LESSON PLAN 2

Learning Area Heat

Class 4 Science 1
Time 10.45 – 11.25 am (40 minutes)
Learning Objectives Understanding Heat Capacity
Learning Outcomes A student is able to:
i. Define specific heat capacity, c
Q
ii. State that, c =
m∆θ
Vocabulary Heat, heat capacity, specific heat capacity
Prior Knowledge Student knows and understand the concept of heat, thermal
equilibrium and heat transfer
Scientific Skills Observing, comparing, defining and communicating.
Thinking Skills Evaluating, generating Ideas, relating and solving problems.
Scientific Attitudes · Having an interest and curiosity towards the environment.
and Noble Values · Realising that science is a means to understand nature.
· Appreciating the contribution of science and technology.
· Having critical and analytical thinking.
· Being objective and systematic.
· Thinking rationally.
· Being confident and independent.
Media and Tools Power Point, Text Book

1
 Teaching and Learning Strategy/Method/
Step/ time Content activities Thinking
Skills/Tools/
Moral Values
Learning Outcomes: i. Greet and ask the last Strategy:
Step 1 At the end of the lesson homework. Student centered
student will be able to:
Eliciting of i. Define specific heat ii. Shows a picture 1. “There is Methods:
Ideas capacity, c a beaker with a mass 1 kg Whole class
Q and initial temperature of questions and
ii. State that, c =
(3 minutes) m∆θ 23°C” and asking student: answer session
- How can you increase 1°C
Diagram 1: of water in this beaker? Tools/ Media:
- By heat it. Computer, Power
23°C Point,

iii. Shows picture 2. “There are Thinking Skills:

two beakers which both has a Comparing and
same substance that is water. contrasting
Beaker A and B each has 1kg
and 4kg in mass. Both beaker Scientific Skills:
1kg of water have initial temperature Communication
23°C” and asking student:
- If I heat both beakers in 30 Noble values:
minutes, which beaker has a -having an interest
high rises in temperature? and curiosity
Diagram 2: - Beaker A toward the
environment.
- Realising that
- Why do you think so? science is a means
- Because beaker A has a to understand
less amount of water nature.

iv. State the Learning Outcomes

for today lesson.

A B
1kg of 4kg of
water water

Step 2 First relationship: i. Asking student according to Strategy:

Restructuring When mass is larger, so diagram 2. Teacher and
of Ideas the rise in temperature is - Which beaker has greater student center
(15 minutes) 1 increasing in temperature?
small, mα
∆θ - Beaker A

2
 Method:
Second relationship: - Why? Questioning and
Larger mass need larger - Because beaker A has a explaining
amount of water to less mass
increases it temperature
by 1°C, Qαm - So, how do you relate Tools:
increasing in temperature Power Point,
Third relationship: with mass? Computer, Text
Relate m, θ and Q, - Less mass has greater Book, White
Qαm∆θ increasing in temperature. board

Diagram 3: - Which one do you think Thinking Skills:

need a larger amount of heat Relating, evaluate
to rise it temperature by
1°C? Scientific Skills:
-Beaker B Observing,
comparing,
- Why? defining and
- Because it has a larger amount communicating.
1kg of Water
of mass so that it hard to increase
it temperature. Noble value:
- Because it has a larger amount Having critical
of mass so that it hard to increase and analytical
it temperature. thinking.

- So, how do you relate

1kg of oil
amount the heat required to
raise 1°C of water with
Specific Heat Capacity is
mass?
the amount that must be
- Larger mass needed larger
supplied to increase the
amount of heat,
temperature by 1°C for a
mass of 1kg.
- Now, try to relate Q, m and
Specific heat capacity,
C
∆θ from two relationships
c= that you have made before.
m
Which: Qαm
C: heat capacity
- Qαm∆θ
m: mass
ii. Asking student according to
Heat capacity is the
diagram 3.
amount of heat required to
- Does heat required to
increase the temperature
increase 1°C of water same
of the object by 1°C
with oil?
- No
Heat capacity depends on

3
 the:
a) mass of the object - Why do you think so?
b) Type of material. - Because oil and water made
from different substance.

iii. Say that “So do you say that

heat required to increase 1°C
of body depends on types of
substance?”
- yes

iv. Lets use complete this

relationship that you have made.

Qαm∆θ
Q = km ∆θ
- What is k?
Q
k=
m∆θ

- Define k is specific heat

capacity. So,
Q
c=
m∆θ

- What is the unit of c?

-Shows the specific heat

capacities of common substance.

Solve problem involving i. Ask student to discuss three Strategy:

Step 3 heat capacity questions. Student center
Application of -Discuss in group
Ideas Method:
Discussion
(7 minutes)
Tools:
Power Point/
Computer/ white
board

4
 Thinking Skills:
Solving Problem

Specific Heat Capacity is i. Ask student to define specific Strategy:

Closure the amount that must be heat capacity by their own word Student center
supplied to increase the Define specific heat capacity
( 5 minutes) temperature by 1°C for a Thinking Skill:
mass of 1kg. Making
ii. State the formula of specific conclusion
Q heat capacity.
- c=
m∆θ Try to state the formula of c. Scientific Skills:
Communicating.
iii. Remind student to make
revision in specific heat capacity
and prepare for next lesson.

5
Application of Ideas

Solution:
Given;
m = 3 kg ∆θ = θf – θi = 36°C - 34°C = 2°C c = 840 J.kg-1°C-1

Q = mc ∆θ = (3kg )( 840 J .kg −1

°C −1 )( 2°C ) = 5040 J

Solution

Given;
Q = 124J m = 150g θi = 32°C

Q
∆θ =
mc
Q
θ f −θi =
mc
124 J
θ f − 32 °C = = 2.14 °C
(0.15 kg )( 387 J .kg −1 °C −1 )
θ f = 2.14 °C + 32 °C = 34 .14 °C

6
Answer is B

Q
c=
m∆θ

Q 5400 J
cx = = = 540 J .kg −1 °C −1
m∆θ ( 2kg )( 5°C )
Q 3600 J
cy = = = 400 Jkg −1 °C −1
m∆θ (3kg )( 3°C )
Q 3200 J
cz = = = 400 Jkg −1 °C −1
m∆θ ( 4kg )( 2°C )