Concept Comparison Frame: Laws of Thermodynamics

Concept Comparison Frame: Laws of Thermodynamics
Concept Comparison Frame: Laws of Thermodynamics
Concept Comparison Frame: Laws of Thermodynamics
Concept Comparison Frame: Laws of Thermodynamics
Concept Comparison Frame: Laws of Thermodynamics
Concept Comparison Frame: Laws of Thermodynamics
Concept Comparison Frame: Laws of Thermodynamics
Concept Comparison Frame: Laws of Thermodynamics
Created ByTheScienceGiant
File Type
Word Document File (851 KB|9 pages)
Standards
NGSSMS-PS3-3
NGSSHS-PS3-2
NGSSHS-PS3-4
NGSSMS-PS3-4
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  1. Teachers use the Strategic Instruction Model (SIM) Framing Routine to transform abstract main ideas and key topics into a concrete representation that helps students think about and talk about the key topic and essential related information. SIM is about promoting effective teaching and learning of
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What are Laws of Thermodynamics? This concept comparison introduces Ss to the laws of the thermodynamics, pressure-volume diagrams for ideal gases, processes which are isothermal, isovolumetic, and adiabatic, and explains differences in enthropy and enthalpy. Through inquiry and exploration, students will describe how the law of conservation of energy dictates how heat energy is transferred through systems by convection, conduction, and radiation, its influences on changes of states of matter and the behavior of fluids under varying pressures.

The Concept Comparison Routine is used help compare and contrast key concepts. Specifically, students use like and unlike characteristics and categories shared and not shared by two or more concepts to better understand the overall concept. Students taught using the Content Enhancement routines earned higher total test scores than did students taught using the lecture-discussion method.

Personally, I use the Content Enhancement Routines to figure out what I want to say and how I want to say it. It keeps my "Sage on the Stage" time limited to what fits onto the page (about 45 minutes of directed class discussion).

This product includes both the completed concept comparison, and the student guide blanked except for vocabulary, scaffolding questions, and graphics already filled in. It includes warm ups, worksheets, and recommended videos for review, and it's is in Microsoft Word .doc form so that Ts can customize the discussion to fit the needs of their Ss.

This Content Enhancement Routine is classroom tested to help students with the following Florida Next Generation Sunshine State Standards in Science. Students Will Be Able To (SWBAT/"I Can")

  • SC.912.P.10.2 Explore the Law of Conservation of Energy by differentiating among open, closed, and isolated systems and explain that the total energy in an isolated system is a conserved quantity.
  • SC.912.P.10.3 Compare and contrast work and power qualitatively and quantitatively.
  • SC.912.P.10.4 Describe heat as the energy transferred by convection, conduction, and radiation, and explain the connection of heat to change in temperature or states of matter
  • SC.912.P.10.8 Explain entropy's role in determining the efficiency of processes that
  • convert energy to work

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Log in to see state-specific standards (only available in the US).
NGSSMS-PS3-3
Apply scientific principles to design, construct, and test a device that either minimizes or maximizes thermal energy transfer. Examples of devices could include an insulated box, a solar cooker, and a Styrofoam cup. Assessment does not include calculating the total amount of thermal energy transferred.
NGSSHS-PS3-2
Develop and use models to illustrate that energy at the macroscopic scale can be accounted for as a combination of energy associated with the motion of particles (objects) and energy associated with the relative position of particles (objects). Examples of phenomena at the macroscopic scale could include the conversion of kinetic energy to thermal energy, the energy stored due to position of an object above the earth, and the energy stored between two electrically-charged plates. Examples of models could include diagrams, drawings, descriptions, and computer simulations.
NGSSHS-PS3-4
Plan and conduct an investigation to provide evidence that the transfer of thermal energy when two components of different temperature are combined within a closed system results in a more uniform energy distribution among the components in the system (second law of thermodynamics). Emphasis is on analyzing data from student investigations and using mathematical thinking to describe the energy changes both quantitatively and conceptually. Examples of investigations could include mixing liquids at different initial temperatures or adding objects at different temperatures to water. Assessment is limited to investigations based on materials and tools provided to students.
NGSSMS-PS3-4
Plan an investigation to determine the relationships among the energy transferred, the type of matter, the mass, and the change in the average kinetic energy of the particles as measured by the temperature of the sample. Examples of experiments could include comparing final water temperatures after different masses of ice melted in the same volume of water with the same initial temperature, the temperature change of samples of different materials with the same mass as they cool or heat in the environment, or the same material with different masses when a specific amount of energy is added. Assessment does not include calculating the total amount of thermal energy transferred.
Total Pages
9 pages
Answer Key
Included
Teaching Duration
55 minutes
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