Joint
Critical Thinking Project via Modeling Linear Functions Using Temperature
Conversion Scales |
Abstract: At FSCJ exercises
are being developed to demonstrate critical thinking ability of the students.
This project is a joint effort to compare students in both College Algebra
and Chemistry classes. The functional relationship between the Fahrenheit and
Celsius Temperature scales are derived using the corresponding boiling and
freezing points of water. In this project students each create a unique
Temperature scale using the student’s body weight and the student’s age as
the boiling and freezing points of water respectively. This “student” scale
is then compared to the Fahrenheit and Celsius scales. The resulting
functions are graphed and compared. We will illustrate this on the webpage:
http://www.lsua.info/mathworkshop1/frametemp2.html |
Complete Description: At FSCJ exercises are being developed to demonstrate
critical thinking ability of the students in all of the general education
classes. Cognitive scientists define “critical thinking” as mental activity
associated with these types of thinking: a. applying reasoning; b. making
decisions; c. problem solving. This critical thinking project is a joint
effort to compare students in both College Algebra and Chemistry classes. The actual project handout follows on the next several
pages: |
CHM 1025C/MAC 1105: Critical Thinking Exercise
By definition:
Learning - the acquisition of knowledge or skill.
Teaching – the action of a person who is showing or helping a person to learn.
Cognitive scientist define “critical
thinking” as mental activity associated with these types of thinking:
a. applying reasoning
b. making decisions
c. problem solving
In the CHM 1025C Corwin textbook used at Florida State College @ Jacksonville , critical thinking is introduced within the context of chemical principles. In CHM 1025C and the Corwin text critical thinking is undertaken specifically in the chapter vignette and end-of-chapter self-tests, and generally in unit analysis problem solving.
In the CHM 2045C MvMurry’s textbook used by the instructor at North Campus, critical thinking is not introduced or discussed.
At FSCJ we have been addressing “Institutional Effectiveness”(I.E) across the curriculum. The faculty is developing district wide exercises to assess learning outcomes. For chemistry (CHM 1025C) the science council/cluster feels we need to pursue under our course goals and objectives the following outcomes:
FSCJ CHM 1025C Official
Learning Outcomes:
1. Explain and apply major concepts in general
chemistry
2.
Demonstrate
knowledge of scientific method
3.
Interpret scientific models such as formulas, graphs, tables
and schematics, draw inferences from
them and recognize their limitations.
4.
Demonstrate problem solving methods
in situations that are encountered outside of the classroom
The following lab exercise addresses all four of the above, especially #3:
Lab Assignment #12:
CHM 1025C Students: Read Corwin’s Section 2.9:
Temperature
The above images from Chapter 2 of the CHM 1025C Corwin textbook(page 51) or the below image from Chapter 1 McMurry’s CHM 2045 textbook (page 13) demonstrate equivalent temperatures on the Fahrenheit and Celsius scales with ice water and boiling water. The third thermometer compares to Kelvin Temperatures to Fahrenheit and Celsius temperatures. McMurry just shows the 3 thermometers.
CHM 2045C Students: Read McMurry’s Section 1.8: Temperature
Go to the temperature conversion web site: http://www.lsua.info/mathworkshop1/frametemp2.html
A. The Freezing
Point of water is Your Age or Your desired Age. (Prof Taylor 50oT)(Ms Sweet 30oS)
B. The Boiling Point of water
is your body weight or desired body weight (Prof Taylor 250oT)(Sweet 120oS)
Table
of Equivalent Temperatures:
Temperature oF |
Temp.
oC |
Temp.
K |
Temp.
oT |
Temp.
oS |
Temp.
oX |
(Fahrenheit) |
(Celsius) |
(Kevin) |
(Taylor) |
(Sweet) |
(Student) |
250 |
121 |
394 |
298 |
139.0 |
|
212 |
100 |
373 |
250 |
120.0 |
|
158 |
70 |
343 |
190 |
93.0 |
|
104 |
40 |
313 |
130 |
66.0 |
|
|
|
|
|
|
|
98.6 |
37.0 |
310.0 |
124.0 |
63.3 |
|
|
|
|
|
|
|
97.3 |
36.3 |
309.3 |
122.6 |
62.7 |
|
|
|
|
|
|
|
96.8 |
36.0 |
309.0 |
122 |
62.4 |
|
81 |
27 |
300 |
104 |
54.5 |
|
77 |
25 |
298 |
100 |
52.5 |
|
75 |
24 |
297 |
98 |
51.5 |
|
68 |
20 |
293 |
90 |
48.0 |
|
50 |
10 |
283 |
70 |
39.0 |
|
32 |
0 |
273 |
50 |
30.0 |
|
14 |
-10 |
263 |
10 |
21.0 |
|
0 |
-18 |
255 |
1 |
14.0 |
|
-4 |
-20 |
253 |
-2 |
12.0 |
|
-22 |
-30 |
243 |
-14 |
3.0 |
|
-28 |
-33.3 |
240 |
-17 |
0.0 |
|
-40 |
-40 |
233 |
-26 |
-6.0 |
|
-58 |
-50 |
223 |
-33 |
-15.0 |
|
-76 |
-60 |
213 |
-50 |
-24.0 |
|
-130 |
-90 |
183 |
-86 |
-51.0 |
|
-148 |
-100 |
173 |
-98 |
-60.0 |
|
b. If the plot is a line, then what is the slope of the line and the Y intercept and the X intercept.
c. Write the equation
for the line.(Do you remember the equation of a straight line from
algebra?)
d. If the plot is a curve, can you write the equation of the curve?
Sample Graph Paper
Fahrenheit versus Celsius Name:________________________
Fahrenheit versus Celsius Name:________________________
Kelvin versus Celsius Name:________________________
Kelvin versus Celsius Name:________________________
Fahrenheit versus Student Name:________________________
Fahrenheit versus Student Name:________________________
Celsius versus Student Name:________________________
Celsius versus Student Name:________________________