Lesson Thermodynamics (Ice Cream Lab) Date March 20th

Title/Focus

Subject/Grade Science 10- Physics Time 12:13- 1:25 (1hr 12mins)

Level Duration

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES

General Learning Knowledge

Outcomes: 3. Apply the principles of energy conservation and thermodynamics to investigate

Attitude
Interest in Science

Skill
Performing and Recording- Students will:
Conduct investigations into relationships between and among observable variables, and use a
broad range of tools and techniques to gather and record data and information

Specific Learning Knowledge

Outcomes: 3.1- describe, qualitatively and in terms of thermodynamic laws, the energy transformations
occurring in devices and systems (e.g., automobile, bicycle coming to a stop, thermal power plant,
food chain, refrigerator, heat pump, permafrost storage pits for food)

3.2- describe how the first and second laws of thermodynamics have changed our
understanding of energy conversions (e.g., why are heat engines not 100% efficient).

Attitude

Students will be encouraged to: Show interest in science-related questions and issues, and
pursue personal interests and career possibilities within science-related fields (e.g., apply
concepts learned in the classroom to everyday phenomena related to energy; show interest in a
broad scope of science-related fields in which energy plays a significant role)

Skill

- carry out procedures, controlling the major variables and adapting or extending procedures
(e.g., perform an experiment to demonstrate the equivalency of work done on an object and the
resulting kinetic energy; design a device that converts mechanical energy into thermal energy)

- compile and organize data, using appropriate formats and data treatments to facilitate
interpretation of the data (e.g., use a computer-based laboratory to compile and organize data
from an experiment to demonstrate the equivalency of work done on an object and the resulting
kinetic energy)

LEARNING OBJECTIVES
Students will
- Compare the theoretical laws of thermodynamics to a real life activity
- Record and observe the laws of thermodynamics acting on a system
- Distinguish the differences between a closed, open and isolated system in physics

ASSESSMENTS (How I will know students have achieved the objective(s))

Observation & Discussion :

- Ask students prompting questions and make note of their answers
- Observe how they navigate through the lab
Have them hand in their results observation and answers to questions
- I will not be taking in for marks, because they have another assignment due on Friday
- However I do want to review them and see if they understand the concept and assess their
observations and recording abilities
- Utilizing as assessment for learning

Prior to the Lesson MATERIALS AND EQUIPMENT

- Purchase Materials - Whole milk or almond milk

- Print off the Lab booklets - Sugar
- Vanilla
- Salt
- Ice
- Bags (large and small)
- Thermometers
- Worksheets + Procedures

PROCEDURE

Launch Time

Introduction
- Quickly introduce UC to the grade 10’s 2mins

Agenda
- At the beginning of class we will go over the agenda for the day
- First, We will fill in the notes for thermodynamics
- Then, watch and receive instructions for the lab
- Complete the lab
- Eat your lab
- Answer the lab questions
- And if time allows, answer the practice questions in the note package!
- “If we want to get through the lab today and enjoy our treat we need to move
swiftly and efficiently.”

Body Time
Notes 15- 20 mins
- To start the lesson we will complete the first half of the note package.
- Laws of Thermodynamics
- The First law of Thermodynamics & Law of Conservation of
Energy
- Give time to fill in the blanks
- Read over what is on the board
- Reword if necessary
- Give the lawn mower & pot example
- A lawn mower the system could be the engine
and the surroundings could be the other parts
of the mower, the atmosphere or the ground
- If you were heating a pot of water on the
stove, the system might include the stove,
pot, and water, while the surroundings
would be everything else: the rest of the
kitchen, house, neighborhood, country,
planet, galaxy, and universe.
- The Perfect Machine Cannot be Achieved
- The Second Law of Thermodynamics
- Do not do the questions; this is something we can come back to at the
end of class!
- We will go through the slides as well

Lab
40 mins
- Modeling
- Have instructions up on the board, and go through the steps in front of the
class on your own bag
- Demonstrate how to measure the proper ingredients and how to seal the
bags tightly before shaking etc.
- Reminder of measuring temperatures
- Recording Ice
- Recording ice+ salt
- Recording milk
- Recording milk + ingredients
- Recording milk mixture every 1 minute!!
- Application
- Have student now complete their own processes
- Have half of the class collect their salt and ice mixture and other
half collect their milky ingredients
- Tell them to have someone help them when pouring the milk into
the bag! Don't be a superhero and do it on your own!

Closure Time
 Question time.
- As you enjoy your treat please answer the questions on the next page. Utilize you
notes, textbooks and each other to complete the questions (don’t copy, discuss Remaining
why you’ve came to certain conclusions) time
- Hand these papers in at the end of class! If you don't finish it please work
on it tonight and hand it in tomorrow!

Differentiation

- Almond milk and Whole milk for those with allergies or intolerances
- One could have filled in notes if problem arised
- One could receive further instruction or help completing the lab if there was a physical disability, or
they could use the one I created for the demo!

Reflections:
Overall I felt like this lesson went very well. I think the main idea of teaching the two laws of thermodynamics
was met and it was done in a much more engaging way than sitting down and taking notes. I could feel the
energy of my students and they enjoyed practicing and creating and eating this little experiment. I will say that
this was a lesson where chaos happened. but this chaos was manageable and I think aided in the learning
process of the students. For example some students had trouble following instructions and made mistakes in
creating their recipes. however we were able to use these mistakes as learning tools in the scientific process of
manipulated variables. For example, one student added a lot more vanilla than necessary and they had a
different outcome and different viscosity in their ice cream. This mistake allowed us to discuss the different
factors that could have affected their final product. If I were to do this activity again I would definitely have
more set out instructions and lay out the materials better. but I feel that this lab could be introduced with any
grade or age group and make some sort of scientific connection.