A.

Big Ideas:
1. The degree of hotness or coldness of the body can be measured by thermometer.
2. Increase in size of heating can be classified into three types, which are expansion of solid, liquid, and gases.
3. Heat can be transferred through conduction, convection and radiation

B. Big Idea’s content Representatives

Table 1. 1st Big Ideas Content Representative
Big Idea: The degree of hotness or coldness of the body can be measured by
No. Aspect thermometer.

What do you intend the a. Temperature

students to learn about this Temperature of a body is the degree of hotness or coldness of the body. A device
idea? which is used to measure the temperature, is called a thermometer.

b. Different Scale of Thermometer

1) Celsius Scale In this scale of temperature, the melting point ice is taken as 0°C
and the boiling point of water as 100°C and space between these two points
1. is divided into 100 equal parts
2) Fahrenheit Scale In this scale of temperature, the melt point of ice is taken as
32°F and the boiling point of water as 211 and the space between these two
points is divided into 180 equal parts.
3) Kelvin Scale In this scale of temperature, the melting point ice is taken as 273
K and the boiling point of water as 373 K the space between these two points
is divided into 100 equal part
 Why is it important for By learning this concept, the student will know how to measure the hotness or coldness
students to know this? properly and safety rather than using human sense (touch directly) which is more
hazard.
2.

What else do you know about Thermometric Property

this idea that you do not The property of an object which changes with temperature, is call thermometric
3. intend the students to know property: (i) Pressure of a gas at constant volume, (ii) Electrical Resistance of metal, (iii)
yet? Length of mercury in a capillary tube

Difficulties/limitations It is hard to show the real microscopic condition about the movement of particles, faster
connected with teaching this and more rapid movement indicates higher temperature.
4.
idea

Knowledge about the  Commonly, student confuse to differentiate the term of heat and temperature:
students’ thinking which student might think that When a hot water 100o C is poured into two different
influences this idea container with the same amount, the water temperature in each container is 50o C

5.
 The temperature of the system that measured by different scale of thermometer
(Celsius, Fahrenheit, and Kelvin) will show different number. In this case, student
might think the phenomena happen because of the temperature difference.

Other factors that influences The fever medicine commercials or student’s experience about measuring body
your teaching of this idea temperature using thermometer might help the student to realize the function of
6. thermometer as a proper tool to measure the temperature rather than using human
sense. In addition, the student will be easier in figuring out how thermometer works.
 Teaching procedures (and a. Student discuss about the fever phenomena in a small group. The discussion is
particular reason for using limited by the questions given by the teacher.
these to engage with this idea) The questions:
1) What happen with your body during fever?
2) How do your mother do to measure the hotness of your body? Give your
explanation regarding the phenomena of measuring body temperature.
b. A volunteer group present their discussion result in front of the class
c. Student listens to the teacher clarification regarding the discussion that
7. supported by the explanation about the temperature and how to measure it
properly, and the thermometer principle.

d. Student observe the figure or representative to find the uniqueness of three

kinds of thermometer physically: Celsius, Fahrenheit, and Kelvin
e. Student listen to the teacher’ explanation regarding three types of thermometer
f. Student makes mind map individually that entailed the definition of
temperature, principle of thermometer, and types of thermometer.

Specific way of ascertaining Teacher can ascertain student’s understanding through the mind map made by the
students’ understanding or student at the end of learning session that entailed the definition of temperature,
8.
confusion around this idea principle of thermometer, and types of thermometer.

The use technology in The video of children in fever

9. teaching the media The digital picture about three types of thermometer

How to compensate the Story telling about children in fever

10. absence of technology The printed picture of types of thermometer
Table 2. 2nd Big Ideas Content Representative
Big Idea: Increase in size of heating can be classified into three types, which are
No. Aspect expansion of solid, liquid, and gases.

What do you intend the a. Three types of expansion by heating

students to learn about this 1) Expansion of solid
idea? 2) Expansion of Liquid
3) Expansion of gases
b. Practical application of expansion
1) When rails are laid down on the ground, space is left between the ends of two
1. rails.
2) The transmission cables are not tightly fixed to the poles.
3) The iron rim to be put on a cart wheel is always of slightly smaller diameter than
that of wheel.
4) 4. A glass stopper jammed in the neck of a glass bottle can be taken out by
warming the neck of the bottles.

Why is it important for By learning this topic, student will understand the principle of practical of expansion in
students to know this? daily life, therefore students might use this concept for solving other problem or applied
2. cases in daily life.

What else do you know about  Anomalous expansion of water,

this idea that you do not  The difference among Apparent expansion of liquid, real expansion of liquid
3.
intend the students to know
yet?
 Difficulties/limitations
connected with teaching this
4. idea
Knowledge about the
students’ thinking which
5.
influences this idea
Other factors that influences
6.
your teaching of this idea
Teaching procedures (and
particular reason for using
these to engage with this idea)
7.
 It is hard to show the student a real molecular view of particle during the expansion,
It only can be figured out using animation.
 It also hard to explain how specific heat capacity can be identified, because each
materials has their own unique.
Student might think that the expansion is happen because of the increasing number of
particle inside an object. While actually, the expansion by heating happen due to the
further distance among the particles.
Some practical application of expansion by heating helps the student to understand and
figuring out the concept easily.
a. Student observe a demonstration which is conducted by the teacher: setting a
thermometer in contact with hot water and ice.
b. Students infer and interpret what they observe and share it in front of the class
c. Student listen to teacher explanation about expansion by heating, by relating the
concept with the phenomena shown in demonstration
d. Students are divided into several groups, consist of 4 students for each.
e. Students discuss to describe some phenomena/ practical applications of
expansion in three states: solid, liquid and gases, and in three dimension: length,
area, and volume
Note: the worksheet contains some pictures about the phenomena, and the
students have to guess how could the phenomena happen?
f. Students presents their work in front of the class
g. Student conclude types of expansion based on the state of matter and the
dimension
h. Students listen to the additional explanation from the teacher regarding some
formula needed for identifying the expansion by heat
i. Students make mind map about the expansion by heat that entails the principle of
expansion, the types, the example and formula. It is done individually
 Specific way of ascertaining
students’ understanding or
8.
confusion around this idea
The use technology in
9. teaching the media
How to compensate the
10. absence of technology
Table 3. 3rd Big Ideas Content Representative
No. Aspect
What do you intend the
students to learn about this
idea?
1.
Why is it important for
students to know this?
2.
To ascertain students’ understanding, the teacher will use mind map that is made by the
students individually at the end of learning process. The mind map should entails the
principle of expansion, the types, the example and formula.
Power point about the principle of expansion by heat, the types, and some formula
1. Writes the important point in a wide paper that have been prepared before class.
2. Orally explanation and using board to write some important point,
Big Idea: Heat can be transferred through conduction, convection and radiation
a. Heat and phase changing
 Heat is a form of energy called thermal energy which flows from a higher
temperature body to a lower temperature body when they are placed in contact.
 Heat or thermal energy of a body is the sum of kinetic energies of all its
constituent particles, on account of translational, vibrational and rotational
motion.
 changes of phase always occur with a change of heat
b. Three ways of heat transfer: Conduction, Convection, and Radiation.
Heat transfer is all around us. This process is happening from household cooking stove to
superhot sun. Heat transfer is an important concept that is a part of everyday life yet
often misunderstood by students. Therefore, learning this concept might help them to
understand how those phenomena can occur and able to use the concept in daily life:
preventing burn direct contact from heating system while cooking by using insulator
materials, etc.
 What else do you know about
this idea that you do not
intend the students to know
yet?
3.
Difficulties/limitations
connected with teaching this
4.
idea
Knowledge about the
students’ thinking which
influences this idea
5.
Other factors that influences
6. your teaching of this idea
Teaching procedures (and
particular reason for using
these to engage with this idea)
7.
a. Thermal Conductivity:
Thermal conductivity is the quantity of heat transmitted during a specific time
through a thickness of material, in a direction normal (perpendicular) to a surface of
area.
b. Thermo electro motive force (emf)
When two junctions of a thermocouple are kept at different temperatures, then a
thermo-emf is produced between the junctions, which changes with temperature
difference between the junctions
It is hard to show the student an “exact” molecular view of heat as energy, and hard to
show them how the kinetics energy embodies all constituent particles, on account of
translational, vibrational and rotational motion.
Common mistakes were referring to ‘heat particles’, thinking that the vacuum stopped all
forms of heat transfer, thinking that the vacuum contained air and referring to the
transfer of ‘cold’.
Students who referred to water particles often mistakenly referred to them ‘vibrating
more’ as a result of the energy given, or to the particles themselves becoming less dense.
Students experience in daily life related with heat transfer phenomena might help the
student to understand and figure out the concept easily.
1. Student observe the demonstration conducted by the teacher in front of the class
and being a volunteer to help the teacher in conducting it.
Note:
The demonstration showed is about heating activities that represent conduction,
convection, and radiation: melting a chocolate through heated spoon, boiling
water in beaker glass, and make a contact with the fire for certain distance.
2. Student make an interpretation about the phenomena shown individually which
is guided by several questions for each phenomena:
 How could the phenomena happen?
What is medium needed for heat to transfer?
3. A volunteer share his/her interpretation in front of the class
4. Student listen to the teacher explanation about the definition of heat, heat and
phase changes, and three ways of heat transfer
5. Student make a mind map individually that entails definition of heat, heat and
phase changes, and three ways of heat transfer

Specific way of ascertaining To ascertain students’ understanding, the teacher will use mind map that is made by the
students’ understanding or students individually at the end of learning process. The mind map entails definition of
8.
confusion around this idea heat, heat and phase changes, and three ways of heat transfer

The use technology in Power point about definition of heat, heat and phase changes, and three ways of heat
9. teaching the media transfer

How to compensate the 1. Writes the important point in a wide paper that have been prepared before class.
10. absence of technology 2. Orally explanation and using board to write some important point,