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| This unit on thermal energy transfer begins with students testing whether a new plastic cup sold by a store keeps a drink colder for longer than the regular plastic cup that comes free with the drink. Students find that the drink in the regular cup warms up more than the drink in the special cup. This prompts students to identify features of the cups that are different, such as the lid, walls, and hole for the straw, that might explain why one drink warms up more than the other. Students investigate the different cup features they conjecture to explain the phenomenon, starting with the lid. They model how matter can enter or exit the cup via evaporation. However, they find that in a completely closed system, the liquid inside the cup still changes temperature. This motivates the need to trace the transfer of energy into the drink as it warms up. Through a series of lab investigations and simulations, students find two ways to transfer energy into the drink: (1) the absorption of light and (2) thermal energy from the warmer air around the drink. They are then challenged to design their own drink container that can perform as well as the store-bought container, following a set of design criteria and constraints. |
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| The OpenSciEd Instructional Model uses a storyline approach– a logical sequence of lessons that are motivated by students’ questions that arise from students’ interactions with phenomena. To help teachers and students advance through a unit storyline, the instructional model takes advantage of five routines—activities that play specific roles in advancing the storyline with structures to help students achieve the objectives of those activities. The routines typically follow a pattern as students kick off a unit of study, investigate different questions they have, put the pieces together from those investigations, and then problematize the next set of questions to investigate. Click here to view the complete 6.2 Thermal Energy Storyline document.  | In this unit, students will develop and use particle models of a pure substance (water) to explain energy transfer from light and thermal energy. Across the unit, students develop and refine models to explain how objects can change temperature both when matter moves out of a system, and when energy is transferred between objects. Students begin by encountering the anchoring phenomenon of an iced drink in a new (special) cup staying cooler than an iced drink in a regular cup. Students share their initial ideas about matter or energy moving into or out of the cups to explain how the drinks warms up over time. The purpose of the anchor is twofold. First, it is used to probe students’ initial ideas of what it means for something to warm up and mechanisms for how this happens in the cup system context. Second, it prompts students to identify the key components of the cup system and how they function to keep the drink cold or allow it to warm up. Defining the system in this way sets students up for making principled decisions about how and why to modify components of the system in their engineering designs to slow energy transfer. |
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| MS-ETS1-4 Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved Structure and Properties of Matter Structure and Properties of Matter MS-PS1-4 Develop a model that predicts and describes changes in particle motion, temperature, and state of a pure substance when thermal energy is added or removed. MS-PS3-3 Apply scientific principles to design, construct, and test a device that either minimizes or maximizes thermal energy transfer. MS-PS3-4 Plan an investigation to determine the relationships among the energy transferred, the type of matter, the mass, and the change in the average kinetic energy of the particles as measured by the temperature of the sample. MS-PS3-5 Construct, use, and present arguments to support the claim that when the kinetic energy of an object changes, energy is transferred to or from the object. Copyright © 2001-2015 State of Michigan | Through these investigations students: - build on what they know about the particle nature of matter from 5th grade to develop a particle model of solids, liquids, and gases that include both structure and movement of particles as it relates to the temperature of the substance.
- plan and carry out investigations to systematically test the different parts of the cup system, tracking the flow of matter and energy into or out of the cup system.
develop a model of temperature as the average kinetic energy of a group of particles.
model the transfer of energy from light to kinetic energy of particles when light is absorbed. - model thermal energy transfer between substances through particle collisions, or conduction, to change the average particle motion in a substance.
- revise their models to include factors that minimize energy transfer by reducing the absorption of light and decreasing the opportunities for particle collisions.
- apply what they have learned about features that can slow energy transfer to design, build, test, and revise a cup system to keep a drink cold.
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| Please click here for a description of the big ideas that connect middle school NGSS (Achieve, 2017). | |
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| Please refer to OpenSciEd Unit and Lesson Level Documentation: A lesson-level performance expectation (LLPE) is a three-dimensional learning statement for each lesson aimed at highlighting the key student expectations for that lesson. Every OpenSciEd lesson includes one or more LLPEs. The structure of every LLPE is designed to be a three-dimensional learning, combining elements of science and engineering practices, disciplinary core ideas and cross cutting concepts. The font used in the LLPE indicates the source/alignment of each piece of the text used in the statement as it relates to the NGSS dimensions: alignment to Science and Engineering Practice(s) , alignment to Cross-Cutting Concept(s) , and alignment to the Disciplinary Core Ideas . Each unit includes a table that summarizes opportunities in each lesson for assessing every lesson-level performance expectation (LLPE). Examples of these opportunities include student handouts, home learning assignments, progress trackers, or student discussions. Most LLPEs are recommended as potential formative assessments. Assessing every LLPE listed for each student can be logistically difficult. Strategically picking which LLPEs to assess and how to provide timely and informative feedback to students on their progress toward meeting these is left to the teacher's discretion. However, the system is designed to support a quick review of the LLPE, assessment guidance, and a subset of student work to help inform instructional decisions throughout the unit even if you are not assessing each student individually every time. | |
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