Distinguishing+Heat+and+Temperature

=**Evidence-Based Teaching: Distinguishing Between Heat and Temperature**=

__Year Goal:__
The energy that drives a variety of biological, chemical and physical phenomena can be explained by changes in the arrangement and motion of atoms and molecules.

__Unit Goals:__

 * 1) Students will understand that heat is a form of energy that comes from the motion of groups of molecules.
 * 2) Students will know that transfer of energy causes changes in matter.
 * 3) Students will be able to construct scientific conclusions based on analysis of experimental evidence.

__Rationale:__ Energy transfer is one of the key concepts in a study of chemistry. Heat and temperature are an integral part of this study - and being able to articulate the difference between them is very difficult for students and adults. In choosing this topic during the summer meeting in 2005, we wanted to be intentional about addressing the distinction between heat and temperature through the use of experimental evidence and scientific (evidence-based) conclusions. Through the influence of various KSTF-sponsored meetings, we have integrated elements of Living by Chemistry, formative assessment probes, and writing skills into our lesson study. Below, we have included our lesson sequence, a selection of our lesson materials, and some of our key insights as we went through the lesson study process.

__Key Findings:__

 * 1) Students come into understandings about heat and temperature through their real-world experiences and thus develop a variety of misconceptions.
 * 2) These misconceptions need to be addressed specifically in order to be changed.
 * 3) Evidence for a particular viewpoint can be misleading.
 * 4) Student analysis of common misconceptions is a powerful method of overturning ideas.
 * 5) Students can use evidence gathered from laboratory experiments to formulate arguments about the nature of heat and temperature.