Unit

Red Hot, or Not?--LAB

Local Objective

At the end of this lab, students will be able to...

a.  Discover what the color of a glowing object reveals about the temperature of the object.   

b.  Describe how the color and temperature of a star are related.

Objective used to evaluate students

Yes

Assessment Activity

Informal Evaluations--Teacher will observe during class discussion and questioning of what the color of a glowing object reveals and how the color and temperature are related.  Teacher will also observe during student experiment of the light bulb and batteries of different strengths. 

Independent Practice--Students will be following the procedure for their activity on their own.  Teacher can make a formal assessment on their work and ability to read and follow directions.

Assessment--A final assessment can be made of students final project and their answers to analyzing the results and drawing conclusions.

Level of Expectation

90%

List of concepts and Evaluation Types

ConceptEvaluation Type
QuestionsCR
Making the ProductPE

Learning Activity

The Students will:

1.  Review all safety cautions and icons before beginning the lab activity.  Caution:  Be sure that the students disconnect the wires at each step.  Wires can become very hot. 

2.  Follow the procedure outline listed on page 54-55 of the Holt Science & Technology (J) for creating their glowing object. 

3.  Conclude this activity by analyzing their results and drawing conclusions.  During their activity, write down notes about their glowing objects and how battery strength affected the glow; those notes will be used to analyze and draw conclusions.

Instructional Method

The Teacher will:

1.  Guide students during the review of all safety cautions and icons before beginning the lab activity.  Continuously caution students to disconnect wires at each step, wires become extremely hot.

2.  Guide students in following the procedure outline listed on pages 54-55 of their textbook.

3.  Guide students in analyzing their results and drawing conclusions.  Guide students in using their notes about their glowing objects and how battery strength affected the glow. 

Content Standards

SC 7, CA 4, MA 3, SC 1

Process Standards

1.2, 4.1, 2.3, 2.1, 4.6, 4.7, 3.6, 3.5, 3.4, 3.3, 1.1

Equity/Workplace Readiness

MSIP CodeMSIP Indicator
R/IResearch/Information Skills

Resources

Holt Science & Technology "Astronomy" (J)

Materials:  D cell batteries, flashlight bulbs, electrical tape, insulated copper wire (ends stripped)

Correction Exercise

Trial and Error

Special Needs

Peer Assistance

GLEs v1.0

GLE CodeDisciplineStrandBig IdeaConceptGrade Level/CourseGLE
SC/7IN/1/A/07/aScienceScientific InquiryScience understanding is developed through the use of science process skills, scientific knowledge, scientific investigation, reasoning, and critical thinkingScientific inquiry includes the ability of students to formulate a testable question and explanation, and to select appropriate investigative methods in order to obtain evidence relevant to the explanationGrade 7Scope and Sequence - All Units Formulate testable questions and hypotheses
SC/7IN/1/B/07/cScienceScientific InquiryScience understanding is developed through the use of science process skills, scientific knowledge, scientific investigation, reasoning, and critical thinkingScientific inquiry relies upon gathering evidence from qualitative and quantitative observationsGrade 7Scope and Sequence - All Units Use a variety of tools and equipment to gather data (e.g., microscopes, thermometers, analog and digital meters, computers, spring scales, balances, metric rulers, graduated cylinders, stopwatches)
SC/7IN/1/B/07/bScienceScientific InquiryScience understanding is developed through the use of science process skills, scientific knowledge, scientific investigation, reasoning, and critical thinkingScientific inquiry relies upon gathering evidence from qualitative and quantitative observationsGrade 7Scope and Sequence - All Units Determine the appropriate tools and techniques to collect data
SC/7IN/1/B/07/aScienceScientific InquiryScience understanding is developed through the use of science process skills, scientific knowledge, scientific investigation, reasoning, and critical thinkingScientific inquiry relies upon gathering evidence from qualitative and quantitative observationsGrade 7Scope and Sequence - All Units Make qualitative observations using the five senses
SC/7IN/1/D/07/aScienceScientific InquiryScience understanding is developed through the use of science process skills, scientific knowledge, scientific investigation, reasoning, and critical thinkingScientific inquiry includes evaluation of explanations (hypotheses, laws, theories) in light of scientific principles (understandings) Grade 7Scope and Sequence - All Units Evaluate the reasonableness of an explanation (conclusion)
SC/7IN/1/D/07/bScienceScientific InquiryScience understanding is developed through the use of science process skills, scientific knowledge, scientific investigation, reasoning, and critical thinkingScientific inquiry includes evaluation of explanations (hypotheses, laws, theories) in light of scientific principles (understandings) Grade 7Scope and Sequence - All Units Analyze whether evidence (data) and scientific principles support proposed explanations (hypotheses, laws, theories)
SC/7IN/1/E/07/aScienceScientific InquiryScience understanding is developed through the use of science process skills, scientific knowledge, scientific investigation, reasoning, and critical thinkingThe nature of science relies upon communication of results and justification of explanationsGrade 7Scope and Sequence - All Units Communicate the procedures and results of investigations and explanations through: -oral presentations -drawings and maps -data tables (allowing for the recording and analysis of data relevant to the experiment, such as independent and dependent variables, --multiple trials, beginning and ending times or temperatures, derived quantities) -graphs (bar, single line, pictograph) -equations and writings

Objective Notes/Essential Questions

DateNote/Question
11/15/2006 12:59:53 PM**If several batteries of different strength are available...students can create a graph to show their results.
6/18/2007 9:07:54 AMWhat is the color of a cool burner on the stove?      What is the color of a hot burner on the stove?      How do you think you can compare a stove burner to a star?        How is color and temperature related?