Learning Tool Labor

Katie McGuire

Description

My objective comes from Unit 5: Heat and Temperature, and the objective is being able to differentiate heat and temperature. I found a lesson plan that goes along with a video by Eureka, “Temperature vs. Heat”. This video does an excellent job of explaining the difference between heat and temperature in a very clear and understandable way.

Video

“Eureka! Episode 21- Temperature vs. Heat”. Retrieved November 8, 2009 from

http://www.youtube.com/watch?v=rU-sPzshVnM.

Lesson Plan

“Heat vs. temperature: What’s the difference?” Retrieved November 8, 2009 from

http://www.wvpt4learning.org/lessons/pdf01/heat.pdfhttp://www.wvpt4learning.org/lessons/pdf01/heat.pdf.

Implementation

This lesson plan and video could be used as a formal lesson to teach students the difference between heat and temperature. This tool is best suited for students in grades 6-8, but I believe it could be modified for other age groups as well. This lesson should be incorporated into a unit about heat and temperature, but there are some things students should know before beginning this lesson. Students should have already learned what molecules have to do with heat and temperature. They should also understand what temperature is, as well as how to measure temperature.

In order to use this tool, you need to have access to a computer and a projector. You will begin the lesson by reviewing what temperature is, and then start the video so students can begin to understand what the difference is between heat and temperature. I will now provide a step by step guide to presenting the video.

Temperature vs. Heat

Pause the video after the narrator asks, “In which one of these two containers are the molecules moving faster, the bucket or the cup?” (1:03). Ask the class, “In which of the two containers are the molecules moving faster? How do you know?”. After the students respond, ask the class, “We know that the temperature is higher and the molecules are moving faster, but does that mean that there is more hotness in the cup than in the bucket?” After accepting students’ responses, resume the video.
Pause the video after the narrator says “…you’d be better off emptying the cupful of boiling water into it rather than the bucketful of water at the lower temperature, wouldn’t you? Or would you?” (1:22). Then ask the class, “Do you still think that there’s more heat in the cup than the bucket?”. After accepting students’ responses, resume the video.
Pause the video after the narrator says, “… the 50 degree bucket of water is much better at heating up swimming pools than the 100 degree cup of water. Why is it?” (2:42). Ask the class, “Why do you think the bucket of water heated the water in the swimming pool better than the cup of water did?”. After accepting students’ responses, resume the video.
Pause the video after the narrator says “So now it’s time to introduce the word for the quantity of hotness-heat” (4:14). Then ask the class, “Heat actually involves what two things? Why is the bucket of cooler water actually able to heat the swimming pool better?” Then review what affects temperature and what affects heat. After discussion resume the video.
Once the video has finished, you can finally ask your students, “What is the difference between heat and temperature?”.

Use of this tool involves no safety, legal, or ethical issues.

Evaluation

This tool completely addresses all aspects of the objective. By the end of the video, students should be able to differentiate heat and temperature. However, this tool may not be as effective for some. If you are a very visual learner, this tool is perfect, but if you are more of a hands-on learner, the content may not be entirely understood. If students are still struggling with being able to differentiate heat and temperature, I would actually have them do the experiment that is in the video. This may help them to see for themselves, and better understand the concept. A common misconception about the difference between heat and temperature among students is that there is no difference between heat and temperature. This lesson and video clearly address this misconception, and will spark a conceptual change, because they will now be able to differentiate heat and temperature.

I feel that this tool has very little cost. Most classrooms have a computer and a projector, so there would be very little preparation time, or financial cost. However, you always run a risk when using technology. If the computer decides not to work that day, or the video is removed, you will need to have a backup plan in order to still teach your students how to differentiate heat and temperature.

This work is licensed under a Creative Commons Attribution 3.0 United States License.