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Utah Science

Curriculum Consortium

Tyson Grover 

tgrover@dsdmail.net

Annette Nielson

afonnesbeck@dsdmail.net

Storyline Narrative 6.2.3

SEEd Standard 6.2.3 asks students to plan and carry out an investigation to determine the relationship between temperature, the amount of heat transferred, and the change in average particle motion in various types or amounts of matter. Students should record and evaluate their data and communicate the results of their investigation.

 

SEEd 6.2.4 asks students to design an object, tool, or process that minimizes or maximizes heat energy transfer. Students will identify criteria and constraints, develop a prototype for iterative testing, analyze data from testing, and propose modifications for optimizing the design solution. Students should demonstrate how the structure of different materials allows them to function as either insulators or conductors.

 

To engage, students construct an explanation about which has more total heat energy, a pot of hot water or a cup of hot water. Students discuss their ideas and the evidence behind those ideas. They then explore this phenomena by planning and carrying out an investigation to determine the effect the amount of mass has on the change in temperature. Students discover and explain that the more mass a substance has, the more total energy it has, and the temperature changes at a slower rate.

 

Students use this investigation and understanding of heat energy to analyze the system and argue from evidence what temperature is actually measuring. Students argue that temperature is a measure of how fast the particles in a substance are moving.

 

Students elaborate by planning and carrying out an investigation to determine the effect that different types of matter have on the amount of heat transferred. Students look for patterns in the different rates of change in temperature through different objects. Students sort a variety of materials into objects through which heat does transfer easily and object through which heat does not transfer easily. These objects are also known as conductors or insulators.


Students follow the steps of the engineering process to design and develop their solution to a defined problem. Students are evaluated according to their ability to plan and carry out an investigation and ability to use the engineering process to design a solution the results of their tests.

Conceptual Understandings

If a pot of water and cup of water start at the same temperature and end at different temperatures, they must have different amounts of energy to begin with. The more mass a substance has the more total energy it has and the temperature will change at a slower rate.

What is temperature measuring?

Snapshot

Students plan and carry out an investigation to determine the relationship between the amount of mass and change in temperature.

Episode 1

Question

What factors affect how energy is transferred?

 

Episode 2

Question

What is temperature measuring?

Snapshot

Students use their previous investigation and understanding of added heat to analyze the system and argue from evidence what temperature is measuring.

Conceptual Understandings

Temperature measures how fast the particles in a substance are moving.

How do different substances or types of matter affect the rate of change in temperature, or average speed of particles?

 

Conceptual Understandings

Conductors are materials through which heat transfers easily. Insulators are objects through which heat does not transfer easily. This is measured by the rate of change in temperature.

How can conductors and insulators maximize or minimize the transfer of heat energy?

Snapshot

Students plan and conduct an investigation to determine the relationship between different types of matter and the amount of heat transferred.

Episode 3

Question

How do different substances or types of matter affect the rate of change in temperature, or average speed of particles?

 

Storyline continued on 6.2.4