Teaching
and Learning for the 21st Century
Energy
Lessons for High School
Dennis
W. Sunal
Cynthia
Sunal
Coralee
S. Smith
William
Dwyer
Holly
Loftin Holloway
Editors
Alabama
Science Teaching and Learning Center
The
University of Alabama
Box
870231
Tuscaloosa,
AL. 35487-0231
On the
web at http://www.bamaed.ua.edu/sciteach/energy
CONTRIBUTORS
Lisa Clark
Thelma Davis
Carol Johnson Dawson
Johnnie Delaine
Jeanelle Bland Hodges
Mary Means
Melissa Nichols
Kim Ouderkirk
Coralee Smith
Cynthia Sunal
Dennis Sunal
Cheryl Sundberg
Partially funded by Alabama DOE/EPSCoR, the Dwight D. Eisenhower Professional Development program administered by the Alabama Commission on Higher Education, and the University of Alabama.
Biology
Comparing the Body Fluids of an
Alcoholic to a Nonalcoholic (10-12)
Plant Growth and the Scientific
Method (9-10)
Segmented Worms; Technology
(9-12)
Physical Science
Endothermic Reactions
(7-12)
Endothermic and Exothermic Reactions
(9-12)
Gases, Pressure, Volume, and
Temperature (9-12)
Conductors, Insulators, and
Semiconductors (6-12)
Semiconductors: A 21st Century Social Studies
Topic (9-12)
How Low Can It Go?
(9-12)
Nuclear Reactions: Studying Peaceful Applications (9-12)
Earth Science
Global Warming and The Greenhouse
Effect (7-12)
Interpretation of the Appleton
Oil Field in Alabama (9-12)
Project Energy is a consortium of university professors, leading scientists and classroom teachers committed to reform in science education. The project began in 1993 with a group of educators interested in increasing the energy literacy of teachers and students throughout the state of Alabama. Project Energy is funded by the U.S. Department of Energy and the EPSCoR Universities of Alabama.
The goals of Project Energy include (a) developing exemplary instructional strategies for teaching energy literacy, (b) enhancing and extending partnerships among students, teachers, energy researchers, and personnel in education, business, and industry, (c) encouraging teachers' professional growth through the development of energy literacy instructional activities and effective energy instructional resource materials which are supportive of the state science curriculum, (d) disseminating information relating to energy literacy, (e) collegial mentoring to expand the exemplary energy classroom model to other Alabama teachers and students, (f) increasing access and skillful use of technology which facilitate and strengthen communication among teachers and students and (g) monitoring and evaluating energy literacy performance through the use of summative evaluations and portfolio projects.
Since 1993, Project Energy teachers have participated in technology and energy related workshops in Tuscaloosa and Auburn, Alabama and Oak Ridge Tennessee. The workshops provided participants opportunities to increase their energy knowledge base and acquire skills in teaching energy topics using technology. In addition, the participants have presented energy literacy workshops at the Annual Alabama Science Teachers Association Conference in Birmingham, Alabama and the Annual National Science Teachers Association Conferences.
The science teachers constructed Learning Cycles focusing on energy related topics. A Learning Cycle has three phases: exploration, concept invention, and expansion. In the exploration phase, students participate with hands-on/minds-on activities that draw on their prior knowledge. During the concept invention phase, students find existing patterns and develop conceptual knowledge. The expansion phase allows the student to apply newly acquired knowledge or skills to other situations.
It is anticipated that the learning cycles developed in this text by Project Energy participants will enhance students' energy that the learning cycles developed in this text by Project Energy participants will enhance students' energy literacy for the 21st century.
ACKNOWLEDGMENTS
We would like to acknowledge Project Energy teachers and their students, the participating school sites, and graduate students for their input and time. We also would like to acknowledge the Department of Energy and the Alabama EPSCoR Universities for providing the necessary funding, along with the Dwight D. Eisenhower Professional Development program administered by the Alabama Commission on Higher Education.
Comparing
the Body Fluids of an Alcoholic to a Nonalcoholic
Sample
Lesson for Grades 10 –12
Melissa
Nichols, West End High School
Thelma Davis, Parker High School
Background:
A person who consumes excessive quantities of alcohol per day will cause considerable damage to the liver. When the liver becomes damaged it is unable to carry out its normal function of detoxifying the blood and urine. Because the liver is unable to carry out its normal function, the condition known as acidosis may result, causing a decrease in the pH of the blood and urine.
To compare the pH of normal blood and urine to that of an excessive drinker.
To encourage positive social behavior.
Materials:
Note to the
Instructor: Teacher should have all simulated materials prepared prior to
class.
1. Cherry red kool aid (simulated blood)
2. Black cherry red kool aid with one teaspoon of vinegar added.
(alcoholic blood)
3. Lemon water with powdered tea added (alcoholic urine)
4. Plain water with a drop of yellow food coloring added. (simulated urine)
5. pH strips and pH color chart
6. EA 100 Data Analyzer and pH system probe
7. Four test tubes and test tube rack
8. Gloves, goggles and face mask
Exploration:
Procedure:
A. Divide the students into cooperative learning groups and assign roles: materials manager, recorder, and reporter.
B. Tell the students: "You have all been assigned to the forensic lab of a large city hospital. Describe the characteristics of blood and urine one would find in a person to provide evidence that the person is an alcoholic
C. Discuss this question and have the spokesperson report to the class.
Invention:
This lab will explore one of the conditions caused by impaired functioning of the liver.
Procedure:
Before beginning this lab all safety precautions must be followed.
Wear gloves, safety goggles, and face mask. Be careful when handling body fluids.
1. Label test tubes as follows.
Test tube A…. simulated blood
Test tube B…. alcoholic blood
Test tube C…..simulated urine
Test tube D…..alcoholic urine
2. Obtain body fluid samples from your instructor.
Handle with care. Place the proper fluid in the proper test tube.
3. Determine the pH of each sample with individual pH strips. Compare the color change of the strip to the pH chart and record your reading on the data chart. Include also other observations such as odor and color of samples.
4. Using your EA 100 data analyzer and pH probe,
determine the pH of each sample again. Record the
pH reading in the data chart.
B. Data Table:
|
pH RESULTS |
||
| Body Fluids | pH (indicator strips) | pH (pH probe) |
| Simulated Blood | ||
| Alcoholic Blood | ||
| Simulated Urine | ||
| Alcoholic Urine | ||
C. Observations:
1. Compare the pH data between test tubes A and C.
Compare the pH data between test tubes B and D.
Did you observe a significant color change between the test tubes?
2. Did you observe any odors in any of the test tubes?
3. Based on your pH readings were any of the fluids more acidic or more alkaline?
4. The urine and the blood of an alcoholic is usually very acidic. Which of these following terms indicates total hepatic shut down? cirrhosis, atrophy, acidosis, detoxify. Defend your answer.
Closure: Describe the chemical characteristics of alcoholics.
Expansion:
A. Since urine is formed in the kidneys, research the damaging effects of alcoholism on the physiology of the kidneys.
B. Have the students do group reports.
C. Summarize the lesson.
Performance
Evaluation:
Evaluation will be done based on independent completion of the assignment, work done in cooperative groups, and laboratory safety procedures followed.
Plant
Growth and the Scientific Method
Sample Lesson for Grades 9-10
Bibb County High School
Centreville, Alabama
Materials: ready-to-grow seeds, soil, water, materials for manipulating soil biochemistry, graphing calculator, data collector, probes.
Exploration
Procedure:
A. Teacher will review format of the scientific method, making sure students know what they can call their independent and dependent variables, control, hypotheses, etc.
B. Teacher will inform students that they will be caring for five plants while they grow, manipulating their growing conditions by using differing water temperatures for watering, more/less acidic soil, light intensity, etc.
C. Students will be instructed to prepare a formal plan in the scientific method format including their variables, predictions, procedures, etc.
Invention:
Procedure:
A. Student groups will perform assigned roles such as materials collector, recorder, leader, and spokesperson.
B. Students will carry out experiment over a period of five weeks.
C. Each time a measurement needs to be made, student groups will make measurements at the end of class.
D. Students will make before and after measurements of their manipulations with the scientific probes (light intensity, temperature, pH, voltage, etc.).
E. The data will be collected with the EA-100.
F. Student group recorders will also be instructed to manually keep up with their data.
G. Collected data will be transferred to the graphing calculator in order to perform statistics and graphs at a later date. Students may also connect their data to a PC for larger view and print.
Data Table: Students should construct a data table that includes the timing involved in their experiment (when the experiment started, what day it is that they’re implementing variables, making measurements, etc.), the variables that they are manipulating, the amount or level of those variables applied, the results of variable manipulation, plant growth, etc.
Observations:
A. Student groups should also record the physical observations of their plants, soil moisture and texture, cloudy days, time of day, etc.
B. Observations should be part of the scientific data table.
C. Observations should also be in the form of a field notebook so the student groups can expand on the details of their observations.
Processing the Data:
A. Student groups should retrieve their data from the written records of the recorder as well as from the stored Casio data. Students should conduct statistics and form graphs on the data.
B. Students will prepare to compare their results with their predictions.
Expansion:
Students should compare their results with their written predictions.
A. Student groups will write a summary of their procedures and how they compare with the results.
B. Students will include an analysis of why the results turned out the way that they did. Form a theory.
C. Students will include recommendations and suggestions
for future research.
D. Students should create a presentation to teach to the class
about their experiment.
E. Teacher will provide necessary materials for students to
create their presentation.
Performance
Evaluation:
Student groups will be evaluated on performing assigned roles, class preparedness, quality of written scientific method plan, data table records, written summary of procedures and comparison, and presentation. These assessments should be based on pre-determined rubric criteria and recorded on individual student record sheets.
Use the scientific method to examine the problem’s features.
1. Write your problem.
2. What are your hypotheses?
3. Plan your experiment.
a) what are the independent (what you manipulate) and dependent (what you measure) variables?
b) how will you test these?
c) what is the control?
4. Execute your experiment.
a) keep detailed record of your procedures so that they could be replicated exactly the way you did them.
b) each group member should keep a field notebook or journal of general (narrative) observations. c) record your data in a type of table or graph. Be sure to have the average (X), minimum (min ), and maximum (max) of each data set.
5. Draw conclusions from your experiment.
a. compare results to hypotheses.
b. form a theory on why the experiment turned out the way it did.
c. include recommendations/suggestions for future or additional research.
***You will need to prepare a presentation for the rest of the class. Presentations need to be done on a poster. They should look professional. They should include all components of the scientific method. Your data tables/graphs should be included on the posters. Conclusions should be summarized on the posters in an organized format.
To test for temperature, collect data, and perform calculations/graphs by using the data collector, calculator, and temperature probe-- follow these directions:
Turn on the Casio 9850 calculator.
Turn on the Casio EA-100 data collector.
Connect the two with the interface cable.
Plug the temperature probe into the EA-100's channel 1 port (located at the top of the EA-100).
Place the temperature probe where you wish to collect temperature.
If the main menu is not showing, go to the main menu by pressing <menu> on the 9850.
Go to <Program> in the lower left corner of the menu screen by using the cursor keys.
Press <EXE> to execute.
Scroll down to the program <REALTEMP> with the cursor keys.
Press <EXE> to execute.
Immediately press <Trigger> on the EA-100--lower right corner of keypad.
Wait until the 9850 shows a blank graph setup.
Press <MENU>
Go to the <STAT> icon by using the cursor keys.
Press <EXE> to execute
List 1 and List 2 will show data.
List 1 data are the times that the data collector collected data.
List 2 data are the temperature readings in degrees Celsius.
—Calculations can be done with this data!--
Move the cursor to list 2 with the cursor keys.
Press <F2> for calculations.
Press <F6> to set. Make sure the 1var X List is set to List 2.
Press <EXIT>
Press <F1> for 1 variable --we are only evaluating one variable-temperature.
Look for the mean and other statistics by scrolling down with the cursor keys.
Press <EXIT> Press <EXIT> (Yes, twice)
Press <F1> for graph.
Push <F6> set.
Scroll down to graph type with the cursor keys.
Select the type of graph you want. F1= scatter plot; F2 = XY line
Make sure the X List is set to List 1; Make sure the Y List is set to List 2.
Press <EXIT>Press <F1> to graph.
To test for light intensity, collect data, and perform calculations/graphs by using the data collector, calculator, and light intensity probe-- follow these directions:
*Note: Do not point light intensity probe directly into the flashlight beam (if used)--the measurements will be too high to read. Simply angle the probe away from the direct beam
Turn on the Casio 9850 calculator.
Turn on the Casio EA-100 data collector.
Connect the two with the interface cable.
Plug the light intensity probe into the EA-100's channel 1 port (located at the top of the EA-100).
Place the light intensity probe where you wish to measure light intensity.
If the main menu is not showing, go to the main menu by pressing <menu> on the 9850.
Go to <Program> in the lower left corner of the menu screen by using the cursor keys.
Press <EXE> to execute.
Scroll down to the program <REALLITE> with the cursor keys.
Press <EXE> to execute.
Immediately press <Trigger> on the EA-100--lower right corner of keypad.
Wait until the 9850 shows a blank graph setup.
Press <MENU>
Go to the <STAT> icon by using the cursor keys.
Press <EXE> to execute
List 1 and List 2 will show data.
List 1 data are the times that the data collector collected data.
List 2 data are the light intensity readings.
—Calculations can by done with this data!
Move the cursor to list 2 by using the cursor keys.
Press <F2> for calculations.
Press <F6> to set. Make sure the 1var X List is set to List 2.
Press <EXIT>
Press <F1> for 1 variable --we are only evaluating one variable-light intensity.
Look for the mean and other statistics by scrolling down with the cursor keys.
Press <EXIT> Press <EXIT> (Yes, twice).
Press <F1> for graph.
Push <F6> set.
Scroll down to graph type with the cursor keys.
Select the type of graph you want. F1= scatter plot; F2 = XY line.
Make sure the X List is set to List 1; Make sure the Y List is set to List 2.
Press <EXIT>
Press <F1> to graph.
Sample Lesson for Grades 9-12
Lisa Clark
Bibb County High School
Centreville, Alabama
Prerequisites: General information concerning animals, minimal experience with the scientific method and technology.
Safety Accommodations: Students should treat animals in a humane manner; take care of equipment, wear gloves, wash hands
Exploration:
Objective: Students will plan an experiment using the scientific method to acquaint them with the annelid phylum (Segmented).
Materials: General List: lab sheets, EA-100s, temp and light probes, ice cubes, soil, warm water, Casio 9850, control pans gloves, black construction paper, sand paper, petri dishes, scientific method data sheets.
Procedure:
A. Materials collector will retrieve a pan with a worm and dirt in it.
B. Students will read over the lab sheet of what is expected from them. They will read on sheet and teacher will point out the humanity component of the lab.
C. Students will begin the lab by
observing the worm for two minutes and recording their observations.
D. Students will decide on what materials to use to test for the problems they must investigate.
1. Materials collector will retrieve materials.
2. Students will make hypotheses about what they think will happen.
3. Students will
write all of their hypotheses down and formally plan
their experiments.
Evaluation: Students will be evaluated on general group criteria. They will also turn in a copy of their plans at the end of the period for a performance assessment.
Invention:
Objective: Students will carry out their experiments as planned in order to test the preferred environment of the earthworm.
Materials: Refer to general list.
Procedure:
A. Students will test their experiments one-at-a-time.
1. Group recorder will write down the specific procedure.
2. Every student will keep a detailed field notebook or journal.
B. Students will compare their results with their hypotheses.
1.
Students will make possible conclusions about why the experiments
turned out the way that
they did.
Evaluation: Students will be evaluated on general group criteria. Students will be evaluated by performance assessment on their written reports.
Expansion:
Objective: Students will present findings to convey their learning to others.
Materials: overhead, transparencies, poster boards, display boards, etc.
Procedure:
A. Each group will present experimental results.
Evaluation: Groups will be evaluated on general group criteria and performance assessment for their presentations.
Student Lab Sheet
Observe worm in normal
environment for 2 minutes. Take notes about physical observations that can be
made.
**You will investigate this problem:
I. What type of environment does the earthworm (Phylum: Annelid) prefer.
**You will examine the following features:
A) moisture of soil
B) temperature
C) light
intensity
Possible materials: control worm pan; experimental worm pan; lab sheet (this page); EA-100 data collector; Casio 9850 calculator, temperature probe, light intensity probe, gloves, black construction paper, ice water, hot water, flashlight.
GRADING CRITERIA:
Purpose/Problem;Hypotheses: 15 points
Materials/Procedure: 15 points
Data Table: 20 points
Graph: 20 points
Conclusion: 30 points
100 points
Humanity component:
Worms will be treated in a humane manner. No worm will be harmed. You are smart enough to know what I mean by this. If a worm is harmed, the student will receive a 0 for the 100 point project as well as a discipline form.
A. Examine one feature at a time.
1. Remember to use the control pan.
B. Use the scientific method to examine the problem’s features.
1. Write your problem.
2. What are your hypotheses?
3. Plan your experiment.
a) what are the independent (what you manipulate) and dependent (what you measure) variables?
b) how will you test these?
c) what is the control?
4. Execute your experiment.
a) keep detailed record of your procedures so that they could be replicated exactly the way you did them.
b) each group member should keep a field notebook or journal of general (narrative) observations.
c) record your data in a type of table or graph. Be sure to have the average (X), minimum (min ), and maximum (max) of each data set.
5. Draw conclusions from your experiment.
a. compare results to hypotheses.
b. form a theory on why the experiment turned out the way it did.
c. include recommendations/suggestions for future or additional research.
***You will need to prepare a presentation for the rest of the class. Presentations need to be done on a poster. They should look professional. They should include all components of the scientific method. Your data tables/graphs should be included on the posters. Conclusions should be summarized on the posters in an organized format.
To test for temperature, collect data, and perform calculations/graphs by using the data collector, calculator, and temperature probe-- follow these directions:
Turn on the Casio 9850 calculator.
Turn on the Casio EA-100 data collector.
Connect the two with the interface cable.
Plug the temperature probe into the EA-100's channel 1 port (located at the top of the EA-100).
Place the temperature probe where you wish to collect temperature.
If the main menu is not showing, go to the main menu by pressing <menu> on the 9850.
Go to <Program> in the lower left corner of the menu screen by using the cursor keys.
Press <EXE> to execute.
Scroll down to the program <REALTEMP> with the cursor keys.
Press <EXE> to execute.
Immediately press <Trigger> on the EA-100--lower right corner of keypad.
Wait until the 9850 shows a blank graph setup.
Press <MENU>
Go to the <STAT> icon by using the cursor keys.
Press <EXE> to execute
List 1 and List 2 will show data.
List 1 data are the times that the data collector collected data.
List 2 data are the temperature readings in degrees Celsius.
—Calculations can be done with this data!--
Move the cursor to list 2 with the cursor keys.
Press <F2> for calculations.
Press <F6> to set. Make sure the 1var X List is set to List 2.
Press <EXIT>
Press <F1> for 1 variable --we are only evaluating one variable-temperature.
Look for the mean and other statistics by scrolling down with the cursor keys.
Press <EXIT> Press <EXIT> (Yes, twice)
Press <F1> for graph.
Push <F6> set.
Scroll down to graph type with the cursor keys.
Select the type of graph you want. F1= scatter plot; F2 = XY line
Make sure the X List is set to List 1; Make sure the Y List is set to List 2.
Press <EXIT>Press <F1> to graph.
To test for light intensity, collect data, and perform calculations/graphs by using the data collector, calculator, and light intensity probe-- follow these directions:
*Note: Do not point light intensity probe directly into the flashlight beam (if used)--the measurements will be too high to read. Simply angle the probe away from the direct beam
Turn on the Casio 9850 calculator.
Turn on the Casio EA-100 data collector.
Connect the two with the interface cable.
Plug the light intensity probe into the EA-100's channel 1 port (located at the top of the EA-100).
Place the light intensity probe where you wish to measure light intensity.
If the main menu is not showing, go to the main menu by pressing <menu> on the 9850.
Go to <Program> in the lower left corner of the menu screen by using the cursor keys.
Press <EXE> to execute.
Scroll down to the program <REALLITE> with the cursor keys.
Press <EXE> to execute.
Immediately press <Trigger> on the EA-100--lower right corner of keypad.
Wait until the 9850 shows a blank graph setup.
Press <MENU>
Go to the <STAT> icon by using the cursor keys.
Press <EXE> to execute
List 1 and List 2 will show data.
List 1 data are the times that the data collector collected data.
List 2 data are the light intensity readings.
—Calculations can by done with this data!
Move the cursor to list 2 by using the cursor keys.
Press <F2> for calculations.
Press <F6> to set. Make sure the 1var X List is set to List 2.
Press <EXIT>
Press <F1> for 1 variable --we are only evaluating one variable-light intensity.
Look for the mean and other statistics by scrolling down with the cursor keys.
Press <EXIT> Press <EXIT> (Yes, twice).
Press <F1> for graph.
Push <F6> set.
Scroll down to graph type with the cursor keys.
Select the type of graph you want. F1= scatter plot; F2 = XY line.
Make sure the X List is set to List 1; Make sure the Y List is set to List 2.
Press <EXIT>
Press <F1> to graph.
Sample Lesson for Grades 7-12
Carol Johnson Dawson
The University of Alabama
Tuscaloosa, Alabama
Student Misconception Addressed by the Lesson Plan: All chemical reactions produce heat and the solutions become warmer.
Lesson Goal: Students will investigate and observe the properties and effects of endothermic reactions.
Exploration:
Objective: The students will investigate the properties of an endothermic reaction.
Materials: Three 150 mL beakers and a thermometer
100 mL of water
15 g ammonium nitrate
25 mL of alcohol
10 g salt
Procedure:
A. Place students in cooperative learning groups of four and assign roles: materials manager, experimenter, observe and recorder.
B. Tell the students they are going to observe the effects of an endothermic reaction.
C. Tell the students to place 100 mL of water in each of the 100 mL beakers and use the thermometer to observe the temperature of the water. The temperature of the water should be recorded as the initial temperature.
D. Ask the students to predict or hypothesize what will happen to the temperature when they place each of the substances in the water. Have each group's recorder write the predictions on the board or overhead.
Beaker 1-15 g ammonium nitrate in 100 mL water
Beaker 2-25 mL alcohol in 100 mL water
Beaker 3-10 g salt in 100 mL water
Ask the students: Will the temperatures of the mixtures increase, decrease or remain the same?
E. Tell the students to add the substances to the water in each beaker, one at a time, and record the highest temperature of each mixture.
F. The students should determine the change in temperature by subtracting the initial temperature from the final temperature of the water.
Closure: Ask the students to report to the class what they have observed after they have discussed their predictions and results with their cooperative learning group members.
Evaluation: Each student will record the results of the reaction and determine which of the reactions are endothermic.
Invention:
Objective: The students will observe the effects of an
endothermic
reaction.
Materials: Thermometer
Plastic ziplock bags
Ammonium nitrate
Water
Procedure:
A. Place the students in cooperative learning groups of four and assign roles: materials manager, experimenter, observer and recorder.
B. Tell the students they are going to: (a) observe the effects of an endothermic reaction, (b) write and balance chemical equations which describe the chemical reaction between ammonium nitrate and water and (c) explain the absorption of heat during an endothermic reaction. The students should be able to identify the type of reaction that occurred between the ammonium nitrate and the water.
C. Tell the students to fill the ziplock bags about half-full with ammonium nitrate and place a thermometer into the ziplock bag to record the initial temperature of the ammonium nitrate.
D. Have a student pour a small amount of water into the ziplock bag and observe the temperature as it quickly begins to decrease. The temperature of the ammonium nitrate-water mixture should be recorded as the final temperature.
E. Ask the students to feel the outside of the ziplock bag. The bag should be very cold.
F. Have the students determine the change in temperature by subtracting the initial temperature of the ammonium nitrate from the final temperature of the ammonium nitrate-water mixture.
Closure: Provide a whole group discussion on why the temperature of the mixture decreased. It should be noted the heat of solutions of ammonium nitrate is an endothermic reaction and theoretically, 600-900 calories of heat are absorbed per 100 mL of water in the reaction.
Evaluation: Ask the students in their cooperative groups to discuss and answer the following questions. The recorder should place the group's answers on the board or overhead for further large group discussion. Why does the temperature of the mixture decrease? Would the temperature of the mixture drop more if twice as much solid is added? Try it! Can your group think of any practical use for such a reaction? (One example is an emergency cold pack.)
Expansion:
Objective: The students will investigate first-aid cold packs as spontaneous endothermic reactions.
Materials: 1 Kwik Kold Instant Pack per group. Instant cold packs can be obtained from medical supply outlets.
Procedure:
A. Place the students in cooperative learning groups of four and assign roles: materials manager, observers and recorder
B. Provide each group with a Kwik Kold Instant Ice Pack.
C. Tell the students that each ice pack consists of an outer pouch containing solid ammonium nitrate and an inner pouch containing water and a blue dye.
D. Ask the students to carefully squeeze the pouch to release the water and mix it with the ammonium nitrate. Since the mixture is well sealed in the outer pouch, the pack can be passed around in the group.
E. Ask the students to discuss how their observations about the decrease in temperature of the cold pack relate to the properties of an endothermic reaction.
Closure: Provide a summary for the activity by telling the students that when the inner pouch containing the water is broken, the ammonium nitrate dissolves. The process absorbs heat from the materials present and causes the temperature of the system to drop significantly.
Evaluation: The student should research additional information to determine the advantages of using a chemical cold pack and the precautions which should be taken into consideration when a cold pack is applied to the body.
Sample Lesson for Grades 9-12
Cheryl Sundberg
Jefferson County International Baccalaureate
Leeds, Alabama
Student Misconception Addressed by the Lesson Plan: Students often confuse the terms exothermic and endothermic. A common misconception is an exothermic reaction will produce a colder solution.
Lesson Goal: Students will learn to safely design an experiment, control variables and properly dispose materials. Students will investigate exothermic and endothermic reactions. Students will utilize the latest technology to conduct the experiment.
Exploration:
Objective: The students will design an experiment investigating the properties of exothermic and endothermic.
Assess Prior Knowledge: Ask students questions similar to the following:
How do cold packs work?
How do hot packs work?
What is the meaning of the term "exothermic?"
What is the meaning of the term "endothermic?"
Materials: Hot pack
Cold Pack
Procedure:
Place students in cooperative groups. Give each group a hot pack and a cold pack. Ask the groups to read the labels on the packs. Ask the group to write a hypothesis on how the hot and cold packs work. The recorder should write the results on the overhead or board for the entire class to see.
Evaluation: Groups will compare hypotheses and discuss various answers. Ask the students to write in their journals the results of the discussion.
Invention:
Objective: To allow students to investigate the terms "exothermic" and "endothermic".
(Hint: For less confusion in gathering materials, the materials could be placed in plastic specimen cups, film canisters, etc. and assembled in trays ahead of time. Place materials at each station to reduce movement and provide greater safety in the lab.)
Materials: Beakers or clear plastic cups
Test materials
Salt
Washing soda (sodium carbonate)
Baking soda (sodium bicarbonate)
Citric acid
Tide
Other approved solids
Stirring rods
Spoons
Safety goggles
Laboratory aprons
Procedure:
Place the students in cooperative groups. Allow students to choose roles: materials manager, reporter, reader, clean-up supervisor.
Distribute instructions. Describe the procedure and equipment.
The students should hypothesize what will happen during the experiment and the recorder will place the group hypotheses on the board or overhead. All group members will record the group hypotheses in their lab notebooks.
Student Instructions: When solids dissolve in water, the solution will become warmer or cooler. Using your textbook, define exothermic and endothermic. Which solution (exothermic or endothermic) becomes warmer? Which solutions (exothermic and endothermic) become cooler? The recorder will record the group hypotheses on the board or overhead.
Design a procedure to determine which solids are exothermic and which are endothermic. Your plan should include safety precautions and disposal instructions. (Consult the MSDS sheets on your table.) Use the personal lab interfacing equipment.
Submit the plan to your teacher for approval.
Design a table to record your results.
Evaluation: Compare your plan to other groups. What changes could you make in your procedure for improvement? Did you receive the same temperature changes? Why or why not? What changes could you make to standardize the procedure for another class?
Expansion:
Objective: The students will make a marketing plan for their new cold or hot pack.
Procedure:
You are the new marketing expert for your company's cold or hot pack production division. Plan a marketing strategy to sell your product. Consider safety of materials, color, disposal methods, and production costs.
Evaluation: Students will design a multimedia presentation to launch their marketing campaign. Designs will be graded on creativity, safety, disposal of wastes, utilization of recycled materials if possible and execution of presentation.
References
Heath chemistry: Laboratory experiments. (1996). Lexington, Massachusetts: D.C. Heath. pp. 91-99.
Herron, J.; Frank, D.; Sarquis, J.; Sarquis, M.; Schrader, C. & Kukla, D. (1996). Heath chemistry teacher's edition. Lexington, Massachusetts: D.C. Heath. pp. 196, 206 & 215.
Holmquist, D.; Randall, J. & Volz, D. (1995). Chemistry with CBL: Chemistry experiments using Vernier probes and sensors with CBL system and TI-82 graphing calculator. Portland, OR: Vernier Software.
Gases, Pressure, Volume, and Temperature
Sample Lesson for Grades 11-12
Cheryl Sundberg
Jefferson County International Baccalaureate
Leeds, Alabama
Misconception Addressed by the Lesson Plan: Students believe there is no relationship among temperature, pressure, and volume. There is no temperature change during a chemical reaction. Chemical reactions always involve an increase in temperature. All gases are capable of supporting combustion.
Lesson Goal: To allow students to: 1) investigate the production of oxygen and carbon dioxide, 2) investigate properties of gases under different conditions of pressure, volume, and temperature, 3) investigate the temperature changes associated with chemical reactions, 4) distinguish between exothermic and endothermic reactions and 5) experimentally confirm the Kelvin temperature scale.
Exploration:
Objective: Students will observe the force of air pressure. Assess prior knowledge by engaging exploratory questions.
Materials: Soft drink can
small amount of water (1-2 tbsp)
Hot plate or bunsen burner beaker tongs
1000 ml beaker
500 ml tap water (room temp.)
Procedure:
Place students in cooperative groups. Ask one student from each group to be a group recorder. Other students should take notes for their lab notebooks.
Tell the students to observe the can as the demonstration proceeds and record all of their observations.
Place the tap water in the 1000 ml beaker and place it on the lab table.
Heat the can with a small amount of water inside over a hot plate or bunsen burner.
When steam begins to rise, quickly invert the can (open side down) into the room temperature water in the 1000 ml beaker.
Closure: Each group will discuss their thoughts and submit a hypothesis stating the reason the can crushes. These should be written on the board or overhead for all students to see.
Evaluation: Have students discuss the difference between explosion and implosion. Ask students which process (implosion or explosion) took place during this demonstration. Have students outline empirical evidence that led to their decision.
Invention:
Objective: To allow students to 1) investigate the production and properties of two gases (oxygen and carbon dioxide), 2) investigate energy changes (exothermic and endothermic) that are associated with chemical reactions.
Materials: For each group:
2-250 ml Erlenmeyer flasks
50 ml - 3% peroxide
1 teaspoon baking soda
1 teaspoon yeast
50 ml vinegar
wooden splints
matches
(Hint: To avoid confusion in gathering materials, the yeast and baking soda can be placed in plastic specimen cups ahead of time. The vinegar can be placed in small plastic soda bottles. Place materials at the lab stations to reduce movement and increase lab safety.)
Procedure:
Place the students in cooperative groups. Allow students to choose fro