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# Big Science 6 Water's Props 07 Specific Heat Capacity Metals vs. Nonmetals

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This is an excerpt from Amazon's popular line of Bossy Brocci Math and Big Science workbooks! [it's pronounced like "Brawsee"]

Printing should be done in Landscape and DOUBLE-SIDED, with the flip being along the 'SHORT' side.

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Most ELA, Math and Science teachers don't have more than 100

State Tests on their shoulders - and they enjoy anywhere from 60 to

90 minutes to teach their class. But I've been whipping the

State while teaching an average of 110 students per year - and

with only about 38 minutes for science class!

It's a matter of public record:

I've crushed the State by 17 to 32 points, and by an average

of 23 points over a 5-year stretch.

And I'm North Carolina's 2016 Top-Scoring Science Teacher.

I've done it with:

No Teaching Assistants,

No Tutors,

No Remediation Class,

and No Test-Prep books or programs.

So what are my kids learning, doing and using?

Bossy Brocci worksheets.

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Students will:

1) Calculate & Record the Percent distribution in categories comparing Metal versus Nonmetal Specific Heat Capacity:

Percent of Nonmetals with a Lower Specific Heat Capacity than the Average Metal Specific Heat Capacity
Percent of Nonmetals with a Higher Specific Heat Capacity than the Average Metal Specific Heat Capacity

Percent of Metals with a Lower Specific Heat Capacity than the Average Nonmetal Specific Heat Capacity
Percent of Metals with a Higher Specific Heat Capacity than the Average Nonmetal Specific Heat Capacity

2) Answer 11 Multiple-choice questions based on their Calculations & Observations
3) Fill-in a Generalizations Table about Metals vs. Nonmetals' Specific Heat Capacity, with select phrases based on analysis of their Quantitative data
4) Fill-in a Total of 20 cells with Data & Text in 2 different Tables
5) Be compelled to present their work in a neat & orderly format
6) Be trained to know the trend between Metal and Nonmetal Specific Heat Capacity methodically & systematically

Printing should be done in Landscape and double-sided, with the flip being along the 'short' side

[Note: while water is indeed a Nonmetal substance, the purpose of this lesson is to provide the necessary foundation of Specific Heat Capacity, that then allows kids to better understand its significance with Water in the subsequent Lesson 08. This Lesson also appears in Big Science 3; it's offered here for continuity and categorization]

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As far as GENERALIZING about Metals versus Nonmetals through hands-on inquiry . . .

It's overrated and inefficient for mastering Fundamental science knowledge (says the Science Teacher in me),

and it's often erroneous or illegitimate in its powers of generalization or conclusion (says the Organic Chemist in me).

For example, we science teachers have been known to put out a sample of copper, aluminum, rubber and cork. The students then test, say, electrical conductivity. After the contrived outcome, it's proclaimed: "You've discovered Metals are better Conductors than Nonmetals!", or "This proves Metals beat Nonmetals in Conductivity!"

No, it doesn't.

Our students can't make viable conclusions or generalizations based on "experiments" that lack repetition (depth), and adequate sample size or diversity (breadth).

Most of science, medicine, jurisprudence, the insurance business - and so much more - is based on Generalization. But generalizations are predicated on a heaping pile of inductive evidence.

All that the above "experiment" proves is that Copper and Aluminum are better at conducting electricity than rubber and cork.

What if instead of Copper and Aluminum, we used just two of the nearly 67% of metals whose electrical conductivities are actually LOWER THAN a supplied sample of the NONmetal Phosphorus? Would we want our students concluding that NONmetals are, in general, better conductors than Metals?? Imagine what your students would come away thinking about Metal versus Nonmetal THERMAL conductivity, after slipping Diamond in for one of the Nonmetals!

Of course, we could (and should) preface such quick & dirty "experiments" with, "what you're about to see isn't universal, but merely indicative or representative of the general trend between Metals and Nonmetals."

Thus, my approach is to enable students to draw accurate conclusions and make legitimate generalizations - by using ALL the data from ALL the elements. It's still inquiry, just database or statistical inquiry.

I've already done the tedious sorting and counting.

Your students will now calculate the fully-representative Percent distributions.

Your students still discover or reveal evidence and trends about Metals and Nonmetals.

Your students can now draw the accurate conclusions and make the legitimate generalizations that good Science is built upon.

And you just saved yourself a lot of time and headache!

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Science Chemistry Physical Science Water's Unique Special Physical Properties Polar Water's Polarity Water's Hydrogen Bonding Hydrogen-Bonding between Water Molecules Water's Cohesion Cohesion between Water Molecules Adhesion Water's Capillary Action Capillary Action of Water Melting Point Boiling Point Water's Boiling Point Colligative Properties Heating Graph of Water Water's Heating Curve Phase Change Phase Change Diagram Phase Changes Water's Density Density of Water Density Anomaly Density Inversion Water's Density Anomaly Inversion Water's Surface Tension Measuring Surface Tension Water's Specific Heat Capacity Water's Latent Heat Enthalpy of Fusion Water's Latent Heat Enthalpy of Vaporization Dissolving Homogenous Mixture Solution Heterogeneous Mixture Miscible Immiscible Soluble Insoluble Solubility Solvent Solute Water is the Universal Solvent Solubility and Temperature
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