Keeping Cool

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					Keeping Cool
I. Topic Area
Students will be investigating the temperature changes in a liquid with and without insulation.

IV.

Anticipatory Set

Hand out single popsicles to students and discuss how they could keep theirs frozen.

V. AR Science Standards (6th)
PS.1.3 Generate written conclusions based on evidence acquired through experimentation. PS.3.2 Demonstrate how physical science is connected to mathematics (analyze collected data) PS.3.3 Apply multiple strategies to problem solving PS.3.4 Use appropriate equipment, tools, techniques, technology, mathematics, and technical writing in scientific investigation. PS.3.6 Acknowledge the impact of scientific discoveries upon society. PS.1.4. Interpret scientific information from graphs and charts.

II. Objectives
Students will be able to read and record temperature off a thermometer. Students will be able to write a well thought out hypothesis. Student will be able to use collected data and place in a graph. Students will be able to write and test a hypothesis.

AR Math Standards (6th)
NO.1.6.1 Demonstrate conceptual understanding to find a specific percent of a number, using models, real life examples, or explanations. A.5.6.2 Model, write and solve onestep equations by informal methods using manipulative and appropriate technology. A.5.6.2 Write simple algebraic expressions using appropriate operations (+, -, x, /) with one variable A.6.6.1 Complete, with and without appropriate technology, and interpret tables and line graphs that represent the relationship between two variables in quadrant G.13.6.1 Solve real world problems involving one elapsed time, counting forward and backward (calendar and clock)

III. Description of Activity
Students will test three cans of the same beverage for temperature changes. One cooled beverage can will have no insulation. Each of the other beverage cans will be covered with materials supplied by the teacher. Data will be recorded every two minutes. The data will be used to construct a graph and to calculate mean, median, and mode. Students will then design an activity which will require them to write and test a hypothesis.

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M.13.6.6 Use estimation to check for reasonableness of measurements obtained from use of various instruments (including angle measures)

VI.

Materials

Canned drinks (enough for each group to have three) Thermometers Timer Assorted items to be used for students to cover their beverage cans (foil, packing peanuts, saran wrap, felt, bubble wrap, etc). Containers of different geometric shapes

VII. Prerequisite Skills
Students need to be able to read a thermometer. Students need to have knowledge of how to construct a line displaying more than one set of data.

2. At the end of the discussion explain to the class that this idea is the topic for the day’s experiment. 3. Explain that the class will be broken down into groups and be given three canned drinks. They will use the materials provided to investigate how to keep canned drinks cool. 4. One beverage can will remain untampered with. 5. Allow a few minutes for the groups to examine the materials provided and discuss which ones they are going to experiment with. 6. Their material choices and their hypothesis need to recorded before beginning the experiment. 7. Allow time for the students to get their supplies. Each group needs to have the cans set up and ready for the teacher to begin the timer.

8. Start the timer for two minutes.
At the end of the time have students record the temperatures of all three cans. Continue to time and record for thirty minutes.

VIII. Key Questions
1. What materials will make a canned drink stay cool the longest? 2. Does the geometric shape or size of a container affect its ability to retain a specific temperature?

XI.

Procedure- Math (Day 1)
1. Taking the temperature data that was collected previously have the students construct a line graph showing all three sets of data that were collected. 2. Have the students answer the questions on the worksheet provided.

IX. Management Suggestions
1. Refrigerate drinks overnight so cans will be cold. 2. Have all materials precut to save time. 3. If it is possible, block the time so that Days 2 and 3 in math can be done on the same day.

Procedure (Day 2)
1. Divide students into groups of three or four. 2. Have items on display which are of different geometric shapes (cylinder, sphere, rectangular prism, cube, etc.). Other items which you might want to display are foil, saran wrap, wax paper, paper bags, bubble wrap, etc.

X. Procedure Science
1. After students are seated, hand out popsicles. Lead a discussion on how they could help their popsicle remain frozen.

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Instruct student groups that they are going to design an activity which they will answer the “key” question in math, “Will the geometric shape and/or size of a container affect its ability to retain a specific temperature?” 3. Give students a sheet on which to write their experiment insuring that it contains all of the components you require of them. 4. At the end of the day collect them for use on Day 3.

Procedure (Day 3)
1. On the overhead, display copies of the student’s experiments. Have students discuss each one. Let the class vote on which one they feel will more accurately answer the key question. XII. Discussion and Follow-up 1. Lead a discussion about the results and which materials kept the drinks coolest. 2. Students need to graph their results on a line graph.

XII. Extension and Enrichment
1. Have the students look up the history of refrigeration and ice chests. 2. Each group could weigh their cans and figure out the total amount of pounds the class has. Check the current price of aluminum and figure the amount students could receive for recycling 3. Set up a recycling center. 4. Possible art activity is to use empty cans for tin punch candle holders. 5. Possible literature connections are:

Temperature by Alan Rodgers, Temperature, Measure Up With Science Series by Brenda Walpole

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