1. Topic-
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| Heat Transfer through a Solid Object |
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2. Content-
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| This lesson introduces the concept of conduction to students and
gives students the opportunity to investigate, reflect, and theorize
about the conductivity of solid objects. |
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3. Goals: Aims/Outcomes-
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From Mass. Science and Technology/Engineering Curriculum Framework
(check these)
1. Differentiate among radiation, conduction, and convection, the
three mechanisms by which heat is transferred through the earth's
systems. (Earth and Space Science, Grades 6 - 8, Standard 3)
2. Give examples of how heat moves in predictable ways, moving from
warmer objects to cooler ones until they reach equilibrium |
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4. Objectives-
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1. Students will be able to compare the conductivity of various
solids and deduce which materials are good conductors and which materials
are good insulators.
2. Design an experiment to test the conductivity of a variety of solids
3. Develop a theory of heat transfer that includes the idea of heat
moving from a hotter object to a cooler object. |
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5. Materials and Aids-
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Bill Nye Youtube video
Heat Transfer song Youtube video
Google Drive/Docs/Spreadsheet
Pre-assessment survey
A variety of small solid objects
Group Work sheet
Conduction Homework sheet
Smart Board
Computers (1 per student)
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6. Procedures/Methods-
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A. Introduction-
1. Pre-lesson survey about conduction and discussion.
2. Discussion of pre-homework for the lesson. The night before the
lesson, students groups used Google spreadsheets to create a collaborative
list of solid objects they would be bringing to class and recorded
which of the objects they thought would heat up the quickest.
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B. Development-
1. Solid objects "show and tell" by groups (including presenting
their Google spreadsheets on the Smart Board)
2. Demo of heat transfer (solid metal rod with nails attached via
wax heated up by Bunsen burner). Before demo, pose the questions -
What will happen to the nails? Will they all fall off at the same
time? |
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C. Practice-
1. Group work - groups analyze solid objects, order objects from
"fastest to heat up" to "slowest to heat up"
2. Groups devise a thought experiment to determine the validity of
their ordering. |
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D. Independent Practice-
1. Groups start writing up experiment in Google Docs. Each group
member assigned a section to write.
2. At home, students use Google Drive/Docs to complete their experiment
write-up
3. Students must peer review sections written by other group members
(via Google Docs comments feature) |
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E. Accommodations (Differentiated Instruction)-
1. Youtube videos available for review
2. Various learning strategies - video, demonstration, group work,
individual work
3. Teacher floating around room during group work to coach/mentor
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F. Checking for understanding-
1. Pre- and post-lesson survey evaluating their ideas on conduction
2. Student presentations of their spreadsheets
3. Review of thought experiment by peers and teacher |
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G. Closure-
1. Student take pre-lesson survey again to see if their ideas have
changed.
2. Heat transfer song - Youtube video :-) |
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7. Evaluation-
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1. Pre and post lesson surveys
2. Review of thought experiments |
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