Date: Sun, 6 Feb 2005 14:10:17 -0500 (EST) Subject: Daily Lesson Planning - Gr8PS Scope & Sequence - YSLG YSLG ---- [Tue., 04 JAN 2005] Begin Yellow Student Lab Guide (Investigating Matter and Temperature). Warm-up: Read p. 1, YSLG. Misc. notes & demos. Hot and Cold, Part 1: The Inside Story, pp. 3-5. [Wed., 05 JAN 2005] Hot and Cold, Part 2: Hot + Cold = ? (mixing vials of water). [Thu., 06 JAN 2005] Finish Part 2, Hot + Cold = ? POD, answer activity questions pp. 7-9. [Fri., 07 JAN 2005] [Note: Better sequence is to flip-flop Fri/Mon lessons.] POD. Tracking the Heat - Part 1: All Things Being Equal (CBL re: thermal equilibrium) [Mon., 10 JAN 2005] P.O.D. (dynamic equilibrium); explain formula for temp of a mixture; Worksheet, "Practice: Hot + Cold = ?"; EDD, p. 15, Tracking the Heat, Part 2: In Contact. [Tue., 11 JAN 2005] Tracking the Heat - Part 2: In Contact Repurpose EXP 11, "Radiant Energy" Lab Pro software settings: Double-click on graph; (Click tab, "Graph Options") Change Title to either "Tracking the Heat - Contact" or "Tracking the Heat - No Contact"; (Click tab, "Axes Options") Y-Axis Scaling 0(Bottom)-100(Top), X-Axis Scaling 0(Left)-20(Right). From the menubar, select "Experiment/Data Collection...": Length = 20 minutes; (check) Sample at Time Zero; 20 samples/minute or 0.05 minutes/sample. From the menubar, select "File/Save As..." *NOTE:* Six lab stations, four students per stn.: 3 "Contact"; 3 "No Contact." Print eight (8) copies of graph; share 4 copies with another group. ***Use 200 ml*** of hot & cold water; be sure cold water is VERY cold! [I tried a 4/2/2 set-up, with two computers per group -- *way too much goin' on!*] [Wed., 12 JAN 2005] Tracking the Heat, Part 2: In Contact. Review "perfect" graphs: reason initial temps not the same for both stations; slope vs. rate of heat transfer; thermal equilibrium; heat source/sink. Answer activity questions, pp. 18-21. [Thu., 13 JAN 2005] Bi-P.O.D.: (1) Slope of graph lines vs. rate of energy transfer; (2) did samples reach thermal equilibrium? Tracking the Heat, Part 2: In Contact. Review activity questions, #1-6 (?pp. 18-21?). [Fri., 14 JAN 2005] P.O.D.: T-sub-m. Handout: Temp. scales (NYSRE Earth Sci. Ref. Tables) & formulae. Intro. culminating activity, YSLG: "More Than Just Hot Air - Designing Your Own Experiment," pp. 51-52 (Honors class). Finish Tracking the Heat, Part 2: In Contact. Review activity questions, ?? (?pp. 18-21?). [Tue., 18 JAN 2005 (Two-hour delayed opening.)] * Bi-P.O.D.: Q. 15dF = ?C A. -9.52C Q. Titan's surface temperatures of 290 degrees below zero Fahrenheit = ?K A. -180.32C or +92.68K [Wed., 19 JAN 2005] * Intro three (3) methods of heat transfer Heat on the Move - Transferring Thermal Energy: Radiation; Conduction; Convection "Radiation Station," pp. 35-38. Use ESCP *metal* black & silver cans. Collect data 10 min. lamp on; 10 min. lamp off. Ward's Natural Science http://www.wardsci.com/product.asp_Q_pn_E_364172_A_Radiation+Lab+Activity Black METAL cans w. lids, set of 5 = $32.95 Silver METAL cans w. lids, set of 5 = $32.95 Clamp Lamp with Reflector = $12.95 [Fri., 21 JAN 2005] "Radiation Station" follow-on demo/lab activities: * Use CBL + light probe to measure/record reflectivity/absorption of assorted colors of construction paper (or paint chips). [Mon., 24 JAN 2005] Hand-out "Mr. Perfect" graph (radiation_20cm_analyzed-2x.xmbl). Review "Radiation Station" activity questions, pp. 37-38. [Tue.-Wed., 25-26 JAN 2005] * Infrared wxsat imagery (Honors and gen-ed) http://www.ssec.wisc.edu/~tomw/ams/amsimage.html For activity questions, see WoW! for 06 May 2002. http://www.wsanford.com/~wsanford/gr8ps/yellow/radiation_station/ ir_wxsat_image_activity.doc ir_wxsat_image_activity.html Provisioning: PC mobile lab; laptop/LCD; overhead projector (set-up on deskette in front of AV table, FoS). Review activity questions. Highlight the Gulf Stream ocean current (setting the stage for background reference in "Convection Station" lab activity). [See notes (under separate cover) re: activity revisions.] [Thu., 27 JAN 2005] "Conduction Station," pp. 23-26. Rods of Al, brass, plastic, and wood immersed in water; use timer to measure time for heat to move the length of the rods. - Vocabulary: Conductor; Insulator. - Key Concepts: Heat transfer by "direct contact." Works best in solids. Provisioning: Coffee urn, cups w. lids, rods, and timers. Note: Refreshing water after each trial requires LOTS of hot water! [Fri., 28 JAN 2005] > "Convection Station - Hot and Cold Bottles of Water," pp. 27-30. The preceding activity demos behavior of more & less dense fluids; the following demo illustrates a convection current (or cell) in a fluid. > Convection demo: boiling water and pasta. Day before lab activity: Warning to wear old clothes; demo magic trick. Provisions: Coffee urns (hot & cold); cooler & ice; 12-14 bottles; 6-7 catch basins; 12-14 600 ml beakers (300 ml H2O per bottle); food coloring; 6-7 laminated index cards; 6-7 hot gloves; colored pencils (for drawing observations). [Note to Chin: Bottles could/should be pre-drawn in lab manual.] Use very hot & cold water for high temp contrast. Before proceeding, students do "wet run" (not "dry run") with room temp water. (1) Cold on top; (2) Hot on top. [Wed., 02 FEB 2005] P.O.D.s: Video Daily Double! Demo convection current (or cell) using hot plate, 1000 ml beaker, and small pasta. Note: Flowing current invisible until adding "tracers" (pasta). Observe/sketch. [Thu., 03 FEB 2005] P.O.D.s: Video Daily Double! Review activity questions: "Conduction Station" [Note: Make connection between plastic = good insulator and fleece garments (100% polyester).]; "Convection Station." Pre-lab, "Turn Up the Heat! - Determining Boiling Point": Read background paragraph; draw "Prediction" graph. [Fri., 04 FEB 2005] "Turn Up the Heat! - Determining Boiling Point" (phase changes), pp. 39-45. Notes: Pre-heat hotplates to setting #8 (control = constant heat output); stir ice water mixture continuously [to avoid graph spikes ("hiccups")]. HONORS Pre-Lab: Determine heat output of hotplate in calories/minute. Calculate latent heat of fusion and latent heat of vaporization using mass of ice plus time to melt ice and boil water. Use electronic balances to zero scale for mass of empty beaker, then quckly determine mass of ice (H2O). H = mCdelta-T g/1 x cal/g-degC x degC Heat output burner (cal/min) = mCdeltaT/min LHF or LHV = cal/min x min/1 x 1/g LHF = 80 cal/g LHV = 540 cal/g [NYSRE Earth Science Reference Tables] > Equations * Latent Heat} solid to liquid (vice versa): Heat (cal) = mass x heat of fusion * Latent Heat} liquid to gas (vice versa): Heat (cal) = mass x heat of vaporization * Heat energy (lost or gained): Heat (cal) = mass x temp change x specific heat > Physical Constants * Specific Heat of Water (in cal/g Cd) = 1.0 Ice = 0.5 Water Vapor = 0.5 -- [Mon., 07 FEB 2005] Hand-out YSLG Study Guide. Post-lab discussion, phase change lab. Google Search: "latent heat of vaporization" http://www.physlink.com/Education/AskExperts/ae93.cfm "The difference in enthalpies comes from the fact that a liquid molecule is stabilized by interactions with other nearby molecules (therefore a small heat of fusion) and a gas has very little intermolecular stabilization (hence a large heat of vaporization). The confusion comes from *the idea that temperature is a measure of the average kinetic energy of a system, and since the temperature remains constant, the average kinetic energy must also remain constant.* *The extra energy required to cause a phase transition is actually potential energy. It is the energy required to overcome the bonds of nearest neighbors to the point that a phase transition can occur. So it really isn't a change in kinetic energy.*" Answered by: Joe Larsen, Ph.D. Chemistry, Rockwell Science Center, Los Angeles, CA [Tue., 08 FEB 2005] "Is Freezing Cold? - Determing Freezing Point" (phase changes), pp. 47-50. Precaution: Temp of water bath should be somewhere between 70-80C, otherwise test tube of Lauric acid will not cool to freezing point w/in 15 minutes (time period spec'd. by YSLG). Note: Why did temp STOP decreasing? Latent Heat of Fusion released during phase change from liquid to solid! [Wed., 09 FEB 2005] "Cold, Colder, Coldest" Note: Sony Mavica MVC-FD200 takes video (MPGs) up to 1.44 MB (memory size of floppy diskette). Better quality in 320x240 format; 5-, 10-, & 15-sec clips. BE SURE TO SHOOT MOVIES IN LANDSCAPE MODE!!! (No way to rotate MPGs.) - banana hammer - flask/balloon gas production/expanding balloon - "fog beaker" (CO2 sublimes in H20) - floating "party bubbles" on bed of CO2 in aquarium - "let it snow" (use liq. N to cool CO2-filled balloon; dry ice forms inside balloon) - shattering/crumbling flower(s) [Thu., 10 FEB 2005] > HONORS "More Than Just Hot Air - Designing Your Own Experiment," pp. 51-52. Honors only. Two options: (1) Increase efficiency of "An Insulated Cola Bottle." Use either hot or cold liquid. Collect "baseline" data; redesign insulating materials to increase efficiency (w/in guidelines spec'd. by Vernier activity). (2) Increase efficiency of "Heat Transfer by Conduction." Insulated cups filled with ~200 ml (~200 g) of either hot- or cold water. Heat (lost or gained) = m x C x Delta-T Specific Heat of Water = 1 cal/g-C % efficiency = heat gained/heat lost x 100 Provisioning: * Logger Pro > Physical Science with Computers > Exp 12 - An Insulated Cola Bottle [12a_Insulated_Bottle_4btl_v4.xmbl] * ESCP "Conduction" kits + 12b_Heat_Transfer_by_Conduction.xmbl Ward's Natural Science Heat Transfer Activity http://www.wardsci.com/product.asp_Q_pn_E_364177_A_Heat+Transfer+Activity Hubbard Scientific Heat Transfer Kit http://www.shnta.com/Product//3122-gp.htm Lessons Learned: - repurpose as "Insulation Station" follow-on activity - Revise activity sheet to include student predictions, and spaces to record data for analysis (statistics & linear fit). - #3 rubber stoppers (one-hole) fit perfectly in IBC soda bottles. - Predetermine volume of containers: IBC soda bottles: ~366 ml (almost full) "Conduction Kit" insulated cups (~450 ml max) [*Use 370 ml in each container. Use 1000 ml graduated cylinders to measure volumes. Mass of empty IBC bottle is 194.1 g.] - Order two- to three (2-3) "Heat Transfer Kits" (conduction). * MTJHA culminating activity: Create tissue paper (or lightweight plastic trash bag) hot air balloon activity. Need paint gun &/or VERY HOT blow dryer. > GEN-ED * Bill Nye video: "Heat" (Big Sweaty Guy, Vivian Cupcake, et al.); photocopy B.Hayward video guide [Fri., 11 FEB 2005] HONORS: MTJHA cont'd. GEN-ED: Review activity questions, phase change labs (melting/boiling & freezing). Evaporation: phase change from liq-to-gas; temp <100C. Boiling: phase change from liq-to-gas; temp = 100C. Good question for "Ask a Scientist": If air temp consistently = or > 100C, will water bodies (e.g., lakes) boil? Phase change worksheets (two versions) [Mon., 14 FEB 2005] <-- Valentine's Day HONORS: MTJHA cont'd. - Final Testing GEN-ED: Review activity questions, "Is Freezing Cold?" Quest Bowl, Part 1 (of 2?) [Tue., 15 FEB 2005] WPHS Guidance Counselors (scheduling rising 9th graders) [Wed., 16 FEB 2005] GEN-ED: YSLG Quest [Note: *Lots* of schedule disruptions/lost time due to WPHS Guidance visists, inclement weather, staff development in-service, etc. Net result: 2-3 weeks behind schedule!] [Fri., 04 MAR 2005] Per. 1-3: YSLG Unit Test ================================================================= Walter Sanford, Director Carl Sandburg Middle School Center for Sky Awareness 8428 Fort Hunt Road Sandburg Planetarium Alexandria, VA 22308 Fairfax County Public Schools Work: 703-799-6169 -6197 (fax) E-mail: wsanford@wsanford.com Home: 703-765-9392 AMS Project ATMOSPHERE Atmospheric Education Resource Agent & Water in the Earth System (WES) Resource Teacher SCSA, Geosystems, & Camp T-Equity - URL: http://www.wsanford.com/ =================================================================