INSTRUCTIONAL FOCUS DOCUMENT HS/Physics

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1 Exemplar Lesson 01: Thermodynamics and Heat Transfer State Resources: RATIONALE: This unit bundles student expectations relating to how matter reacts with changing temperature, how thermal energy is controlled and utilized, and the limitations on using thermal energy to do work Prior to this unit, students have explored the law of conservation of energy and how energy impacts work and motion. In this unit, students will further refine their knowledge of this law and how it relates to the laws of thermodynamics. This unit will also introduce the basics, show some applications for those basic principles, and then present additional results of thermodynamic study without detailed analysis. After this unit, students will use the concepts to develop a better understanding of electricity and magnetism. STAAR Note: The concepts and skills explored in this unit will address standards associated with the STAAR Physics assessment Reporting Category 3: Momentum and Energy. According to the American Association for the Advancement of Science (AAAS), in the Benchmarks for Science Literacy (Project 2061) [online version], by the end of the 12 th grade, students should know that In matters that can be investigated in a scientific way, evidence for the value of a scientific approach is given by the improving ability of scientists to offer reliable explanations and make accurate predictions. American Association for the Advancement of Science. (1993). Benchmarks on-line. Retrieved April 25, 2008, from MISCONCEPTIONS/UNDERDEVELOPED CONCEPTS: MISCONCEPTIONS: Students may think that energy gets used up. Students may think heat and temperature is the same thing. Students may think everyone understands what is hot and cold, not realizing those terms do not mean the same thing in science as they do in everyday life. PERFORMANCE INDICATORS CONCEPTS KEY UNDERSTANDINGS Draw a diagram of a steam turbine, label how heat is transferred in the system, and explain how the terms latent heat, specific heat, and the laws of thermodynamics apply at both the microscopic and macroscopic level. (P.2K; P.6E, P.6F) 1C; 5B, 5F Systems Energy Change Energy Nature of Science Thermodynamics is the study of how matter reacts with changing temperature and how heat energy is controlled and utilized. The first law of thermodynamics is a statement of conservation of energy for a system (such as an engine), relating heat, internal energy, and work. 2012, TESCCC 05/18/12 page 1 of 6

2 PERFORMANCE INDICATORS CONCEPTS KEY UNDERSTANDINGS Choose a graphic organizer to outline the development of the laws of thermodynamics in historical terms relating to heat engines and to modern applications of heating and cooling. (P.2K; P.6F, P.6G) 1C; 3J Systems Energy Change Energy Nature of Science KEY ACADEMIC VOCABULARY SUPPORTING CONCEPTUAL DEVELOPMENT Thermodynamics the study of the effects of heat, work, and energy on a system Thermal energy a form of kinetic energy resulting from the motion of particles that is transferred as heat Specific heat the heat required to raise the temperature of one gram of a substance one degree centigrade Macroscopic larger view of a system Microscopic very small view of a system Temperature the property of an object to tells how warm or cold an object is Specific heat the amount of heat needed to raise the temperature of one gram of a substance one degree Celsius Pressure force per surface area Conduction energy transfer from one material to another by direct contact Convection energy transfer by movement within a material Radiation energy transmitted by electromagnetic waves The second law of thermodynamics can be expressed several ways, but describes the limitations (e.g., efficiency) on systems using thermal energy. The macroscopic concepts of temperature and thermal energy have microscopic explanations. A complete description requires understanding phenomena at both levels. Heat is thermal energy in movement, which occurs by conduction, convection, and radiation. SE# TEKS P.2 P.2F Demonstrate the use of course apparatus, equipment, techniques, and procedures, including multimeters (current, voltage, resistance), triple beam balances, batteries, clamps, dynamics demonstration equipment, collision apparatus, data acquisition probes, discharge tubes with power supply (H, He, Ne, Ar), hand-held visual spectroscopes, hot plates, slotted and hooked lab masses, bar magnets, horseshoe magnets, plane mirrors, convex lenses, pendulum support, power supply, ring clamps, ring stands, stopwatches, trajectory apparatus, tuning forks, carbon paper, graph paper, magnetic compasses, polarized film, prisms, protractors, resistors, friction blocks, mini lamps (bulbs) and sockets, electrostatics kits, 90-degree rod clamps, metric rulers, spring scales, knife blade switches, Celsius thermometers, SPECIFICITY Demonstrate THE USE OF COURSE APPARATUS, EQUIPMENT, TECHNIQUES, AND PROCEDURES Triple beam balances Data acquisition probes Hot plates 2012, TESCCC 05/18/12 page 2 of 6

3 SE# TEKS meter sticks, scientific calculators, graphing technology, computers, cathode ray tubes with horseshoe magnets, ballistic carts or equivalent, resonance tubes, spools of nylon thread or string, containers of iron filings, rolls of white craft paper, copper wire, Periodic Table, electromagnetic spectrum charts, slinky springs, wave motion ropes, and laser pointers. P.2K Communicate valid conclusions supported by the data through various methods such as lab reports, labeled drawings, graphic organizers, journals, summaries, oral reports, and technology-based reports. SPECIFICITY Ring clamps Ring stands Stopwatches Scientific calculators Graphing technology Computers STAAR Note: The process skills will be incorporated into at least 40% of the test questions and will be identified along with content standards. Communicate VALID CONCLUSIONS SUPPORTED BY THE DATA Labeled drawings Graphic organizers Journals (science notebooks) P.6 Science concepts. The student knows that changes occur within a physical system and applies the laws of conservation of energy and momentum. The student is expected to: P.6E Describe how the macroscopic properties of a thermodynamic system such as temperature, specific heat, and pressure are related to the molecular level of matter, including kinetic or potential energy of atoms. Supporting Standard STAAR Note: The process skills will be incorporated into at least 40% of the test questions and will be identified along with content standards. Describe HOW THE MACROSCOPIC PROPERTIES OF A THERMODYNAMIC SYSTEM ARE RELATED TO THE MOLECULAR LEVEL OF MATTER Temperature in terms of average molecular motion Heat in terms of the transfer of molecular motion within a system Concept of thermal equilibrium Heat gained or lost = (mass)(specific heat)(change in temperature) Q = mc p T Specific heat Pressure Kinetic energy of atoms Potential energy of atoms The relationship between temperature, heat, and work TxCCRS Note: 2012, TESCCC 05/18/12 page 3 of 6

4 SE# TEKS P.6F Contrast and give examples of different processes of thermal energy transfer, including conduction, convection, and radiation. Supporting Standard P.6G Analyze and explain everyday examples that illustrate the laws of thermodynamics, including the law of conservation of energy and the law of entropy. Supporting Standard SPECIFICITY VIII. Physics D1 Understand potential and kinetic energy. VIII. Physics D2 Understand conservation of energy. VIII. Physics H1 Understand the gain and loss of heat energy in matter. VIII. Physics H2 Understand the basic laws of thermodynamics. Contrast, Give EXAMPLES OF DIFFERENT PROCESSES OF THERMAL ENERGY TRANSFER Temperature in terms of average molecular motion Heat in terms of the transfer of molecular motion within a system The concept of thermal equilibrium Conduction Convection Radiation TxCCRS Note: VIII. Physics H1 Understand the gain and loss of heat energy in matter. Analyze, Explain LAWS OF THERMODYNAMICS Melting and boiling problems The importance of thermal expansion- alternative heating methods Heat exchange Air conditioning Radiant Solar Geothermal Law of conservation of energy KE 1 + PE 1 = Ke f + PE f Law of entropy Heat gained or lost = (mass)(specific heat)(change in temperature) Q = mc p T Law of entropy Specific heat The relationship between temperature, heat, and work TxCCRS Note: VIII. Physics D2 Understand conservation of energy. VIII. Physics H2 Understand the basic laws of thermodynamics. 2012, TESCCC 05/18/12 page 4 of 6

5 SE# Scientific Process TEKS: Choose appropriate scientific processes to support your instruction. P.1 Scientific processes. The student conducts investigations, for at least 40% of instructional time, using safe, environmentally appropriate, and ethical practices. These investigations must involve actively obtaining and analyzing data with physical equipment, but may also involve experimentation in a simulated environment as well as field observations that extend beyond the classroom. The student is expected to: P.1A Demonstrate safe practices during laboratory and field investigations. P.1B Demonstrate an understanding of the use and conservation of resources and the proper disposal or recycling of materials. P.2 Scientific processes. The student uses a systematic approach to answer scientific laboratory and field investigative questions. The student is expected to: P.2A Know the definition of science and understand that it has limitations, as specified in subsection (b)(2) of this section. P.2B Know that scientific hypotheses are tentative and testable statements that must be capable of being supported or not supported by observational evidence. Hypotheses of durable explanatory power which have been tested over a wide variety of conditions are incorporated into theories. P.2C Know that scientific theories are based on natural and physical phenomena and are capable of being tested by multiple independent researchers. Unlike hypotheses, scientific theories are well-established and highly-reliable explanations, but may be subject to change as new areas of science and new technologies are developed. P.2D Distinguish between scientific hypotheses and scientific theories. P.2E Design and implement investigative procedures, including making observations, asking well-defined questions, formulating testable hypotheses, identifying variables, selecting appropriate equipment and technology, and evaluating numerical answers for reasonableness. P.2F Demonstrate the use of course apparatus, equipment, techniques, and procedures, including multimeters (current, voltage, resistance), triple beam balances, batteries, clamps, dynamics demonstration equipment, collision apparatus, data acquisition probes, discharge tubes with power supply (H, He, Ne, Ar), hand-held visual spectroscopes, hot plates, slotted and hooked lab masses, bar magnets, horseshoe magnets, plane mirrors, convex lenses, pendulum support, power supply, ring clamps, ring stands, stopwatches, trajectory apparatus, tuning forks, carbon paper, graph paper, magnetic compasses, polarized film, prisms, protractors, resistors, friction blocks, mini lamps (bulbs) and sockets, electrostatics kits, 90-degree rod clamps, metric rulers, spring scales, knife blade switches, Celsius thermometers, meter sticks, scientific calculators, graphing technology, computers, cathode ray tubes with horseshoe magnets, ballistic carts or equivalent, resonance tubes, spools of nylon thread or string, containers of iron filings, rolls of white craft paper, copper wire, Periodic Table, electromagnetic spectrum charts, slinky springs, wave motion ropes, and laser pointers. P.2G Use a wide variety of additional course apparatus, equipment, techniques, materials, and procedures as appropriate such as ripple tank with wave generator, wave motion rope, micrometer, caliper, radiation monitor, computer, ballistic pendulum, electroscope, inclined plane, optics bench, optics kit, pulley with table clamp, resonance tube, ring stand screen, four inch ring, stroboscope, graduated cylinders, and ticker timer. P.2H Make measurements with accuracy and precision and record data using scientific notation and International System (SI) units. P.2I Identify and quantify causes and effects of uncertainties in measured data. P.2J Organize and evaluate data and make inferences from data, including the use of tables, charts, and graphs. P.2K Communicate valid conclusions supported by the data through various methods such as lab reports, labeled drawings, graphic organizers, journals, summaries, oral reports, and technology-based reports. P.2L Express and manipulate relationships among physical variables quantitatively, including the use of graphs, charts, and equations. P.3 Scientific processes. The student uses critical thinking, scientific reasoning, and problem solving to make informed decisions within and outside the classroom. The student is expected to: P.3A In all fields of science, analyze, evaluate, and critique scientific explanations by using empirical evidence, logical reasoning, and experimental and observational testing, including examining all sides of scientific evidence of those scientific explanations, so as to encourage critical thinking by the student. P.3B Communicate and apply scientific information extracted from various sources such as current events, news reports, published journal articles, and marketing materials. P.3C Draw inferences based on data related to promotional materials for products and services. 2012, TESCCC 05/18/12 page 5 of 6

6 SE# Scientific Process TEKS: Choose appropriate scientific processes to support your instruction. P.3D Explain the impacts of the scientific contributions of a variety of historical and contemporary scientists on scientific thought and society. P.3E Research and describe the connections between physics and future careers. P.3F Express and interpret relationships symbolically in accordance with accepted theories to make predictions and solve problems mathematically, including problems requiring proportional reasoning and graphical vector addition. The English Language Proficiency Standards (ELPS), as required by 19 Texas Administrative Code, Chapter 74, Subchapter A, 74.4, outline English language proficiency level descriptors and student expectations for English language learners (ELLs). School districts are required to implement ELPS as an integral part of each subject in the required curriculum. School districts shall provide instruction in the knowledge and skills of the foundation and enrichment curriculum in a manner that is linguistically accommodated commensurate with the student s levels of English language proficiency to ensure that the student learns the knowledge and skills in the required curriculum. School districts shall provide content-based instruction including the cross-curricular second language acquisition essential knowledge and skills in subsection (c) of the ELPS in a manner that is linguistically accommodated to help the student acquire English language proficiency. ELPS# C(1) 1C C(3) 3J C(5) 5B 5F Subsection C: Cross-curricular second language acquisition essential knowledge and skills. Cross-curricular second language acquisition/learning strategies. The ELL uses language learning strategies to develop an awareness of his or her own learning processes in all content areas. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. The student is expected to: Use strategic learning techniques such as concept mapping, drawing, memorizing, comparing, contrasting, and reviewing to acquire basic and grade-level vocabulary. Cross-curricular second language acquisition/speaking. The ELL speaks in a variety of modes for a variety of purposes with an awareness of different language registers (formal/informal) using vocabulary with increasing fluency and accuracy in language arts and all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in speaking. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. The student is expected to: Respond orally to information presented in a wide variety of print, electronic, audio, and visual media to build and reinforce concept and language attainment. Cross-curricular second language acquisition/writing. The ELL writes in a variety of forms with increasing accuracy to effectively address a specific purpose and audience in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in writing. In order for the ELL to meet grade-level learning expectations across foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. For Kindergarten and Grade 1, certain of these student expectations do not apply until the student has reached the stage of generating original written text using a standard writing system. The student is expected to: Write using newly acquired basic vocabulary and content-based grade-level vocabulary. Write using a variety of grade-appropriate sentence lengths, patterns, and connecting words to combine phrases, clauses, and sentences in increasingly accurate ways as more English is acquired. 2012, TESCCC 05/18/12 page 6 of 6