
(b) y: warm, more dense; z: cool, less dense
(c) y: cool, less dense; z: warm, more dense
(d) y: warm, less dense; z: cool, less dance
2. Heat moves through most liquids and gases by actually moving the material. What is this type of heat
movement?
(a) radiation
(b) infrared
(c) convection
(d) conduction
B.
Sample TAKS questions
Spring 2003
1. Heat convection occurs in gases and liquids. Heat convection does not occur in solids because solids are
unable to ____.
(a) absorb heat by vibrating
(b) transfer heat by fluid motion
(c) emit radiation by reflecting light
(d) exchange heat by direct contact
2. A solar heater uses energy from the sun to heat water. The heater’s panel is painted black to ___.
(a) improve emission of infrared radiation
(b) reduce the heat loss by convection currents
(c) improve absorption of infrared radiation
(d) reduce the heater’s conducting properties
Spring 2004
3. The moon’s surface becomes hot during the long lunar day because the sun transfers heat to the moon.
This heat transfer is accomplished almost entirely through the process of _____.
(a) convection
(b) refraction
(c) conduction
(d) radiation
4. In which container is the substance unable to transfer heat by convection?
V.
KEY VOCABULARY
conduction
mass
VI.
RESOURCES
specific heat capacity
volume
A.
Textbook – none needed
B.
Supplementary materials/equipment
Transparency Master – Specific Heat Calculations
Instructor’s Copy – Specific Heat Calculations
Lab Instructions – Be Specific
Lab Worksheet – Be Specific
Instructor’s Copy – Be Specific
C.
VII.
Technology
FOLLOW UP ACTIVITIES
(reteaching, cross-curricular support, technology activities, next lesson in sequence, etc.)
A. Reteach
Go over graded lab papers.
B. Next lesson in sequence
All subjects – convection and/or radiation.
VIII.
TEACHER NOTES
Before lab:
1. Make a class set of Lab Instructions – Be Specific
2. Make enough copies of Lab Worksheet – Be Specific for each student to have one.
3. If using new specific heat sets, or ones without standards given, run the lab before giving it to your class to double
check the standard values and to calculate normal percent error.
4. Assemble the materials since this may require purchasing styrofoam cups.
During lab:
5. To make for equitable sharing of specific heat sets, it might be best to assign which 4 substances each group will be
testing.
6. Make sure the beakers of boiling water to no go dry. The water should fully cover all metal cylinders in each
beaker.