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LESSON STUDY:
Physics – Specific Heat Capacity
(Batangas State University Integrated School)
Lesson Study Goal: to develop enduring conceptual understanding of science concepts
through computer mediated activities
Conducted by:
Mr. Joni M. Albarico – Instructor
Ms. Marup de Guzman
Ms. Hanna Angela C. Eugenio
Ms. Jocylene P. Mendoza
Ms. Nepheline Khaye Karenn G. Perez
Submitted to:
Prof. Elenita Que
Assistant Professor at the UP College of Education,
Educational Technology Department.
EDUC 294, Computer Software in Education
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Date: NOVEMBER 15, 2014 (SATURDAY)
Grade: FOURTH YEAR HIGH SCHOOL
Period and Location: BATANGAS STATE UNIVERSITY, Integrated School
Instructor: Mr. JONI M. ALBARICO
I. Background information
A. Goal of the Lesson Study Group:
The group plans to conduct a lesson study on how to develop scientifically literate
students to analyze a phenomenon by discriminating empirical data aided with science
processes skills. It cannot be denied that most learners in a class are quite passive. They
only rely on the information handed on them. Most also haven’t developed the
confidence to express the results of a scientific observation. Some are very reluctant in
communicating themselves. Despite this scenario, there are some who can fully express
themselves in writing.
It was observed that there is obviously a gap between the group’s aspiration and
the reality on the students’ performance. Maybe, it was not put into practice in their
previous science classes to conduct experiments and discover a phenomenon or scientific
theory. Materials needed to demonstrate a science concept are quite inadequate and not
readily available. One way of bridging that gap is providing computer simulations that
will show the science concept the teacher wants his students to visualize. That is why in
this lesson study, the goal was to develop enduring conceptual understanding of science
concepts through computer mediated activities. Through this study, a group of teachers
can think of ways of finding the most suitable application and teaching method for the
lesson.
By drafting an instructional plan that is aligned to the learning goal, we can
further explore our lesson study goal. Likewise, the plan should be implemented to check
if it will really meet the desired learning goal.
B. Narrative Overview of Background Information:
The classroom in Batangas State University Integrated School was not fully
equipped with the recent technology. Though computers are available for students, it isn’t
in one-is-to-one-ratio basis. Materials and equipment in the science laboratory were not
sufficient for the needs of the whole student population.
The students under study belong to fourth year level. They are 50 students: 19
boys and 31 girls. It is expected that they fully understand the basics of mechanics
(physics concepts) and mathematical skills needed for physics that they have learned
from their previous physics class. Also, it was seen that these students are more
motivated to learn if a wide variety of activities are employed to them. They also like
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activities in which they can freely express their ideas.
The instructor informed the observers to be aware that the group of students that
is being observed is quite wary when it comes to expressing themselves orally, but these
students do participate when motivated.
Since the observers will be dealing with mostly passive students, interactive
teaching techniques to gain more valuable responses are anticipated from the group.
Specifically, a pair activity will be used since concept development will depend on this
stage of the lesson. This pair activity is an experiment to be done through computer
simulation. The use of simulation can also lessen the prevalence of experimental errors
since the results will show the ideal scenario aided by computers.
The focus of the discussion is about Heat. This physics concept is important for it
serves as the leading topic to other areas of thermal physics and thermodynamics. The
lesson can also be used to explain basic science concept or phenomenon. Students may
have misconceptions on what kind of objects will heat and/or cool faster.
At the end of the lesson, the lesson study group expects students to be able to
identify what specific heat is and the factors that can affect the amount of heat released or
absorbed by a material. Students should also be able to solve problems related to the
physics concept.
Aside from the main goal - to develop enduring conceptual understanding of
science concepts through computer mediated activities – The group also like to attain
other goals articulated in the instructional plan.
II. Unit Information
A. Name of the unit: STATES OF MATTER - Thermal Energy and Temperature
B. Goal(s) of the unit:
In this unit, students will apply these theories to the study of the physical
properties of the states of matter.
Knowledge of the properties of these states of matter will allow students to better
understand the operation of mechanical devices such as car engines, the physiology of
their body, physical factors that affect the climate, the evolving structure of the earth and
other interesting properties of nature.
Temperature and heat are two different concepts but are related to each other.
Temperature is usually associated with heat. The difference between heat and
temperature is often confusing that it has been a source of misconceptions among
students, especially in the way the terms are used. For students to fully understand it, they
are expected to:
1. Trace the transformation of thermal energy to mechanical energy and other
forms of energy in heat engines
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2. Develop awareness in the significance of the knowledge of heat and
temperature in saving lives
C. How this unit is related to the curriculum:
Batangas State University Integrated School follows the curriculum: Technology-
Based Curriculum for the Engineering and Technical Education for Special Science High
School. This curriculum encompasses the domains provided by the Department of
Education for the subjects namely science and mathematics.
Specifically, the unit – States of Matter: Thermal Energy and Temperature is
aligned with the curriculum sharing common targets:
1. Realize the importance of physics in the development of technology.
2. Cite some important contributions of physics to industrialization and national and
global development.
3. Apply the laws and principles of physics in devising tools and making informed
decisions about health, social and environmental problems.
D. Instructional sequence for the unit:
SYLLABUS FOR SCIENCE IV-A
AY 2014-2015
COURSE INFORMATION
Course Code : SCIENCE IV A
Course Title : Physics II
Course Credit : 1.5 units
FIRST SEMESTER (JUNE-OCTOBER)
I. MECHANICS
A. Gravity and the Law of Universal Gravitation
B. Circular and Rotational Motion
C. Work and Power
D. Energy and Energy Conservation
II. STATES OF MATTER
A. Systems of Fluids and Solids
1. States of Matter
2. Density and Specific Gravity
3. Fluid Statics
4. Buoyancy and Archimedes’ Principle
5. Fluid Dynamics
6. Solid Distortion
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B. Thermal Energy and Temperature
1. Thermal Energy and its Sources
2. Temperature Scales
3. Heat Capacity and Specific Heat
a. Define specific heat.
b. Identify the factors that affect the amount of heat released or absorbed by
materials.
c. Solve word problems involving specific heat.
d. Identify the major effects of heat on objects.
4. Thermal Expansion
5. Phase Change
6. Law of Heat Exchange and Calorimetry
7. Heat Transfer
C. Thermodynamics
1. Heat and Work
2. Heat Engines
III. WAVE PHYSICS
A. Nature of Waves
B. Sound
C. Light
III. Lesson Information
A. Name of the study lesson: SPECIFIC HEAT CAPACITY
B. Goals of the study lesson:
Identify the factors that affect the amount of heat absorbed by a material through
virtual laboratory
Define specific heat capacity
Calculate precisely the amount of heat absorbed or released by a material using
the available data
Relate a material’s specific heat with its practical usage.
C. How this study lesson is related to the lesson study goal:
The lesson study goal was to develop enduring conceptual understanding of science
concepts through computer-mediated activities. This goal was seen through simulations, video
clip and game-based motivation.
As a motivation, the teacher will present a game (4 pics in a word) to unlock some
important vocabulary that will be used in the discussion. Through simulations, students will be
able to identify the factors that affect the amount of heat absorbed by a material. Also, using
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video clip, students will relate a material’s specific heat with its practical usage.
D. Process of the study lesson:
Steps of the lesson:
Learning Activities
and Key Questions
(and time allocation)
Student
Activities/expected
student reactions or
responses
Teacher’s response
to student reaction/
Things to remember
Goals and Methods
of Evaluation
How should this
lesson progress? How
much time should I
spend?
The lesson should
progress based on the
5E model of science
instruction aided with
computer technology.
The lesson is designed
to be taught in an
hour.
What do I expect of
my students? How
will they respond?
Students will actively
participate in the
activities designed for
the lesson. In
particular, they will
be developing science
concepts through a
virtual experiment to
be done on a
computer.
Is there anything
specific I want to
remember to do? Any
reminders for my
students?
Students shall be able
to realize the factors
that affect the amount
of heat absorbed or
released by a
material. They shall
be able to capture the
answers to this
question through
proper execution of
the virtual
experiment.
What should I look
for to know that my
goal/s have been
achieved?
Through the write-ups
of my students, I may
know if they were able
to answer the
essential question for
the lesson. They shall
also be able to solve
problems involving
specific heat capacity.
How will I motivate
my students? How
will I determine that
my students are
motivated?
Students will be
motivated through a
simple guessing game
(4 Pics 1 Word). They
are motivated if their
participation in the
discussion is at most.
How will I use the What do I expect my Does my blackboard
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blackboard in this
lesson? What do I
expect my students to
record in their notes?
The blackboard will
be used in presenting
the major concepts
related to the lesson.
Solutions to sample
problems involving
specific heat will also
be written on the
board. Students are
expected to take down
essential notes related
to the lesson. In
particular, they will
write their exercises
on their notebooks.
students to record in
their notes?
Students are expected
to take down essential
notes related to the
lesson. In particular,
they will write their
exercises on their
notebooks.
provide a good
summary of this
lesson?
Salient points of the
lesson will be
projected through a
projector.
How will I present the
activity/problem in
this lesson?
The virtual
experiment will be
presented in class.
The teacher will
explain the mechanics
of the activity.
What activity will
students work on?
Students will work on
a virtual experiment.
The goal of the
activity is for students
to identify the factors
that affect the amount
of heat absorbed or
released by a
material.
What specifically will
I be doing during the
activity/group work?
During the activity,
the teacher will go
around and determine
if students are
working on the said
experiment.
Furthermore, the
teacher shall act as a
support in case
students find trouble
while doing the
activity. After the
activity, the class will
discuss the guiding
questions that will
lead to the essential
What will I be looking
for?
The teacher will
determine if students
were able to construct
relationships based
from the results of the
activity (if students
were able to identify
the factors that may
affect the amount of
heat absorbed or
released by a
material).
Should I use group
work? What size
groups should I use?
What rules or
directions should the
groups be given?
Students will be
working in pairs for
this activity. One
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computer unit is
assigned for a pair.
The teacher will give
a small sheet of paper
containing the URL of
the virtual
experiment. Likewise,
activity sheets will
also be handed to
each pair.
topics/lessons for the
day.
What 3 or 4
processing questions
will I use to move the
lesson along?
1. What happened to
the temperature of
the blocks of wood
after being heated?
2. In Set A, did both
blocks have the
same temperature
after being heated?
What could be the
reason behind your
observation?
3. Describe your
findings in Set B.
4. What could be the
reason behind your
observation?
5. What factors affect
the amount of heat
absorbed or
released by a
material?
How do I expect my
students to respond?
The temperature rose
after the blocks of
wood were heated.
No, they did not have
the same temperature
after heating. They
have different mass.
Not all blocks have
the same temperature
after being heated.
Though they have the
same mass, they were
made of different
materials.
The factors that affect
the amount of heat
absorbed or released
by an object are its
mass and its nature.
What summary will I
use?
The teacher will
explain that not all
objects have the same
rate of absorbing or
releasing heat. These
can be affected by the
mass of the object and
its nature. Hence, the
rate by which
materials absorb or
release heat is called
specific heat capacity
or simply specific
heat.
What should they
know before I
continue?
Students should be
knowledgeable about
the difference between
heat and temperature.
They should also be
able to perform basic
conversion of heat
and temperature
quantities.
What new vocabulary
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will be introduced?
How will I introduce
it?
Specific heat is the
new vocabulary to be
introduced. It will be
introduced based on
the results of the
activity.
What materials and/or
visuals will I need?
Make a list.
A slide presentation
on specific heat
A video presentation
to be downloaded
from YouTube (the
water balloon
experiment)
The virtual
experiment which can
be done online
How will I make the
materials available to
my students if they
are intended for their
use?
Since the class has a
Facebook page, the
file can just be
uploaded and then
students will
download it for future
reference.
What are ways my
students might use
these materials?
For viewing purposes.
To generate ideas
through an
experiment.
What did I learn about
student
understanding/
thinking from the use
of these materials?
In the use of a virtual
experiment, students
were able to
articulate the desired
scientific principle to
be learned since the
experiment is free
from errors due to
erroneous
measurements and
uncertainties.
How can I develop the
lesson to alleviate or
minimize them?
What misconceptions
might students have?
How should I respond
to each potential
misconception?
How do I know that
there are no more
misconceptions?
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The misconception
maybe is on which
objects cool or heat
first – the one with
lower or higher
specific heat capacity.
There shall be follow-
up conceptual
questions before
going to a more
complex topic in the
lesson.
When students are
able to answer the
questions
independently. A
separate test
containing open-
ended questions may
be administered to
students.
What teaching pitfalls
do I need to watch out
for? What should I be
looking for?
On the presentation of
practical examples
and situations where
specific heat is
involved.
How will I conclude
the lesson?
The lesson will be
concluded with
students’
generalizations and a
video on the water
balloon experiment.
What should students
know at the end of
this lesson? How will
I know that they know
it?
1. Identify the
factors that affect
the amount of heat
absorbed by a
material through
virtual laboratory.
2. Define specific
heat.
3. Calculate
precisely the
amount of heat
absorbed or
released by a
material using
available data.
4. Relate a
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material’s specific
heat with its
practical usage.
Through a short test
or generalizations
that will be delivered
in class orally.
E. Evaluation
The success of this study is seen based on the students’ performance and outputs
on the topic tackled. A way of determining if students understood the concepts taught in
this lesson is through the responses that they will deliberate after doing the pair activity.
Moreover, it can also be gauged through their participation in the discussion of results. It
can also be demonstrated through formative assessment like problem solving activities.
This also should be followed with an appropriate homework that would give a
particular scenario and students will think of the reason behind such situation through
conceptual reasoning. Solving problem sets on specific heat would also do.
Students’ essential understanding on the topics through the responses written on
the activity sheet is enough evidence to gain full achievement of the study. However,
there are limitations. One of which is on the selection of appropriate technology to be
incorporated in presenting the lesson as well as proper assessment tasks to be employed
on students to determine if learning took place.
Observers’ Feedback:
For the instructor:
- Sir Joni is good at raising probing questions which are really needed since his students
are quite passive.
- Sir Joni’s way of relating the science concepts with real-life scenario is really useful for
the full understanding of the lesson. His way of explaining the “why’s” are equally
valuable as his way of explaining the “what’s”
- Sir Joni can further make the lesson livelier if he would allow the students to do the board
works and let the students come up with the formula by themselves. He would then
process the formula they came about afterwards and see if they are right.
- He could also ask for student’s real-life experience, observation, or questions about the
topic on HEAT (absorption, transfer, or release) for example how Air conditioner works,
etc.
For the teaching techniques/materials:
- It is good that he used simulation to teach Heat since there was insufficient materials
available.
- Pair work is effective in sharing of ideas and still allow individual processing of the
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lesson guided by the activity sheets.
- Letting the students see a video on water balloon raised the curiosity of the students
regarding the lesson
F. Appendix
Appendix 1
INSTRUCTIONAL PLAN FOR LESSON STUDY
Science IV A (Physics II)
I. Learning Objectives
At the end of the sixty-minute session, students shall be able to
1. Identify the factors that affect the amount of heat absorbed by a material through virtual
laboratory.
2. Define specific heat.
3. Calculate precisely the amount of heat absorbed or released by a material using available data.
4. Relate a material’s specific heat with its practical usage.
II. Subject Matter
A. Topic: Specific Heat Capacity
B. Materials: LCD projector, computer units, chalkboard, activity sheets, calculator
C. References
PHYSICS (You and the Natural World Series) by Navaza and Valdes
Physics: Principles and Applications by Douglas Giancoli
Specific Heat Capacity Simulation Retrieved from:
http://employees.oneonta.edu/viningwj/sims/specific_heat_s.html
The Physics Classroom Website
D. Values Concept
Cooperation with groupmates, health awareness
III. Teaching Methodology
A. PREPARATORY ACTIVITIES (prayer, greetings, etc.)
B. ENGAGE (4 Pics 1 Word Challenge)
Using a slide presentation, the teacher will show a set of illustrations that depict one
major word. The words are related to the lesson discussed in the previous session. Answering the
riddle will be done by calling a student who wants to answer. These are the words to be guessed.
1. TEMPERATURE
2. HEAT
3. CALORIE
After a student answers the puzzle, the teacher will ask a student to tell something about
the word being guessed. This serves as the review of concepts learned from the previous lesson.
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C. EXPLORE
Students will perform a virtual experiment entitled Specific Heat Capacity. They will be
working in pairs. Each pair will be handed an activity sheet that will serve as guide in performing
the virtual experiment. The site to be used is:
http://employees.oneonta.edu/viningwj/sims/specific_heat_s.html
Before letting students perform the experiment, the teacher shall explain the procedure of
the experiment. Students will be asked to complete the data in the answer sheet and discuss
among themselves if a trend is observed from the results. Guide questions shall be the basis in
discussing the results.
1. What happened to the temperature of the specimen when you applied heat?
2. Was there a difference when you heated the same sample at different masses?
Explain.
3. Did all samples reach the same temperature after same amount of heat was applied on
them?
4. What do your results imply about a material’s ability to absorb or release heat?
D. EXPLAIN
The teacher will synthesize students’ answers from the performed experiment. This will be used
in discussing specific heat capacity in class.
Specific Heat Capacity (c)
The amount of heat needed by a material to raise the temperature of a mass of substance
at a certain temperature interval
The rate by which materials absorb or release heat
Is expressed by following equation:
Can be expressed in cal/gC°, kcal/kgC°, J/kgC°, BTU/lbF°
The teacher will also show a table of values for specific heat of different materials. It will also be
explained to the students that specific heat is dependent on the nature of the material. The teacher
shall also present the equation used in calculating the amount of heat absorbed by a material:
Sample word problems on specific heat capacity will be discussed to students.
E. EXTEND
Show a video on the water balloon experiment. The teacher will ask students why the balloon
didn’t pop. Relate this with how specific heat relates to the specific use of a material. Integrate
the idea that water has high specific heat capacity which makes it a very efficient coolant.
F. EVALUATE
Students will be asked to solve two word problems on specific heat capacity.
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Appendix 2:
Virtual Experiment: HEAT ME!
Objective: Identify the factors that affect the amount of heat absorbed or released by a material.
Procedure
Set A
1. Set the flame duration to 5 seconds.
2. Heat 5.0 g of wood by pressing the button HEAT. Each sample will be applied the same amount
of heat.
3. Record the temperature of the block of wood after 5 seconds.
4. Adjust the mass of the wood to 10 g. Then repeat step 2.
5. Record the temperature of the block of wood after 5 seconds.
6. Write the data you have gathered on the following table.
Mass of Wood (g) Initial Temperature
of the Block (Ti)
Final Temperature
of the Block (Tf)
5
10
Set B
1. Heat 5 g of the following samples in the virtual laboratory: wood, copper, glass, silver, sodium,
water. Each sample will be applied the same amount of heat.
2. Record the temperature of each sample after 5 seconds.
3. Write the data you have gathered on the following table.
Sample Initial Temperature
of the Block (Ti)
Final Temperature
of the Block (Tf)
Wood
Copper
Glass
Silver
Sodium
Water
Guide Questions
1. What happened to the temperature of the blocks of wood after being heated?
______________________________________________________________________________
______________________________________________________________
2. In Set A, did both blocks have the same temperature after being heated? What could be the reason
behind your observation?
______________________________________________________________________________
______________________________________________________________
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3. Describe your findings in Set B.
______________________________________________________________________________
______________________________________________________________
4. What could be the reason behind your observation?
______________________________________________________________________________
______________________________________________________________
5. What factors affect the amount of heat absorbed or released by a material?
______________________________________________________________________________
______________________________________________________________
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