ࡱ> AC@@ bjbjFF p8,,2222222F  lF: : : : :    $R@`2     22: :  ~2: 2:  22: . Pň( ~;D0FF22222        FF FFThe Great Bottle RaceName:Michael Kamen, Southwetsern University Science Content AreaPhysical ScienceGrade LevelGrade 5Time Frame1 class periodTEKS112.7.(a)(2), 112.7.(b)(8)(A) and 112.7.(a)(2) and 112.7.(b)(8)(A) Materials NeededOne 8 or 12 oz water clear plastic water bottle painted black One Liter or 2 liter water or soda bottle painted black Three 20 oz clear water bottles (per group fo children). One painted balck, one painted with chrome colored paint, and one left clear Balloons (round medium size) Reflector Lamp with clear 150 or 200 watt bulbs (1 per group) Safety googles Procedure in the 5E ModelEngage: This lesson may follow an investigation where students observe what happens when a 12 oz black water bottle painted black with a balloon on top is placed in front of a reflector lamp. The engagement for this lesson is to ask the students to predict which balloon will inflate first. The balloon on the 8 oz water black bottle or the liter (or 2 liter) black bottle. Students are often surprised that the balloon on the large bottle inflates first. They is often a meaningful discussion as to why. As part of the discussion introduce the idea of a bottle race based on the color of the bottles; clear, silver, or black.Explore: Students design and conduct experiments to see the order in which the balloons inflate. They usually discover that the black will inflate first, clear second, and silver third. Results might vary depending on how carefully the students controlled the variables and how silver the silver bottle is. Students often start out testing all three bottles together and then decide it isnt a fair test. They often repeat the experiment testing each bottle by its self.Explain: Students discuss their observations and conclusions in a colloquium where they agree on the facts and questions they still have. There is often some confusion about the difference between light and heat. The teacher should help the students clarify there understandings and questions. Once the students conceptions are presented the teacher should document their ideas and questions on a class scientists log.Elaborate: Students act our photons colliding with the molecules in the surface of each bottle. For each of the three improvised pantomimes, one student plays the role of the photon and three play the role of the molecules. Expected outcomes: The clear molecules allow the photon to pass through. The silver molecules reflect the photon by pushing it back. The black molecules absorb the photon. The photon ceases to exist and the molecules use its energy to move faster. Evaluate: Students demonstrate there understanding by writing a letter to one of their grandparents (or another person of that generation) explaining what they understand about light and heat. They should include an application to real life. Examples may include what color clothes to where in the summer, how to keep a car cooler when parked on a hot day, or why a penguin is black on its back. Let the students know that you are looking for their understanding of the difference between heat and light and what happens when light interacts with clear, silver, and black substances.ResourcesThis lesson was adapted by one developed by George Tokieda and is dedicated to his memory. Background information: Light is radiant energy and can travel through space. It does not need a medium to travel through. A unit of light energy is called a photon. When light is abosrbed the energy is tansfered to the kinetic energy of molecules (heat). Reflected light and light that passes through a clear substance is not absorbed and remains as radiant energy (light). Light is absorbed by dark objects and the light becomes heat energy.  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