How does energy transfer into a cold drink when it warms up?
- Do Now– Copy down today’s homework assignment in your planner. Open your ISN and add to the Table of Contents- “Touching Hot & Cold” p.37 (Right Side). Head p.37 properly with “Touching Hot & Cold-11/28/18.″
- Consensus Model– Observe individual student scientists’ models in Google slides. What do you notice that is similar across all models? Is there anything that you think is different about your model? We’re going to take stock of the ideas in everyone’s models to build a class consensus model that everyone agrees upon and that explains what happens to cause a drink to warm up inside a cup. Remind students of class norms for productive scientific discussions and refer to the Communicating in Scientific Ways on ISN p.14. As student scientists offer proposals, create a public representation of the consensus model on chart paper. Agree on how we should represent cold and hot, particle motion, temperature as average kinetic energy, etc.
- Scientific Language Key Term– Introduce key term- conduction. Add definition below model on ISN p.34- “Heating that happens when two things of different temperatures touch and the particles with more energy collide with particles with less energy and transfer their movement.” Add the key term conduction to Index.
- Brain Break– Optical illusions
- Modeling Hot and Cold– What are some examples of conduction from our own experiences? Think about times you’ve touched something and it feels hot or it feels cold. When you touch something and it feels hot or it feels cold, the particles from the object and the particles of your hand are colliding. What can we say about conduction when something feels hot? How is it different when something feels cold? Let’s model these ideas! On ISN p.37, draw two models to help explain what is happening to your hands to experience hot or cold. Draw a diagram on the top half for what is happening on a particle scale when you touch something hot like a pot from the stove. Share your model with your partner and then revise, if necessary. Then draw a diagram on the bottom half for what is happening on a particle scale when you touch something cold like an ice cube. Share your mode with your partner then revise.
Study Heat Thermal Energy (ISN pages 16-35) for a quiz on Friday, 11/30
Why is the new cup better than the regular cup?
- Do Now– Get out your ISN and add to the Table of Contents- “Model Tracker” p.18 (Left Side), “Model Tracker” p.19 (Right Side), “Model Tracker” p.20 (Left Side), & “Model Tracker” p.21 (Right Side). If you want to be a Greeter for the class, please see Mrs. Vigliotti.
- Periods 1, 3, & 4– Circle- What did we just do? What are our next steps? Periods 6 & 7- Trim & tape the “Communicating in Scientific Ways” handout onto ISN p.14 & add “Communication Prompts” p.14 to the Table of Contents. Share “What We Wonder” Observations. Review Cup Contrast Data by observing the graph of the Cup Contrast Data & recording new observations of the graph in the “What We Notice” T-chart on ISN p.17.
- Present Initial Models to the Class– Review your model individually. Observe the models of 3 students presented to the class. Each student will explain all the elements of his/her model. Find similarities and differences among the three models presented and the individual ones in your notebook. Emphasize what was repeated or common among the shared models.
- Class Consensus Model- What did you notice that was similar across models? What did you notice that was different? Focus on the similarities in your models. Draw an initial consensus model as a class representing the parts of the model that are agreed upon. Use questions marks on areas where there are still different ideas.
- Model Tracker– This is where we will keep track of the important ideas we come to agreement on in our investigations. Draw the Model Tracker on ISN pages 18-21. What ideas did we agree upon in our model? Let’s write these ideas in the first row. Let’s use evidence from our observations and the data to support our ideas and draw a quick picture to represent them.
Do all objects vibrate when they are making sounds?
- Do Now– Copy down today’s homework assignment in your planner. Get out your ISN and add to the Table of Contents- “Objects Investigation p.24” (Left Side); Head page 24 properly with “Objects Investigation- 11/14/17.”
- Turn & Talk/Stop & Jot– Make a claim based on the results of this investigation to answer the question “Do all objects vibrate back and forth when they are making sound? Work with a partner to write your claim on ISN p.24.
- Consensus Scientists’ Circle– What have we figured out about the source of sound that we can add to our model? What have we figured out about the anchoring phenomenon (record making noises as the needle scratched it)? How can we apply the discoveries you made to help explain how the needle and record produce sound?
- Conclusion– Write a conclusion on ISN p.24 to answer the question: Apply the discoveries you made to help explain how the needle and record produce sound.
Complete Conclusion on ISN p.24