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Students compare a cup of hot tea to a bathtub full of warm water and begin thinking about why the number of molecules matters.
On the left is an image of a small cup of tea. The water inside the teacup is very hot, about
80oC. On the right is an image of a large bathtub. The water inside the bathtub is warm,
about 40oC.
Students read an article that presents a series of comparisons highlighting how the number of molecules affects the total kinetic energy that a thing has.
The comparison in the Warm-Up is similar to the
comparisons that they you need to make
between the two heating systems for Riverdale
School—
one system’s reservoir is smaller but hotter, while
the other system’s reservoir is larger but not as
hot.
In order to choose between these systems, you
will need to figure out which system will transfer
more kinetic energy to air inside the school, since
the temperature of the school will increase more
if more kinetic energy transfers to the air
molecules. To do that, you must begin by thinking
about which system actually has more total
kinetic energy.
Students read an article that presents a series of comparisons highlighting how the number of molecules affects the total kinetic energy that a thing has.
What determines how
much total kinetic energy
something has? You will begin to think about the
Investigation Question by reading
an article about temperature and
thermal energy. You are not
expected to answer the
Investigation Question today; the
goal of this lesson is for you to
become familiar with the article.
Students read an article that presents a series of comparisons highlighting how the number of molecules affects the total kinetic energy that a thing has.
We’ve been using the term
thermal energy throughout
this unit—it’s even the title
of our unit—but we don’t
have a definition of this
term yet. Maybe this article
will help me figure out
what thermal energy is.
The title of this article tells
me that it isn’t
temperature. In that case,
what is it?
Students read an article that presents a series of comparisons highlighting how the number of molecules affects the total kinetic energy that a thing has.
This paragraph talks about
putting ice cubes in hot
soup. I have learned that
when a colder thing
comes into contact with a
warmer thing, the
molecules will collide and
transfer energy from the
warmer thing to the cooler
thing. Therefore, I can infer
that the hot soup will
transfer energy to the ice
cube.
Students read an article that presents a series of comparisons highlighting how the number of molecules affects the total kinetic energy that a thing has.
Reading “Thermal Energy Is
NOT Temperature”. Open the
“Thermal Energy Is NOT
Temperature” article. You can also
find this article in Digital Resources.
Annotate your article as you read.
Students share annotations with their peers and receive a formal definition for the vocabulary term thermal energy.
Reviewing Annotations1. Look over your annotations on the
“Thermal Energy Is NOT Temperature”
article. Pick one or two of your
annotations to share with a partner.
Then, edit them and add #share.2. Discuss the tagged annotations with
your partner. After you have
discussed the annotations with your
partner, edit these annotations by changing the tag to #discussed.
3. Now, choose one of the questions or
connections you already discussed or
a different question or connection
that you still want to discuss with the
class. Edit the annotation and add
#present.
Students share annotations with their peers and receive a formal definition for the vocabulary term thermal energy.
Reviewing Annotations1. Look over your annotations on the
“Thermal Energy Is NOT Temperature”
article. Pick one or two of your
annotations to share with a partner.
Then, edit them and add #share.2. Discuss the tagged annotations with
your partner. After you have
discussed the annotations with your
partner, edit these annotations by changing the tag to #discussed.
3. Now, choose one of the questions or
connections you already discussed or
a different question or connection
that you still want to discuss with the
class. Edit the annotation and add
#present.
Students share annotations with their peers and receive a formal definition for the vocabulary term thermal energy.
Reviewing Annotations1. We have been thinking about
average kinetic energy, which is
temperature. Now we’re going to
think about the total kinetic energy,
which is also called thermal energy.2. Remember that when we find the
average kinetic energy of something,
our first step is to add up all the
energy of its molecules. When you do this first step, you are calculating the
total kinetic energy of that thing. If
you are trying to find the average
kinetic energy, you still have to divide
the total by the number of molecules,
but when you are finding the total,
you can stop after the first step.
Students complete a Sim mission by taking a screenshot of a colder sample that has more thermal energy than a warmer sample.
Sim Mission
ANSWER HERE ANSWER HERE