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FORMATIVE ASSESSMENT
-
Objective: Analyze (Evaluate): Evaluate and compare different forms of energy, including their impact on the environment.
Formative Assessment Plan:
-
Quick Group Discussion: Following the Hands-On Experiment, have students form groups to discuss and compare their results. This debate will provide you
with an opportunity to formative evaluate their grasp of energy transfer and its environmental consequences.
-
Think-Pair-discuss Reflection: Following the Interactive Whiteboard investigation,
have students reflect individually on what they've learned, then pair up with a
classmate to discuss their thoughts, and then share with the entire class. This technique will disclose individual understanding levels and facilitate peer learning.
Written Instruction to Students:
-
Following the hands-on experiment: Share your results with the rest of your group. Consider the various energy sources used and their possible environmental impact. Prepare to share your insights with the class.
-
After the interactive Whiteboard investigation, take a minute to consider what you've learned about different energy sources. Pair up with a classmate,
talk about your ideas, and be ready to present to the full class.
Assessment Artifacts:
●
Documentation of group discussions and reflections.
●
Written reflections on the Think-Pair-Share
SUMMATIVE ASSESSMENT
-
Objective: Create: Design a simple experiment to demonstrate the transfer of energy between the different forms.
Summative Assessment Plan:
-
Energy Transfer Experiment Report: Assign each student to design and carry out a simple experiment that demonstrates energy transfer. They should record their experiment, including the materials used, observations made, and conclusions drawn.
-
Written Instruction to Students:
-
"Design and carry out an experiment to
show the movement of energy across different forms. Keep a record of your experiment, documenting the supplies used, the observations you made, and the conclusions you arrived at. "Present your findings in report format."
Assessment Artifacts:
-
Energy Transfer Experiment Report.
activity.
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[References]
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Energy =
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%3D
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b) What is Theoretical energy content of sample (Cal/g)?
c) What is the Percent Error (%) of Experimental energy content of sample?
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Includes an explanation of how the global impact is related to the climate trend.
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Chem 143
Specific Heat Capacity Lab Report
Temperature of hot water bath(trial 3):
100 7
(С5)
Tw = -9m
Final Temperature(trial 3):
23.5
(C6)
Analysis
1.) Look at your temperature data tables for the three trials. For each find the highest
temperature that your calorimeter reached. This is the final temperature of both the
calorimeter and the metal shot. Write this temperature in the data section on the (A6,
B6, C6) line.
2.) Calculate the change in temperature of the water in your calorimeter, ATwater.
ATWater= Trfinal-Tinitial= (A6, B6, C6)-(A4, B4, C4)
Alo=27.2
Blo = 24.4
cle = 23.5
ATWater (trial 1)=
(A7)
%3D
A4= 24.4
34= 21.4
C4= 20.2
ATWater (trial 2)=
(B7)
%3D
ATWater (trial 3)=
(C7)
3.) Calculate the amount of energy that went into warming up the water in your
calorimeter. We will call this qwater. Use the following equation.
9Water= mWater°C Water"A Twater
Here mwater is what you wrote for (A3, B3, C3), cWater=4.184
g.°C
J
and ATWater=(A7, B7, C7).
qWater (trial 1) =
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thermometer
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► View Available Hint(s)
exothermic
surroundings
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endothermic
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gains
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system
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haspi chemical reactions for living systems supplement
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Use the References to access important values if needed for this question.
In the laboratory a student finds that it takes 706 Joules to increase the temperature of 13.3 grams of liquid water from 23.0 to 36.4 degrees Celsius.
The specific heat of water calculated from her data is
J/g°C.
Submit Answer
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I Review I Constants I Periodic Table
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The goose has a mass of 18.6 lb (pounds) and is flying at 9.40 miles/h (miles per hour). What is the kinetic energy of the
goose in joules?
Enter your answer numerically In Joules.
> Vlew Available Hint(s)
J
Submit
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