LESSON PLAN 2

Learning Area
Class
Time
Learning Objectives
Learning Outcomes

Heat
4 Science 1
10.45 11.25 am (40 minutes)
Understanding Heat Capacity
A student is able to:
i. Define specific heat capacity, c
ii. State that, c

Q
m

Vocabulary
Prior Knowledge

Heat, heat capacity, specific heat capacity

Student knows and understand the concept of heat, thermal

Scientific Skills
Thinking Skills
Scientific Attitudes

equilibrium and heat transfer

Observing, comparing, defining and communicating.
Evaluating, generating Ideas, relating and solving problems.
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.

Media and Tools

Being confident and independent.

Power Point, Text Book

Step/ time

Step 1
Eliciting of
Ideas
(3 minutes)

Teaching and Learning

activities

Content
Learning Outcomes:
At the end of the lesson
student will be able to:
i. Define specific heat
capacity, c
ii. State that, c

Q
m

Diagram 1:

i. Greet and
homework.

ask

the

Strategy/Method/
Thinking
Skills/Tools/
Moral Values
last Strategy:
Student centered

ii. Shows a picture 1. There is

a beaker with a mass 1 kg
and initial temperature of
23C and asking student:
- How can you increase 1C
of water in this beaker?
- By heat it.

Methods:
Whole class
questions and
answer session

iii. Shows picture 2. There are

two beakers which both has a
same substance that is water.
Beaker A and B each has 1kg
and 4kg in mass. Both beaker
have initial temperature
23C and asking student:
- If I heat both beakers in 30
minutes, which beaker has a
high rises in temperature?
- Beaker A

Thinking Skills:
Comparing and
contrasting

23C

1kg of water

Diagram 2:

- Why do you think so?

- Because beaker A has a less
amount of water

Tools/ Media:
Computer, Power
Point,

Scientific Skills:
Communication
Noble values:
-having an interest
and curiosity
toward the
environment.
- Realising that
science is a means
to understand
nature.

iv. State the Learning Outcomes

for today lesson.

A
1kg of
water
Step 2
Restructuring
of Ideas
(15 minutes)

B
4kg of
water

First relationship:
When mass is larger, so
the rise in temperature is

i. Asking student according to

diagram 2.
- Which beaker has greater
increasing in temperature?

Strategy:
Teacher and
student center

small, m

- Beaker A

- Why?
- Because beaker A has a less
mass

Second relationship:
Larger mass need larger
amount of water to
increases it temperature
by 1C, Qm
Third relationship:
Relate m, and
Qm

Q,

Diagram 3:

1kg of Water

Method:
Questioning and
explaining

- So, how do you relate

increasing in temperature
with mass?
- Less mass has greater
increasing in temperature.

Tools:
Power Point,
Computer, Text
Book, White
board

- Which one do you think

need a larger amount of heat
to rise it temperature by
1C?
-Beaker B

Thinking Skills:
Relating, evaluate

- Why?
- Because it has a larger amount
of mass so that it hard to increase
it temperature.
- Because it has a larger amount
of mass so that it hard to increase
it temperature.

Scientific Skills:
Observing,
comparing,
defining and
communicating.
Noble value:
Having critical
and analytical
thinking.

- So, how do you relate

amount the heat required to
1kg of oil
raise 1C of water with
mass?
Specific Heat Capacity is - Larger mass needed larger
the amount that must be amount of heat,
supplied to increase the
temperature by 1C for a
mass of 1kg.
- Now, try to relate Q, m and
from two relationships
that you have made before.

Specific heat capacity,

c

C
m

Which:
C: heat capacity
m: mass
Heat capacity is the
amount of heat required to
increase the temperature
of the object by 1C

Qm
- Qm

ii.

Asking student according to

diagram 3.
- Does heat required to
increase 1C of water same
with oil?

- No
Heat capacity depends on
the:
a) mass of the object
b) Type of material.

- Why do you think so?

- Because oil and water made
from different substance.

iii. Say that So do you say that

heat required to increase 1C
of body depends on types of
substance?
- yes
iv. Lets use complete this
relationship that you have made.
Qm
Q km

- What is k?
k

Q
m

- Define k is specific heat

capacity. So,
c

Q
m

- What is the unit of c?

-Shows
the
specific
heat
capacities of common substance.
Step 3
Application of
Ideas

Solve problem involving

heat capacity

i. Ask student to discuss three

questions.
-Discuss in group

Strategy:
Student center
Method:
Discussion

(7 minutes)
Tools:
Power Point/
Computer/ white

board
Thinking Skills:
Solving Problem

Closure
( 5 minutes)

Specific Heat Capacity is i. Ask student to define specific

the amount that must be heat capacity by their own word
supplied to increase the Define specific heat capacity
temperature by 1C for a
mass of 1kg.
ii. State the formula of specific
Q
heat capacity.
- c
Try to state the formula of c.
m

Strategy:
Student center
Thinking Skill:
Making
conclusion
Scientific Skills:
Communicating.

iii. Remind student to make

revision in specific heat capacity
and prepare for next lesson.

Application of Ideas

Solution:
Given;
m = 3 kg

= f i = 36C - 34C = 2C

c = 840 J.kg-1C-1

Q mc (3kg )(840 J .kg 1 C 1 )( 2C ) 5040 J

Solution
Given;
Q = 124J

m = 150g

i = 32C

Q
mc

f i

Q
mc

124 J
2.14C
(0.15kg )(387 J .kg 1 C 1 )
2.14C 32C 34.14C

f 32C
f

Answer is B
c

Q
m

Q
5400 J

540 J .kg 1 C 1
m
(2kg )(5C )
Q
3600 J
cy

400 Jkg 1 C 1
m
(3kg )(3C )
Q
3200 J
cz

400 Jkg 1 C 1
m
( 4kg )( 2C )
cx