Lesson 1 - Monday, Jan 15 (All periods)
Focus Question: Why does the temperature of the liquid in some cup systems change more than in others?
What We Did…
We spent the first part of the lesson checking the quality–and completeness–of the following science notebook entires: CCT #1, CCT #2, and CCT #4a (B & G periods) or #4b (E period). We checked each of these entries for an entry title (e.g., CCT#1 – Results), a scientific date in the correct location, a data table (or a note announcing to readers what page the data table is in), a line graph, and a proper title for the line graph. When finished with this work, teams of students were then asked to translate the results of their CCT #1 line graph into a labelled model diagram in which they were asked to show the movement of heat in the cups used in CCT#1.
What We Figured Out…
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How We Represented It…
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Homework: G period students have a homework assignment due Wednesday. They can find a description of this assignment on Veracross.
Lesson 2 - Tues, Jan 16 (B & E) & Wed, Jan 17 (G)
Focus Question: Why does the temperature of the liquid in some cup systems change more than in others?
What We Did…
We did a drawing exercise attempting to translate our CCT #1 line graph into a 4-step visual model. In this model, we tried to show the action/behavior of the heat in both the single and double cup systems. We did this by using a blank A4 paper divided into 8 equal sections. We used the top row of the paper to show four stages of the single cup system and the bottom row to show the same four stages of the double cup system. In B period, we also recorded our best definitions for two important terms: heat and cold. In E period, we came up with two different hypotheses to explain what happened to the heat during the first 5-10 minutes of the investigation. In G period, we came up with three different hypotheses to explain what happened to the heat during the first 5-10 minutes of the investigation.
What We Figured Out…
When the temperature of water in a cup DECREASES (whether a single or a double cup, regular or fancy), we think the heat in the cup is either destroyed by the ice cubes OR escapes into the surrounding air (either at the surface of the water or through the sides of the cup…or both). Some students suggested the explanation for the temperature loss could involve both of these processes.
How We Represented It…
We began creating an 8-square drawing on a piece of A4 to model what we think is happening to the heat during CCT#1.
Homework: —
Lesson 3 - Wed, Jan 17 (B) & Thurs, Jan 18 (E & G)
Focus Question: Why does the temperature of the liquid in some cup systems change more than in others?
What We Did…
Dr. M used the first 5 minutes of the lesson to explain the Science Notebook Reflection assignment listed below (and also on Veracross). We then returned to the CCT#1 drawing we started in Lesson 2. During this lesson, E & G period students were asked to define the terms heat and cold. Students in all periods were asked to think about designing an investigation to prove what happens to the heat in the water when the water temperature in a single (or double) cup decreases. Working in teams, B period students started developing a variety of different investigations. In E period, the class wants to investigate the function of the cup walls by shining a light on empty cups and measuring the temperature inside of them. In G period,
What We Figured Out…
When the temperature of water in a cup DECREASES (whether a single or a double cup, regular or fancy), we think the heat in the cup is either destroyed by the ice cubes OR escapes into the surrounding air (either at the surface of the water or through the sides of the cup…or both). Some students suggested the explanation for the temperature loss could involve both of these processes.
How We Represented It…
We continued making an 8-square drawing on a piece of A4 to model what we think is happening to the heat during CCT#1.
Homework: On the handout provided in class by Dr. Merritt, students have been asked to complete a reflection exercise mostly about the work they’ve entered into their science notebook for the past 18 weeks. There is also one reflection to complete regarding their overall (class) Effort.
Lesson 4 - Thurs, Jan 18 (B) & Fri, Jan 19 (E & G)
Focus Question: Why does the temperature of the liquid in some cup systems change more than in others?
What We Did…
At the start of the lesson, Dr. M collected last night’s homework, the Fall Semester Science Notebook Reflection, which was a handout given to students at the end of Lesson 3.
Working in small teams or individually, students were then given a “Planning and Carrying Out Investigations” handout on which they are being asked to design an investigation that can either prove or disprove the Aron hypothesis (that ice destroys heat inside the water, therefore making it impossible for heat to escape) or the Tommy hypothesis (that ice does not destroy heat inside the water, therefore making it possible for heat to escape). Today’s work involved mostly creating a labelled picture (in Box 2) of students’ ideas for an investigation.
What We Figured Out…
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How We Represented It…
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Homework: —
Announcements...
The DRIVING QUESTION of our current unit is: How can containers keep stuff from warming up or cooling down?
#1 - This is the final school week before the end of the Fall Semester.
#2 - ...