|Title||Am I Freezing?|
|Creator:||Sappington, Terri email@example.com|
|Source:||TLI 2008 PBL Plans|
|Project Idea:||Students will prepare a presentation demonstrating the transfer of energy from ice cream mix to ice. Students will employ the kinetic theory to relate molecular motion, kinetic energy, and temperature; understand the law of conservation of energy as it applies to thermal energy; and using the scientific method, experimentally demonstrate the relationship between heat and temperature.|
|Entry Event:||You work for an old fashioned ice cream factory. The new supervisor for your team has decided that since ice cream does not stay frozen at 0o C, ice is useless in ice cream making and he plans to cancel the purchase order for ice. How will you convince him he should reconsider as your company only makes ice cream the old fashioned way with crank freezers? Or, should your factory reconsider its method of making ice cream? Perhaps there is a more efficient method. Your team will present to the Board of Directors of your company your approach to ice cream making.|
|Content Standards & Objectives:||
The kinetic theory, including vocabulary necessary to discuss the kinetic theory
The difference between heat and temperature
Graph the warming curve for water
Demonstrate conservation of energy.
|Driving Question:||How cold is cold?|
|Assessment and Reflection:||
|Map The Product:||
Teams will complete the Melting Ice Lab – collecting data from two different beakers placed on hot pads and heated; beginning with one beaker containing 400 ml of ice and water and one beaker containing 400 ml of water at 0oC; the beakers are heated and temperature/time data recorded until each beaker of water boils; graphs are then constructed and analyzed.
Product: Warming Curve for Water
Kinetic Theory Shutter Book - folders and paper
Ice Cream Lab – milk, vanilla, ice, sugar, salt, quart Ziploc bags, gallon Ziploc bags, spoons, bowls, measuring cups, measuring spoons
|Manage the Process:||
This PBL unit will take approximately 18-20 days to complete.
Students will be assigned to teams of 4-5 students of varying abilities.
Throughout the project, as students are working in groups, teacher should periodically visit the groups and ask probing questions to ensure that students are on task and grasping the content. The diversity of activities, products, and projects (occurring in teams/groups, pairs, and individually) should ensure differentiated instruction for all types and levels of learners.
Periodically, teacher should offer small group instruction concerning learning targets; students/groups can participate in this small group instruction if they need help with those particular learning targets. For example, teacher should offer instruction on: 1) the Kinetic Theory, 2) heat and temperature, 3) latent heat and specific heat, 4) Law of Conservation of Energy.
Additionally, guest speakers, such as an employee of an ice cream factory, could be brought in to talk to the entire class.
Teacher should create a student/class calendar with due dates/checkpoints to adjust to your specific class needs or availability of equipment. This calendar should be posted so that groups can pace themselves and be fully aware of schedules and due dates.
Teams will be introduced to the project and its parameters. See entry event and Combination Rubric. (1 day)
On the day the project and its parameters are introduced, students and teacher will complete a “Know – Need to Know Chart.” Based upon what the class needs to know, the following activities may be completed. These activities may be completed in a different order determined by students’ and /or teacher’s needs and interests to allow for inquiry approach.
Teams will draw up contracts (Group Contract Template attached) and work with teacher to develop a project timeline. (2 days)
Students will begin work on Kinetic Theory Shutter Book. (1 day and then ongoing throughout the project)
Data analysis and presentation preparation – students should be working on data analysis following each lab activity and be thinking of how all the content ties into their final project; work on the final project is on-going throughout the duration of the project. Teams will need access to computers for preparation of the presentation. (5-7 days spread throughout the duration of the project)
Teams will complete the Melting Ice Lab – collecting data from two different beakers placed on hot pads and heated; beginning with one beaker containing 400 ml of ice and water and one beaker containing 400 ml of water at 0oC; the beakers are heated and temperature/time data recorded until each beaker of water boils; graphs are then constructed and analyzed. (data collection – 1 day)
Teams will complete the Cooling Water Lab – collecting data from two beakers containing different amounts of very hot water; the beakers are placed in a tray of cool water and the water in the beakers is allowed to cool and temperature/time data recorded; graphs are constructed and analyzed; this analysis will include relating heat and temperature. (data collection – 1 day)
Class will view the Ice Cream Lab PowerPoint and then teams will complete the “Ice Cream Lab” – documenting the process of making ice cream. This documentation will be important for their presentation. Students will individually complete the Ice Cream Lab Analysis Questions for this lab. (2 days)
Presentation for the Board of Directors for your Ice Cream Factory - Combination Rubric
You are a team member working at an old fashioned ice cream factory. Your supervisor wants to cancel the purchase order for ice and your team has to either convince the Board of Directors that ice is necessary for making ice cream the old fashioned way or offer an alternative method for making ice cream. Create a presentation for the Board. A successful result will be one that demonstrates your understanding of the kinetic theory and your ability to relate molecular motion, kinetic energy, and temperature; demonstrates your understanding of the law of conservation of energy as it applies to thermal energy; and, your ability to show/discuss the relationship between heat and temperature. Presentations. (2 days)
Reflection: Students complete Peer Evaluation Rubrics; each member of a group must evaluate every other member of the group on various aspects of their work ethic and contribution to the team. These Rubrics are completed privately and then collected by the teacher. The teacher will then average the scores for each group member, using discretion in the scores (unusually high or low scores, student relationships, attendance, etc.) Following the aggregation of the scores, the score should be given to each student. There should be some quiet time for the students to reflect on how their group viewed their contribution to the whole. Students may even be asked to write a response to their scores – this may or may not be collected. (1-2 days)
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