CCSD | Department of Instructional Support | CCSS
2014 SC Science Academic Standards and Performance Indicators
Curriculum Map for Science | Physics
Unit:Heat Transfer (H.P.3C)
Standard: H.P.3 The student will demonstrate an understanding of how the interactions among objects can be explained and predicted using the concept of the
conservation of energy.
Conceptual Understanding: This unit is a mixture of conceptual (Laws of Thermodynamics, 3 modes of heat transfer, thermal equilibrium, Earth’s heat
balance) and mathematical (using the specific heat equation and the heat transfer coefficient equation).
Important to Note:
All files referred to are on the websitehttp://ccsdphysics.weebly.com/organized by unit, except for tests.
This is a short unit. Key concepts may be incorporated into the Power Plant Project which is a performance assessment at the end of the Power
and Magnetism material.
Unit Engagement/Anchor Activity Suggestions
A short reading guide to define terms and questions about heat transfer is an appropriate introduction.
Formative Assessment Opportunities
Standard
Assessment items
Problem solving with specific heat equation and heat transfer equation
PhET Greenhouse Effect Analysis
H.P.3C1, H.P.3C2
H.P.3C3
Summative Assessment Opportunities
Standard
H.P.3C.1, H.P.3C.2
H.P.3C.1, H.P.3C.3
Assessment Items
Conduct a lab OR Analyze data from a lab already conducted
Incorporate heat transfer into Power Plant Project (in E & M unit)
CCSD | Department of Instructional Support | CCSS
2014 SC Science Academic Standards and Performance Indicators
Curriculum Map for Science | Physics
Investigations and Resources
2014 science
Focus question
performance
indicators
H.P.3C.1 Plan and  What is the
conduct controlled
difference
scientific
between
investigations to
temperature
determine the
and heat?
variables that
 Why do
affect the rate of
double-paned
heat transfer
windows
between two
reduce energy
objects
consumption?
 What heat
transfer
mechanisms
apply when
cooking food?
H.P.3C.2
What materials are
Analyze and
good or poor
interpret data to
conductors of
describe the
heat?
thermal
conductivity of
different
materials.
Activity Description
5 E Cycle
Expected outcome –
learning goal
Define conduction, convection and
radiation. Apply those definitions
to scenarios.
Correctly identify
which heat transfer
process is involved
in various situations.
Use Ice Melting Blocks (one is
aluminum, one is wood). Ask
students to feel the blocks and
predict which one will melt a block
of ice first. Document
observations.
Hypothesize what other factors
affect the rate of heat transfer.
Conduct a lab if you have the
equipment OR analyze data and
make graphs/mathematical models
to determine the k-value for
various materials.
Solve problems using the rate of
heat transfer equation and specific
heat equation.
Contrast heat and
temperature.
Contrast insulator
and conductor
Resource – instructional material
(includes specific pgs, chapters,
lessons, etc.
Holt Physics Chapter 9
Sections 1 and 2
Vocabulary
(tier 2 and 3)
Heat Transfer Bellwork.doc
Laws of
thermodynamics
Ice Melting Blocks from Flinn
http://www.youtube.com/watch?v=
pQ-yrGp8sfQ
Convection demonstration (fish tank
and food coloring)
Apply the zeroth law http://www.youtube.com/watch?v=
of thermodynamics 7xWWowXtuvA
to the process of
conduction.
Graphically
Lab using Pasco’s thermal
determine the units conductivity apparatus
of thermal
http://dev.physicslab.org/Document
conductivity.
.aspx?doctype=2&filename=Thermal
Physics_ThermalConductivityLab.xm
Explain why a tile
l
floor feels colder
Students can learn from analyzing
than carpet.
and graphing data already collected
as well.
Problem solving
http://www.delsearegional.us/alum
with Q = mc∆T and
ni/years/2000/Labs/kt/lab07/index.
U = kA∆T/d
html
Thermal
equilibrium
Entropy
Heat transfer
Convection
Conduction
Radiation
Thermal
conductivity
K-value
CCSD | Department of Instructional Support | CCSS
2014 SC Science Academic Standards and Performance Indicators
Curriculum Map for Science | Physics
H.P.3C.3 Develop
and use models
(such as a drawing
or small-scale
greenhouse) to
exemplify the
energy balance of
the Earth
(including
conduction,
convection, and
radiation)
How has the
Earth’s energy
balance (the
amount of energy
taken in from the
sun – the amount
radiated back into
space) changed
since the Industrial
Revolution?
Use the Greenhouse PhET to study Explain how the
the energy balance of the Earth and Sun’s
answer a set of questions.
electromagnetic
radiation is
absorbed and lowerenergy IR radiation
(heat) is emitted by
the Earth
Explain how this IR
radiation is
absorbed by only
certain molecules in
the atmosphere
(CO2, CH4) and then
IR is emitted back
into the atmosphere
http://phet.colorado.edu/en/simula
tion/greenhouse
Heat Transfer Basics and PhET MiniLab.doc