Total Duration: |
61 to 90 Minutes |
Materials and Resources: |
Per group: 2 clear plastic cups Various colors of food coloring Hot and cold water (Review safety guidelines if water is hot enough to scald) Safety goggles Droppers Thermometers Timer/Stopwatches Science Notebooks |
Technology Resources Needed: |
Computer with internet access Projector for displaying youtube videos for students |
Background/Preparation: |
Students should know how to design an experiment that allows them to test for one variable. Students will be given the parameters for designing the experiment, but they must be able to control all variables except for the temperature of the water. Students should use the same amount of water and same amount of food coloring. This experiment is designed to scaffold the steps of designing an experiment, but the teacher can give more or less scaffolding depending on the students. This lesson is designed to be an introduction to particle motion, temperature, and thermal energy, so prior teaching on the topic is not necessary, however, students should be familiar with the concepts of molecules, temperature, and thermal energy. Teacher must gather materials and have hot water and cold water available. |
1. (15 Minutes) Watch the video Part(icles) of Your World: Crash Course Kids to introduce the concept of particles, phase changes, and thermal energy. Ask the students the following questions: Is the speed of water molecules different in hot and cold water? Can we design a test to find out? (One way of accessing prior knowledge at this point would be to ask students if they have ever watched or helped make iced tea. Ask what was done to the water before the tea bags were added.) 2. (20 Minutes) Explain the students will be using food coloring to test particle motion in water with different temperatures. Have the materials listed on the board so that the students will know what is available. Ask the students to help design an experiment to test the effects of temperature on particle motion. Guide the students by asking questions like: Should we use the same amount of water in each cup? Should we use the same size cups? Should we use the same amount of food coloring? Should we put the food coloring in at the same time? Allow the students to come up with a plan for testing the effects of temperature on particle motion. Have them write down their plan in science notebook before going to the next step. 3. (10 Minutes) Allow the students to get the materials needed for conducting the experiment in their groups (The teacher will need hot and cold water available for students. If boiling hot water is used, please stress safety). 4. (15 Minutes) Have students conduct the experiment as planned out in their groups. Remind the students to record the temperature of the hot and cold water prior to adding food coloring. Once they have recorded the temperatures, instruct them to add the food coloring at the same time and observe what happens. Note when changes occur. Note the time when they think the food coloring has sufficiently mixed. 5. (10 Minutes) Have students explain how temperature affected the motion of the particles and the speed at which the food coloring mixed with the water. Look back at your prediction from step one and explain why you were correct or how you would change your prediction. Summarize what you learned during this lesson. |
Assessment Strategies |
Teacher observation and questioning Check student notebook for understanding and completion. Did the student explain that particles move faster in warmer water? Did the student make a connection between particle motion and thermal energy? Did the student have a detailed and organized experimental procedure that would allow them to test for one variable?
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Acceleration: |
Students could research how rock candy is made and relate the process to thermal energy and particle motion. Explain why an increase in thermal energy can lead to supersaturated solutions. |
Intervention: |
Give more structure and guidance to students/ groups that struggle with designing an experiment for testing one variable. The teacher might have to give assistance on creating the steps of the experiment. |
View the Special Education resources for
instructional guidance in providing modifications and adaptations
for students with significant cognitive disabilities who qualify for the Alabama Alternate Assessment.
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