Multiple Intelligences
Unit Plan Template
EDUC 521
Unit Title: Chemical
Thermodynamics
Grade Level: 10-12
Teacher:
Sarah Swisher
Subject: Chemistry
Time Frame: Eight 50-minute periods and two 90-minute block
periods (approximately 2-2.5 weeks)
Technologies:
Standards:
Objective(s):
Intelligences:
Students will be
able to:
Verbal/Linguistic
Students will be
able to describe
the movement
of atoms or
molecules in a
sample of
matter at
varying
temperatures
and how heat
can transfer
between objects.
Students will be
able to classify
a chemical
reaction as
being either
endothermic or
exothermic,
based on the
release or
absorption of
heat.
Following this
idea, students
will be able to
determine if
heat is absorbed
or released
when a material
undergoes a
physical change,
such as
condensation,
freezing,
Teacher computer with internet access,
PowerPoint, overhead projector.
Interpersonal
During Lesson 1: The Brain Pop video, quiz,
and supporting resources can be accessed from
Logical/Mathematical the following website:
http://www.brainpop.com/science/energy/heat/.
Visual/Spatial
Intrapersonal
Naturalist
Musical/Rhythmic
Bodily/Kinesthetic
During calorimetry lab, each group of students
will need access to a computer with Excel in
order to record their data.
Additional access to the classroom’s wiki will
require internet access and computers (outside
of class in library or computer lab).
CA- California K-12
Academic Content
Standards
Subject: Science
Grade: Grades Nine
Through Twelve
Standards that all
students are expected
to achieve in the
course of their studies
are unmarked.
Standards that all
students should have
the opportunity to
learn are marked with
an asterisk (*).
Area: Chemistry
Sub-Strand:
Chemical
Thermodynamics
Concept 7: Energy
is exchanged or
transformed in all
chemical reactions
and physical changes
of matter. As a basis
for understanding this
concept:
Standard a:
Students
know how to
describe
temperature
and heat flow
in terms of the
motion of
molecules (or
atoms).
Standard b:
Students
melting, or
evaporating.
Lastly, students
will be able to
calculate the
amount of heat
absorbed or
released by
using the
thermodynamics
equation
involving
specific heat
and latent heat
of phase
change.
know
chemical
processes can
either release
(exothermic)
or absorb (endothermic)
thermal
energy.
Standard c:
Students
know energy
is released
when a
material
condenses or
freezes and is
absorbed
when a
material
evaporates or
melts.
Standard d:
Students
know how to
solve
problems
involving heat
flow and
temperature
changes,
using known
values of
specific heat
and latent heat
of phase
change.
USA- ISTE:
National
Educational
Technology
Standards for
Students: The Next
Generation
Standard: 2.
Communication and
CollaborationStudents use digital
media and
environments to
Materials:
communicate and
work collaboratively,
including at a
distance, to support
individual learning
and contribute to the
learning of others.
Indicator:
Students: b.
communicate
information
and ideas
effectively to
multiple
audiences
using a
variety of
media and
formats.
Standard: 3.
Research and
Information FluencyStudents apply digital
tools to gather,
evaluate, and use
information.
Indicator: Students:
d. process data and
report results.
Intelligences:
Lesson 1: Power Point slides with digital projector to show notes on heat and
temperature. White board for displaying notes and student responses, and handouts for
the guided practice and practice quiz from the video.
Verbal/Linguistic
Lesson 2: Digital projector and computer with PowerPoint notes, and whiteboard for
writing examples and other notes. "Hot and Cold Packs" article and worksheets with
applicable questions for students to complete. A hot and cold pack, ammonium nitrate,
and ammonium chloride salts for the anticipatory set and guided practice.
Logical/Mathematical
Interpersonal
Visual/Spatial
Intrapersonal
Lesson 3: Digital projector and computer with PowerPoint notes, and whiteboard for
writing examples and other notes. "Thermodynamics" worksheets for independent
practice and homework should be printed and passed out for students at the end of the
lesson.
Lesson 4: PowerPoint slides with digital projector to show quick write assignment and
to display the definitions of key vocabulary terms. White board for displaying
calorimeter design and the class data, and handouts for the mini-lab. Four food items
with nutritional information on packaging for anticipatory set: marshmallows, chocolate
chips, sunflower seeds, and potato chips). A worksheet entitled "Calorie Craze" will be
given out to complete this anticipatory set. Necessary lab equipment includes beakers,
peanut halves, analytical balance, matches, water, thermometers, paperclips, corks,
Naturalist
Musical/Rhythmic
Bodily/Kinesthetic
Bunsen burners, ring stands, and eye goggles.
Lesson 5: The list of laboratory supplies for students will include: paperclips,
thermometers, electronic balance, needles, corks, beakers, water, tape, aluminum foil,
soda cans, tooth picks, rubber stoppers, matches, and rubber bands. Teachers may either
choose to provide the food items or require that students bring their specific team’s food
to class.
Procedures:
Intelligences:
Day 1 and 2 Summary: At the beginning of the unit, students will learn how the kinetic
energy, or motion, of molecules can change at different temperatures. Being able to
imagine the molecular motion of particles is a skill that students will need to keep
throughout the majority of the year in chemistry as complex concepts are explained.
Students will also explain how heat flows from warmer to cooler objects and this is a
concept that will be present throughout the remainder of the unit.
Intrapersonal
Verbal/Linguistic
Visual/Spatial
Interpersonal
Bodily/Kinesthetic
Musical
Procedure: The teacher will show students two pictures: one with someone touching a
hot stove and a second with someone touching an ice cube. Students will be asked to
record in their science notebooks what each person will feel in these two scenarios and
record an explanation of why this is. Students will additionally answer the following 2
questions in their notebooks:
1.) What does temperature measure?
2.) What is heat?
After 3-4 minutes, the teacher will ask for student responses to the pictures and will
create a general list of ideas about the two questions of temperature and heat.
Students will be completing a lecture outline as the teacher shows notes on the digital
projector and white board. The lecture outline includes spaces to provide definitions of
important concept vocabulary and places to include relevant examples. The teacher will
make reference to the scenarios of heat exchange shown during the anticipatory set to
explain that heat flows from a warmer material to a cooler material. In the example of
someone touching a hot stove, the heat from the hot stove transfers from the stove to our
skin and we perceive this heat and our brain tells us to instinctively pull our hand away.
In the picture with the person touching an ice cube, the heat from our warmer skin
transfers to the colder ice cube and in turn, our skin feels colder as the ice cube "steals"
some of our body heat. Again, the teacher will reinforce the concept that heat transfers
from warmer to cooler materials and students will record these examples and
explanations in their science notebooks.
Students will watch a short video clip from the Brain Pop website which explains the
difference between heat and temperature and how the molecules in a sample of matter
move at different temperatures. From this video, students will be able to hear and see the
concepts explained in a fun, engaging method.
Students will be completing a set of multiple choice questions that relate to the Brain
Pop video on heat that they watched. There are ten questions that students will read and
record their answer to on their own paper. When all students have finished answering
the ten questions, the teacher will go through the same questions on the overhead
projector from the website. Students will offer their responses and the class will choose
the correct answer which the teacher will click on the website. If correct, students can
give themselves a point and if incorrect, students will fix the answer on their paper. The
teacher should also review and reinforce the concepts so that students can clearly
understand why the answer is the correct one.
Students will then complete the following activity:
Choose whether heat or temperature is the most accurate term for the phenomena in the
following situations. Discuss your answers with a partner.
Ex scenarios: “A thermometer reads 20 degrees Celsius.” And “Steam rises from a
teakettle.”
To close, students will provided with the following statement to which they need to
respond in writing. "Temperature is a property of an object; heat is a property of a
change. Give several everyday examples and try to restate this idea in your own words.
Is this a good mnemonic to help you keep these concepts clear? If not, try to create one."
Day 3 and 4 Summary: Students will learn about the two types of chemical reactions in
terms of heat: exothermic and endothermic. Based on these definitions and concept
illustrations, students will complete a laboratory experiment which asks them to
determine the most ideal salts for the creation of a heat pack and for a cold pack.
Procedure: The teacher will use a demonstration to introduce the main concepts within
the chemical thermodynamics unit. To begin, the teacher should draw a pictorial
representation of the chemical reactions that are going to occur on the white board in
order to reinforce what is occurring. Students should be recording the same illustration
in their science notebooks. The teacher should draw a flask filled to the one third mark
with water and a salt called ammonium nitrate next to the flask. The teacher will drop
the salt in the water and stir the contents. The teacher should draw a similar reaction but
now with a salt called potassium nitrate next to the flask. The teacher will drop the salt
in the water and stir the contents. The teacher will pass around both flasks so that
students can see that one of them feels warm and the other feels very cold.
Students will be completing a lecture outline as the teacher shows notes on the digital
projector and white board. The lecture outline includes spaces to provide definitions of
important concept vocabulary and places to include relevant examples. The teacher will
make reference to the two chemical reactions shown during the anticipatory set to
explain that some chemical reactions absorb heat (feel cold to the touch) and some
release heat (feel warm to the touch). Reactions that absorb heat are referred to as
"endothermic" and reactions that release heat are called "exothermic." The teacher might
choose to also use the trick that "when heat EXits, the reaction is EXothermic" and
"when heat ENters, the reaction is ENdothermic."
The teacher should emphasize the concept that during a chemical reaction, heat can
either be absorbed or released to the surrounding environment. This is an important
concept which is covered in a later lesson of the unit. To help visualize these exothermic
and endothermic reactions, the teacher will show students a hot-pack and cold-pack. In
their notebooks, students will record their prediction of which represents an endothermic
and exothermic reaction. The teacher will initiate the chemical reaction in the hot and
cold packs by folding the bags and breaking the inner seals. Students will either confirm
or correct their original prediction.
The teacher will now list 6 processes on the digital projector that either represent
endothermic or exothermic reactions. Students will record these 6 processes in their
notebooks and predict whether the reaction absorbs or releases heat. Relevant examples
include melting ice, freezing water, and photosynthesis. After about two minutes, the
teacher should call on students to offer their responses and provide their explanations.
The correct answers will be revealed and any misconceptions can be addressed.
Students will read an article called "Hot and Cold Packs" individually for 10 minutes.
Intrapersonal
Verbal/Linguistic
Logical/Mathematical
Visual/Spatial
Interpersonal
Bodily/Kinesthetic
Naturalist
Then, students will break into groups of two to complete a series of questions regarding
the article they read. Each student will be provided with a copy of the article and the
accompanying questions to be answered.
The teacher will be walking around to each student group during this time and asking
students to present their answers to the teacher. The teacher will ensure that students are
using the correct content vocabulary when discussing the chemical reactions inside a hot
and cold pack. After student groups are done answering the questions, the teacher will
collect and grade the questions for accuracy and comprehension.
To close, Students will need to complete an "exit card" at the close of this lesson. The
teacher will ask students to write 2-3 sentences about exothermic and endothermic
reactions and any additional information they learned during the activity. These can be
collected by the teacher before students leave the classroom and read over before the
next day's lesson. If necessary, the teacher can go over any misconceptions in the next
lesson and should plan to reinforce important concepts.
Day 5 and 6 Summary: This lesson introduces students to the thermodynamics
equation: Q = mc(delta)T. Students will apply the previously learned concepts about
heat and temperature to mathematically calculate the heat lost or gained by a system.
Procedure:
The teacher will display several pictures on the digital projector and will ask students to
record their explanations in their science notebooks. The displayed pictures will include
the ocean sand and water and a metal spoon in a hot cup of tea and a plastic spoon in a
hot cup of tea. The teacher will prompt students to respond to the following questions
concerning the pictures:
Ex: 1.) You and your friends go to the beach on a hot, summer day when the
temperature outside is 90ºF. In terms of temperature and heat, describe how the sand
would feel on your bare feet and how you think the ocean water might feel.
2.) Why might the sand and ocean water not feel the same to you even though it is 90ºF
outside?
After students have been given sufficient time to respond to these questions in their
notebooks, the teacher will lead a class discussion on their thoughts about what is
occurring in the pictures. A list of ideas will be placed on the whiteboard and the teacher
will later reference these ideas after students have learned more about the concepts.
The teacher will review the terms "temperature" and "heat" so that students remember
the difference between the two terms that were previously covered. Students will be
completing a lecture outline as the teacher shows notes on the digital projector and white
board. The lecture outline includes spaces to provide definitions of important concept
vocabulary and places to include relevant examples. The teacher will make reference to
the pictures shown during the anticipatory set to explain that different materials require
more or less heat to change their temperatures. This concept is known as the material's
"specific heat." Because of this concept, the sand on a beach will feel very hot because it
has a low specific heat (it requires very little heat from the sun to change its temperature
by a lot). However, the ocean water has a much higher specific heat and requires
immense amounts of heat from the sun to change its temperature. This is why the
temperature of the ocean does not change much from winter to summer and from night
Intrapersonal
Verbal/Linguistic
Logical/Mathematical
Visual/Spatial
Interpersonal
Bodily/Kinesthetic
to day, whereas the sand's temperature varies greatly.
The teacher will display the equation Q = mc(delta)T and will explain the meaning of
each variable. The Q stands for the amount of heat absorbed or released by the
substance. This value is measured in "Joules" which is simply a unit for the amount of
heat. A reminder about exothermic reactions releasing heat and endothermic reactions
absorbing heat would be appropriate here. "M" stands for the mass of object and this is
measured in the unit kilograms (kg). The "c" stands for the specific heat of the substance
and the unit is in J/gºC. The teacher should provide students with a list of some common
specific heat values such as those for water, copper, glass, and iron. The "delta T" stands
for the change in the substance's temperature from start to finish. For example, if a pot
of water is heated on the stove and changes from 20ºC to 80ºC, the change in
temperature would be 60ºC.
The teacher should walk students through an example of how to calculate the heat lost or
gained by a system. The problem will be displayed on the digital projector and students
have a copy of this in their lecture outline. The problem will read, "How much heat (in
calories) is needed to raise 20 grams of water from 5 degrees C to 40 degrees C? The
specific heat of water is 1.00cal/gC." The teacher will show students how to identify
each variable in the word problem and substitute it into the equation. Students will be
encouraged to show their work when going through an equation and will also be
Students will go through a thermodynamics equation worksheet and try several
problems on their own. The worksheet has four different problems, one of each is
solving for one of the four different variables in the equation. Students are asked to
show their process and product when solving these problems. After 10 minutes, students
will confer with a peer next to them about their answers and provide assistance to one
another if confusion arises. The teacher will also reveal the process and product using
the overhead projector.
To close, students will need to complete a worksheet on thermodynamic calculations for
homework. The teacher will ask students to show their set-up, process, and product (the
answer) for all problems. This worksheet will be checked the following day for accuracy
and completion. If necessary, the teacher can go over any misconceptions in the next
lesson and should plan to reinforce important concepts.
Day 7 and 8 Summary: In this lesson, students will measure the amount of heat
released from burning a food item and measuring the change in temperature of water.
This is an important lesson to conduct in the earlier chapters since it emphasizes that
energy is exchanged or transformed in all chemical reactions and during physical
changes. Students will apply thermodynamic concepts to real-world situations such as
finding the Calorie-content of specific foods.
Procedure:
To hook the students, the teacher asks students to record in their notebooks four
delicious snack foods in order from what they think contains the least to greatest
calories. Then, the teacher pulls out these four snack foods (marshmallows, chocolate
chips, potato chips, and sunflower seeds) and hands them to students to read aloud the
calorie content by locating this value on the nutritional labels.
The teacher defines the following content vocabulary terms and students record them in
their notebooks: calorimeter and Calories. Students connect their prior knowledge of the
Intrapersonal
Verbal/Linguistic
Logical/Mathematical
Visual/Spatial
Interpersonal
Bodily/Kinesthetic
Q=mcΔT equation and how it relates to a calorimeter. The teacher can then ask students
“Why do we as humans eat food?” Students will probably respond with the fact that
people need energy to live. Calories equal energy. Using the example from the
anticipatory set, the teacher asks students how food companies go about calculating and
reporting the number of calories in a food. The teacher explains that we can determine
the number of calories in a food by how much heat is produced by burning that food
item in a calorimeter.
The teacher explains the design of a calorimeter and how it can be used to calculate the
number of calories contained in a sample of food. Students will follow along with a
sketch of the calorimeter on a worksheet, labeling each part and annotating the drawing
appropriately. The teacher shows the class a simple calorimeter made out of a soda can
and how it can be used to measure the amount of heat given off during the combustion
of the food sample.
After explaining the calorimeter and use of the heat equation, the teacher initiates an
engaging mini-lab to illustrate the concepts and check for comprehension. Students
break up into groups of 2 and assemble their lab equipment at a spot on the lab bench.
Students observe a burning peanut and write down their observations in their notebooks.
The teacher guides the student groups through the accompanying worksheet which
eventually calculates the number of Calories contained in the peanut by writing sample
class data on the board. The teacher can ask for students' sample measurements of the
initial and final masses of the peanut and the initial and final temperatures of the water.
Using the sample data on the board, student use the Q=mcΔT equation to solve for the
number of Calories in a peanut on their worksheets. The teacher walks around to each
lab group to check the answers and address any questions or confusion. The teacher can
provide the correct answer and using the nutritional information label on the can of
peanuts, the students verify their answer with the number of Calories on the container.
At this point, the teacher can chose to discuss, with student input, any sources of
experimental error that may have caused discrepancies in the numbers.
To close, Students will be instructed to do a quick write journal entry on the topic of
heat and calories from the day’s lesson. The quick write activity prompt will read: "Mrs.
Swisher’s favorite candy, a Dove Dark Chocolate bar, has a mass of 36.9 grams. In a
calorimetry experiment, a 3.70 gram sample of this candy bar was burned in a
calorimeter surrounded by 1000. grams of water. The temperature of the water in contact
with the piece of burning candy bar was measured and found to increase from an initial
temperature of 22.3°C to a final temperature of 35.6°C. The specific heat of water is
1.00 cal/g°C. Calculate the amount of heat (in calories and nutritional Calories) released
when the 3.70 g was burned." The teacher announces that students will share their
responses from their journals the next day in class.
Day 9 and 10 Summary: At the end of the unit, students will design their own
calorimeter from a list of given supplies based on the definition of a calorimeter.
Students use the scientific method to measure heat flow during a combustion reaction.
Students will prepare and submit a full scientific report demonstrating their
comprehension of the concepts presented during the chemical thermodynamics unit.
Procedure:
This inquiry-based lab is design for students to build their own calorimeter, create an
appropriate procedure, and test a baked and fried snack food of their choice. Students
will measure the amount of heat released from burning their food item and measuring
Intrapersonal
Verbal/Linguistic
Logical/Mathematical
Visual/Spatial
Interpersonal
Bodily/Kinesthetic
the change in temperature of water. In the design of their calorimeter, students will need
to consider how to transfer as much heat as necessary into the system. An overlaying
theme of the television show “Mythbusters” will pose the question to students: “Are
baked snack foods really healthier than fried?”. Students will employ the appropriate
steps of the scientific method to solve this problem.
The teacher will divide the class into teams of 4 chosen beforehand (grouping together
strong and weak students). Students groups will complete the pre-lab calculations,
design the calorimeter, carry out the experiment, record data in Excel, and write the
summary report.
Product:
Intelligences:
Classwork and Homework throughout the unit.
Intrapersonal
Quiz on Exothermic & Endothermic Reactions and the Thermodynamics Equation
Interpersonal
Article on Hot and Cold Packs with discussion and short answer questions.
Verbal/Linguistic
Students build their own calorimeter, create an appropriate procedure, and test a baked
and fried snack food of their choice. Students groups will complete the pre-lab
calculations, design the calorimeter, carry out the experiment, record data in Excel, and
write the summary report.
Logical/Mathematical
Visual/Spatial
Naturalist
Musical/Rhythmic
Assessment:
Intelligences:
A formal, diagnostic assessment will be administered at the start of the unit to assess
students' prior knowledge about heat, temperature, and chemical reactions.
Intrapersonal
Interpersonal
A formative assessment in the form of a quiz will be given in the middle of the unit to
measure students' comprehension of exothermic and endothermic reactions and their use
of the thermodynamics heat equation.
A summative evaluation will take place at the end of the unit when students take part in
a "Mythbusters"-type of experimentation and discovery on calorimetry and measuring
the number of Calories in a food item. Students will need to make use of their
knowledge about heat flow, exothermic reactions, and the thermodynamics heat
equation to accomplish this task.
Students will be continually informally assessed throughout the duration of the unit
through observation, student responses on the class wiki, calculations, and working in
small groups. Additional progress monitoring during review of assigned
classwork/homework, and by asking open ended questions throughout lectures. These
types of informal assessment will give the teacher better insight into
student comprehension of the content and address and areas of weakness or confusion.
Presentation Ideas and Notes: (optional)
During the last lesson, the teacher should remind students that the assumption of using
any calorimeter is that all of the heat from the burning food item is being transferred to
the sample of water. This assumption should be taken into consideration when designing
the calorimeter to minimize the amount of the heat lost to the surroundings.
Allow ample time for students to solve the problem within their team, limit the amount
of materials per group if supplies are limited, and continually question students about
their design to help them understand the basis of this investigation. If time permits,
teams can present their calorimeter design and findings to the class. Other students can
provide feedback and possible improvements to each other.
Verbal/Linguistic
Logical/Mathematical
Visual/Spatial
Naturalist
Musical/Rhythmic
Technologies to be
used: