Thermal Energy: Reading Thermometers Lab

Learning Resource Type

Learning Activity

Subject Area

Science

Grade(s)

4

Overview

In this activity, students will work in groups of four to complete a thermometer investigation using the Scientific Method. Throughout this detailed inquiry, students will learn the components that make up a thermometer, along with the units of measurement (Fahrenheit and Celsius). In the first part of the activity, students will use the thermometer to measure three different temperatures of water (room temperature, warm, and cold). The goal of this portion of the activity is for students to see the thermal energy of the water expand or contract the mercury within the thermometer. The second part of the activity will lead students to determine whether food coloring travels faster through warm or cold water. The teacher will put one drop of food coloring in both the warm and cold cups, and students will observe which cup the food coloring disperses/dissolves the fastest. This section is included to explain how molecules move faster in warm water and slower in cold water. 

This learning activity was created as a result of the Girls Engaged in Math and Science (GEMS) Resource Development Project, in partnership with Dothan City Schools.

Phase

During/Explore/Explain
Science (2015) Grade(s): 4

SC15.4.2

Plan and carry out investigations that explain transference of energy from place to place by sound, light, heat, and electric currents.

UP:SC15.4.2

Vocabulary

  • Construct
  • Transfer
  • Energy
  • Potential energy
  • Kinetic energy
  • Friction
  • Conduction
  • Absorb
  • Reflect
  • Circuit
  • Open circuit
  • Close circuit
  • Heat
  • Radiation
  • Convection
  • Collision
  • Motion
  • Electrical energy
  • Stored energy

Knowledge

Students know:
  • Energy is present whenever there are moving objects, sound, light, or heat.
  • The transfer of energy, including the following:
    • Collisions between objects.
    • Light traveling from one place to another.
    • Electric currents producing motion, sound, heat, or light.
    • Sound traveling from one place to another.
    • Heat passing from one object to another.
    • Motion, sound, heat, and light causing a different type of energy to be observed after an interaction.
  • Heat is produced in many ways.
  • Heat can move via conduction.
  • The properties of different objects cause them to be able to absorb, reflect, and/or conduct energy.
  • Electric currents pass through a circuit.

Skills

Students are able to:
  • Collaboratively plan and carry out an investigation that converts energy one form to another.
    • Identify the phenomenon.
    • Identify the evidence to address the purpose of the investigation.
    • Collect the data.
  • Construct an explanation using evidence about heat production.
  • Develop a model demonstrating that different objects can absorb, reflect, and/or conduct energy.
  • Develop a model demonstrating electric circuits.

Understanding

Students understand that:
  • Energy can be transferred in various ways and between objects.
  • Heat energy can be produced in many ways.
  • The properties of objects, e.g. ability to absorb, reflect, or conduct energy, relate to their function.
  • Electric energy can be transferred through circuits.

Scientific and Engineering Practices

Planning and Carrying out Investigations; Constructing Explanations and Designing Solutions; Developing and Using Models

Crosscutting Concepts

Energy and Matter

Learning Objectives

  • The learner will carry out an investigation to explain how thermal energy affects a thermometer.
  • The learner will record evidence and make observations of thermal energy transferring place to place. 

Activity Details

Students will work in groups of four and use the Reading Thermometers Lab Document throughout the investigations. The students can record their responses on the document digitally, or the teacher can make copies for each student if devices are not available.

Background Knowledge:

Teachers will use their computer and projector to display the lab document and explain the parts of a thermometer using the image on page one of the Reading Thermometers Lab Document. Explain to the students the terms, Fahrenheit and Celsius.

Part 1:

  1. The teacher will bring each group three cups of water filled with the same amount (one cup warm, one cup cold, and one room temperature).
  2. Students will use the mercury thermometer to record each cup’s temperature in degrees Celsius. 
  3. The students will answer the three observation questions, found at the bottom of page one of the lab document. 
  4. Discuss the observations in a whole group setting to check for understanding.

Part 2:  Students will use page 2 of the lab document, which is formatted using the Scientific Method.

  1. Students are presented with the Essential Question: Does food coloring travel quicker in warm or cold water?
  2. Students will form a hypothesis, based on their knowledge from activity 1.
  3. The teacher will place one drop of food coloring in both the warm and cold temperature cups. (Teachers can use any food coloring they have on hand).
  4. Students will observe and discuss how the food coloring disperses/dissolves over the span of 1-3 minutes.
  5. Students will record their observations in the data table, and answer the “drawing conclusions” questions.
  6. Discuss results in a whole group setting.

Assessment Strategies

The students will be formally assessed by completing Activity 3 of the Reading Thermometers Lab Document.

  1. What happens to the drop of food coloring when it hits the water? 
  2. Does the food coloring behave the same way in each cup? Why or why not?
  3. What is different about the cups?
  4. What can you say about the relationship between heat and the movement of molecules?

The teacher will also assess based on observations and discussions from both small-group and whole-group settings.

Acceleration

Students can use the following website to enhance their skills in reading a thermometer:

https://mrnussbaum.com/reading-a-thermometer-online

Intervention

Students struggling to properly use the measuring tools will be placed in a teacher-led small group.

Background / Preparation

Students should have a basic understanding that thermometers are used for measuring temperature. The teacher should provide background knowledge on the terms Fahrenheit and Celsius, and explain that scientists use the Celsius unit because it is universal all over the world. The teacher should also remind students about lab safety and how to properly handle scientific instruments, such as thermometers and hot water.

Total Duration

46 to 60 Minutes

Materials and Resources

Digital materials:

Lab materials needed to complete the investigation (Students work in groups of 4):

  • 1 Mercury thermometer (Celsius units)
  • 3 Plastic cups (1 for warm water, 1 for cold water, 1 for room temperature water)
  • Labels to mark which cup is warm, cold, or room temperature
  • Marker
  • Water (each cup should be filled with the same amount of water)
  • Device to heat up water, such as a microwave or water bath
  • Ice cubes to cool water temperature
  • Food coloring (any color the teacher has available will work)
Reading Thermometers Lab Document
https://docs.google.com/document/d/e/2PACX-1vR5vZVR9luOdtB5SeNyGT-qDzRbXJAb2t4D…
Reading a Thermometer Online Game
https://mrnussbaum.com/reading-a-thermometer-online

Approved Date

Owner (Author)

aubriemc
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