NextGenPET Instructor Resources

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UEM A4 Video Clip 1: Group 3 discusses the G/R diagram for a HC interaction

Group members first establish that the energy giver is the hot water and that it decreases in thermal energy. David proposes putting 'Thermal Energy' in the transfer arrow, but Kim and Ellie say it is just 'Energy' because the types of energy changes are stated elsewhere in the diagram.

UEM A4 Video Clip 2: Group 3 discusses the G/R diagram for an IR interaction

The group is unsure what energy changes they should enter for the giver and receiver. Kim proposes putting both thermal and IR energy, but after discussion they settle on just 'IR Energy'.

UEM A4 Video Clip 3: Group 3 discusses the G/R diagram for a convection interaction

The group discusses how to complete the G/R diagram for the convection interaction between an over burner and a loaf. (The use of 'Thermal Energy' again momentarily makes them reconsider what they put for the IR interaction.) They are unsure what to put as the receiver until Kim takes a cue from the activity sheet itself.

UEM A4 Video Clip 4: Group 3 discusses the G/R diagram with three heat interactions

Kim seems to think the three interactions are occurring sequentially, whereas David and Ellie think they occur simultaneously. This leads them back to discussing whether they should have used 'Thermal Energy' in the earlier diagram for the IR interaction.

UEM A4 Video Clip 5: Group 3 works on Step 1 of Exploration #2

The group discusses what objects a hot cup of coffee would interact with via the three different heat interactions. David uses some props to give concrete examples.

UEM A4 Video Clip 6: Group 9 works on Step 2 of Exploration #2

The group is not sure the given diagram and energy statement is problematic, as stated in the activity. The instructor reassures them that it is, and redirects them to think about what they had just considered about the surroundings in Step 1.

UEM A4 Video Clip 7: Group 3 works on Step 2 of Exploration #2

The group discusses the 'chain' energy diagram for a hand holding a hot cup of coffee. They seem to be confused because they think that if the hand is transferring energy to the surroundings it must be decreasing in thermal energy, whereas the description says it is increasing in temperature. David uses a bank account analogy to explain his thinking about the hand being an energy receiver and giver at the same time, but seems to dismiss the idea that this could lead to an overall increase in thermal energy.

UEM A4 Video Clip 8: Group 9 discusses question SQ #1

Bailey and Steph identify the problem with the explanation as being that the energy giver and receiver should be switched. However, Steph then considers that there might be such a thing as 'cold energy'. Wendy seeks clarification from the instructor who guides them to thinking in terms of thermal energy. Bailey then proposes an explanation in terms of the ice not being able to be an energy giver and also gain energy at the same time.

UEM A4 Video Clip 9: Group 9 discusses question SQ #2

The group is confused about how to complete the chain energy diagram for a block slowing as it slides across a table. Initially, they are not sure where in the diagram to put the table until Bailey uses the interaction labels to identify the appropriate place. This then leaves them unsure what to put in the place where they previously had the table. Finally, Bailey seems to suggest that maybe the surroundings for the block and table need to be treated separately.

UEM A4 Video Clip 10: The class discusses question SQ #2

The instructor asks Group 9 about the other groups' diagrams that they had viewed in a previously conducted 'gallery walk'. He asks them about the debate they were having within their group about the diagram, and Wendy describes their debate and how they resolved it. Liz then explains why she thinks it makes sense for 'surroundings' to appear twice in the diagram.