introduction to heat & temperature
DESCRIPTION
At the end of the lesson, pupils should be able to:• Knowledge, Understanding& Application:– State that the temperature of an object is the measurement of its degree of hotness– Identify different types of thermometers for different uses– State that the unit of temperature is degree Celsius (°C)– Trace the four essential steps needed to read the temperature on the thermometer correctly– Measure temperature using a thermometerTRANSCRIPT
Heat and Temperature Lee Puay Joo Christine 1
Heat and Temperature Primary Science Primary 4
Student Profile Primary 4, Mixed Ability, Class size of 30
Time and Venue 1 Period (30 Minutes), School Science Laboratory
Pre-‐requisite Knowledge Before the lesson, students should be able to:
1. State that heat is a form of energy that makes things hot
2. List some common sources of heat 3. Recognize that heat can be felt by our sense of touch and our skin
is not a reliable organ to sense how hot or cold an object is.
Objectives At the end of the lesson, pupils should be able to:
§ Knowledge, Understanding& Application: – State that the temperature of an object is the measurement of
its degree of hotness – Identify different types of thermometers for different uses
– State that the unit of temperature is degree Celsius (°C)
– Trace the four essential steps needed to read the temperature on the thermometer correctly
– Measure temperature using a thermometer § Skills & Processes:
– Pupils give priority to evidence when they are directed to collect certain data.
– Pupils communicate and justify their explanations when they are provided guidelines for communication.
§ Ethics & Attitudes: – Value individual work and team effort.
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Engage (5 Minutes) Time Lesson Development Notes Resources
5 mins Engage pupils in an activity.
Have ready a glass of luke warm water, approximately 40°C.
Show pupils the glass of water.
“ I need two volunteers to come forward to describe as detailed as possible how hot or cold the water in this glass is, and write your answers on the whiteboard.”
Inform pupil volunteers not to share or look at what each other have written on the whiteboard.
Possible answers:
“Quite hot”, “Hot”, “Very hot”
“How can we tell who has given a more accurate answer?.. How can we know exactly how hot the water is?”
Explain to pupils that they need to know the temperature in order to find out who has provided a more accurate answer.
Introduce to pupils the concept of temperature, and degree Celsius as the common measurement unit. (Appendix A-‐ Slide 1)
Have pupils note key concepts in their Science Journal.
Direct pupils to conclude that it is not possible to tell whose answer is more accurate without measuring the temperature.
Have pupils recall that the skin is not a reliable organ to sense hotness or coldness, so we need to use a special instrument known as the thermometer, to measure temperature accurately. (Appendix A-‐Slide 2)
Safety:
Water must not be too hot for pupils to be able to touch.
Key concepts:
Temperature is the measurement of how hot or cold something is.
Temperature is measured in degree Celsius (°C).
Thermometers are used to measure temperature.
The skin is not a reliable organ to sense hotness or coldness.
§ Microsoft Powerpoint (Appendix A: Slide 1)
§ Science Journal
§ Microsoft Powerpoint (Appendix A: Slide 2)
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Explore (10 Minutes) Time Lesson Development Notes Resources
13 mins
Show pupils a laboratory thermometer, specifically an alcohol-‐in-‐glass thermometer.
Briefly explain the two different kinds of laboratory thermometers-‐ alcohol-‐in-‐glass and mercury in glass thermometers: Alcohol-‐in-‐glass thermometers contain a red liquid, while mercury-‐in-‐glass thermometers contain a silvery liquid. (Appendix A: Slide 3)
Inform pupils and demonstrate the four essential steps needed to read the temperature on the thermometer correctly.(Appendix B:Slide 4)
Pupils will be paired up.
(Appendix A: Slide 5) Task pupils to work in pairs to measure and record in their Science Journal :
(1) The temperature of tap water in a beaker. (2) The temperature of ice water.
Remind pupils to follow the four essential steps presented on the powerpoint slide (Appendix A: Slide 4) in order to measure and read the temperature correctly.
Observe and address any errors that pupils demonstrate in measuring the temperature.
Key concepts:
There are 4 essential steps to follow in order to read the temperature correctly:
Hold the thermometer upright.
Look at the level of liquid in the thermometer.
Position your eyes at the same level as the liquid in the thermometer.
Read the marking nearest to the level of the liquid in the thermometer.
Safety:
Remind pupils that thermometers are fragile and must be handled with care.
§ Alcohol-‐in-‐glass thermometer
§ Beakers § Tap water § Ice cubes § Microsoft Powerpoint (Appendix A: Slides 3-‐5)
§ Science Journal
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Explain (5 Minutes) Time Lesson Development Notes Resources
5 mins After the activity, invite pupil volunteers to share their findings.
Teacher will take the opportunity to address any errors.
Possible errors:
• Pupils not having to report the unit of measurement (°C).
• Pupils not writing the symbol (°C) correctly. • Pupils giving inaccurate measurements.
“Which water has a lower temperature? The tap water or ice water?”
Direct pupils to conclude that the colder something is, the lower its temperature would be, while the hotter something is, the higher would be its temperature. (Appendix A: Slide 6)
Allow time for pupils to note in their Science Journal.
Highlight to pupils that the temperature would be higher on a hotter day and lower on a colder day.
Key concepts:
The hotter an object is, the higher would be its temperature.
The colder an object is, the lower would be its temperature.
§ Microsoft Powerpoint (Appendix A: Slide 6)
§ Science Journal
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Extend (5 Minutes) Time Lesson Development Notes Resources
5 mins “What kind of thermometer to you use to measure your body temperature?”
“Is it different from the ones that we use in the laboratory? How is it different?”
Have pupils discuss.
Introduce to pupils a clinical thermometer. (Appendix A: Slide 7)
Highlight to pupils that there are different kinds of clinical thermometers used to measure body temperature,-‐ digital or analog which are less commonly used nowadays (Appendix A: Slide 7). Also, those which can be placed under the armpits, tongue or ears to measure body temperature.
Have pupils recall that the clinical thermometer which they use for temperature-‐taking exercises in school is digital, and is placed under their tongue to measure their temperature.
“How do you know when you’re running a fever?”
Explain to pupils the average body temperature (37°C), and if the temperature exceeds 37.5°C, they are likely to have a fever. (Appendix A: Slide 8)
Key concept:
§ A clinical thermometer is used to measure body temperature.
§ Microsoft powerpoint (Appendix A: Slide 7)
§ Science Journal
§ Microsoft powerpoint (Appendix A: Slide 7)
§ Microsoft powerpoint (Appendix A: Slide 8)
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Evaluate (5 Minutes) Time Lesson Development Notes Resource
5 mins
Individual seat work:
Task pupils to complete a worksheet activity.
Homework:
Task pupils to explore the other types of thermometers and their uses using Internet resources, and write them down in their Science Journal. (Appendix A: Slide 9)
§ Activity sheet (Appendix B)
§ Microsoft Powepoint (Appendix A: Slide 9)
§ Science Journal
§ Internet resource
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Appendix A – Powerpoint Slides
Slide 1
Slide 2
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Appendix A – Powerpoint Slides
Slide 3
Slide 4
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Appendix A – Powerpoint Slides
Slide 5
Slide 6
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Appendix A – Powerpoint Slides
Slide 7
Slide 8
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Appendix A – Powerpoint Slides
Slide 9
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Appendix B- Activity Sheet
Name: _____________________________ Date:________________
Class: ______________________________
The following diagram shows how Ali reads the temperature on the thermometer in his science experiment. He records the temperature as 48°C.
i. Has Ali read the temperature correctly? What should Ali have done in order to read the temperature correctly?
ii. What should be the correct temperature?
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Appendix C - Answer Sheet
Name: _____________________________ Date: ____________________
Class: ______________________________
The following diagram shows how Ali reads the temperature on the thermometer in his science experiment. He records the temperature as 48°C.
i. Has Ali read the temperature correctly? What should Ali have done in order to read the temperature correctly? No, he should have positioned his eye at the same level as the liquid in the
thermometer.
ii. What should be the correct temperature? 46°C
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