Primary Type: Lesson Plan
Status: Published
This is a resource from CPALMS (www.cpalms.org) where all educators go for bright ideas!
Resource ID#: 51213
Heating Curve of Water
The lesson is inquiry based, asking students to investigate phase changes and kinetic molecular theory. They are to measure and graph the heating
of water while correctly analyzing how the particles kinetic energy changes through each phase change.
Subject(s): Science
Grade Level(s): 9, 10, 11, 12
Intended Audience: Educators
Suggested Technology: Computer for Presenter,
Overhead Projector
Instructional Time: 1 Hour(s) 20 Minute(s)
Freely Available: Yes
Keywords: Heating curve, kinetic molecular theory, phase changes, temperature, heat, melting, freezing, boiling,
evaporation
Instructional Design Framework(s): Confirmation Inquiry (Level 1), Cooperative Learning
Resource Collection: CPALMS Lesson Plan Development Initiative
LESSON CONTENT
Lesson Plan Template: General Lesson Plan
Learning Objectives: What should students know and be able to do as a result of this lesson?
Student will describe phase transition in relation to kinetic molecular theory.
Student will follow precisely a complex multi-step procedure when carrying out experiments.
Students will translate information expressed visually or mathematically into words.
Prior Knowledge: What prior knowledge should students have for this lesson?
Students should know kinetic molecular theory.
Students should differentiate between heat and temperature.
Students should be able to handle lab equipment.
Student should know how to construct graphs.
Students should be able to work independently in small groups.
Guiding Questions: What are the guiding questions for this lesson?
1. What is temperature? Answer: Temperature is a measure of the average energy of molecular motion in a substance.
2. Why is the temperature going up? Answer: Higher temperatures mean that the molecules are moving, vibrating and rotating with more energy. They have higher
kinetic energy.
3. Why did the temperature remain constant around 100°C and creates a plateau? Answer: The water is boiling and the particles are changing state from liquid to a
gas. Essentially the temperature measured refers to the water's kinetic energy in liquid state and not of the water vapor. Thermal energy continuous to be added,
but the temperature stays the same because the water vapor's kinetic energy is not taken into consideration.
4. What is happening to the kinetic energy of the molecules as temperature rises? Answer: As the temperature rises, molecules move much more rapidly, causing the
kinetic energy to rise.
5. What would happen to the kinetic energy of the molecules if the temperature would be lowered? Answer: If the temperature is lowered, the particles will move
slower causing the kinetic energy to lower.
6. How does this lab relate to kinetic molecular theory? Answer: The particles contain kinetic energy, which is increased when thermal energy is applied.
Teaching Phase: How will the teacher present the concept or skill to students?
page 1 of 3 I do (10 minutes)
The teacher will show three images, one each of ice, water and gas during teacher student discussion. The teacher will ask students to analyze how the molecules
are moving in each substance and what must be applied to each substance in order for it to change from one state to the other.
Answer: In the first image, the particles are just vibrating in place with little movement giving the ice its rigid structure as a solid. In the second image, the particles
are moving more quickly flowing past each other giving the liquid state. In the third image the particles are moving rapidly and are further away from each other.
Answer: Students will say that in order for them change from one state to another, heat must be added.
In addition, the teacher must ask students to link the addition of thermal energy (heat) to particle movement, stating that it links to kinetic molecular theory. He or she
should prompt student to remember what the word "kinetic" means as well as the word "molecular," both linking to the energy from movement that the particles
exhibit.
This introduction will allow the teacher to see the student's prior knowledge of kinetic molecular theory, phase changes with its connection to the addition and removal
of heat.
Guided Practice: What activities or exercises will the students complete with teacher guidance?
The teacher should explain that they will investigate kinetic molecular theory through the phase changes of water. She should briefly go over the general procedures
and expectations for the labs. She should instruct students to work in groups of 3-4, and each team member will have an assigned task (leader, materials manager,
recorder, and clean up manager).
In addition, each student will have a copy of the lab handout to use as a reference point for procedures and analysis questions.
Independent Practice: What activities or exercises will students complete to reinforce the concepts and skills developed in the
lesson?
We do: (60 minutes)
Students will work in groups of 3-4 on the Heating Curve of Water activity, which they will use to analyze the temperature vs. time graph in connection to kinetic
molecular theory.
Students will have 20 minutes to conduct the lab in groups. Once the 20 minutes are over, they will have 30 minutes to construct the heating curve of water and
answer the analysis questions. The last 10 minutes should be utilized by the teacher to lead a discussion about each of the groups findings.
Here students will have an opportunity to compare results and demonstrate the knowledge they have gathered. If the students can not visualize the kinetic energy at
each state the teacher should utilize the following simulation that depicts particle movements along side the heating curve.
http://www.kentchemistry.com/links/Matter/HeatingCurve.htm
Closure: How will the teacher assist students in organizing the knowledge gained in the lesson?
You do: exit slip (10 minutes)
As the final assessment the teacher should give students the following image provided by http://www.kcse-online.info/heating curve of substances.htm. The teacher
should ask students to compare the difference in state of matter and kinetic energy for each graph.
The students should say that in the first image the particles are gaining kinetic energy and change from a liquid to a gas and in the second image the particles are
decreasing kinetic energy to potential energy as the temperature lowers causing the change form gas to liquid.
Summative Assessment
The summative assessment will be the students lab report and answers to the analysis questions from the Heating Curve Lab activity. In addition to the final assessment
question provided in the closure section of the lesson.
Formative Assessment
The teacher will show three images, one each of ice, water and gas during teacher student discussion. The teacher will ask students to analyze how the molecules
are moving in each substance and what must be applied to each substance in order for it to change from one state to the other.
Answer: In the first image, the particles are just vibrating in place with little movement giving the ice its rigid structure as a solid. In the second image, the particles
are moving more quickly flowing past each other giving the liquid state. In the third image the particles are moving rapidly and are further away from each other.
Answer: Students will say that in order for them change from one state to another, heat must be added.
In addition, the teacher must ask students to link the addition of thermal energy (heat) to particle movement, stating that it links to kinetic molecular theory. He or she
should prompt student to remember what the word "kinetic" means as well as the word "molecular," both linking to the energy from movement that the particles
exhibit.
This introduction will allow the teacher to see the student's prior knowledge of kinetic molecular theory, phase changes with its connection to the addition and removal
of heat.
Feedback to Students
Feedback to the students will be given on their lab reports and throughout the lab activity where the teacher will be monitoring their work.
In addition, the students will be required to answer an overall question (see closure section) the last 10 minutes of the lesson in order to assess if they have master
the lesson objectives.
page 2 of 3 ACCOMMODATIONS & RECOMMENDATIONS
Accommodations: Students will be given accommodations according to their Individualized Education Program (IEP). ESOL students should be paired with a peer to
aid in translation and work check. Visual representation and direct instruction for each of the lab procedures will be provided by the teacher for students that may
require it. Emotionally impaired students could be prompted to work individually or with a familiar peer.
Extensions: Students can research different heating curves of other substances such as dry ice. This can lead to the discussion of sublimation and deposition
furthering the knowledge of thermal energy, temperature, phase change and kinetic molecular theory.
Suggested Technology: Computer for Presenter, Overhead Projector
Special Materials Needed:
Hot plate
600-mL beaker
Thermometer
Thermometer clamp
Ring stand
200 mL of distilled water
Ice cubes
Further Recommendations: The lab does state the use of a thermometer which can be replaced with a probe for data collection if it is available to the students.
Additional Information/Instructions
By Author/Submitter
Use proper lab safety procedures when handling hot plates and glassware.
SOURCE AND ACCESS INFORMATION
Contributed by: Elaine Urdaneta
Name of Author/Source: Elaine Urdaneta
District/Organization of Contributor(s): Miami-Dade
Is this Resource freely Available? Yes
Access Privileges: Public
License: CPALMS License - no distribution - non commercial
Related Standards
Name
LAFS.910.RST.1.3:
LAFS.910.RST.3.7:
SC.912.P.12.11:
Description
Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing
technical tasks, attending to special cases or exceptions defined in the text.
Translate quantitative or technical information expressed in words in a text into visual form (e.g., a table or chart) and
translate information expressed visually or mathematically (e.g., in an equation) into words.
Describe phase transitions in terms of kinetic molecular theory.
Remarks/Examples:
Explain, at the molecular level, the behavior of matter as it undergoes phase transitions.
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