For students one of the key steps in understanding the kinetic molecular theory is to first understand that one form of energy can be converted to another. An electric motor converts electric energy to motion energy; a generator converts motion energy to electricity.
Kinetic molecular theory can be understood in terms of molecules as energy converters. Molecules convert heat energy to kinetic (motion) energy as heat energy is added to a group of molecules, and convert kinetic energy to heat energy as heat energy is removed from the system. The definition of temperature as the average kinetic energy per molecule can be understood in this context of molecules as energy converters. Thus if the temperature of a substance is high, this means the molecules have lots of kinetic energy that can be converted to heat energy.
If temperature is the average energy (kinetic or heat) per molecule, multiplying the temperature by the number of molecules gives the total amount of heat (or kinetic) energy in the system. Or dividing the total amount of heat by the number of molecules gives you the temperature. What students should understand is that high temperature doesn't always mean lots of heat, as in the case where only one molecule is present.
Science writing and reading activities, as discussed in this Guide, should be incorporated into each lesson. Reporting on the activities of science class by writing recipes for making heat, writing stories for their peers, and reading their peers' stories, and writing reports of interviews with each other to determine ideas and understanding about a topic are strategies through which students may refine their understanding of the concepts of science and develop their ability to communicate through the written word. Students should be given an opportunity to do research using a number of written formats: pamphlets and brochures; company reports; newspaper articles and editorials; and texts.
Science challenge, as described in this Guide, is meant to extend students' critical and creative thinking abilities in the context of the science concepts being studied. Activities involving science challenge should be incorporated into science lessons in each unit. The challenge is intended to give each student a chance to investigate an area of interest in more depth than would be possible for all students in a class to do. Science challenge is a key strategy for bringing the Adaptive Dimension to the classroom, and for encouraging independent learning.
Note: Many of the resources listed in Science: An Information Bulletin for the Middle Level - Key Resource Correlations describe activities or ideas for activities.
Factors: A5, B15, C16, E3, E13, F5, G6
Assessment Techniques: peer assessment, observation checklists, rating scales
Instructional Methods: inquiry, conducting experiments, problem solving
Assessment Techniques: peer assessment, presentations, rating scale
Instructional Methods: synectics, concept attainment, peer practice
Assessment Techniques: short answer test items, presentations
Instructional Method: discussion
Predict the temperature which could be attained by rubbing the palms briskly
together for twenty seconds. Do so, clasp the hands as in the previous procedure
and then record the temperature in the centre of the hands after thirty
seconds and one minute.
Discuss how our body generates heat inside to keep us warm.