Heat Transfer
Objectives:








Students should develop a pictorial representation of heat
Students should be familiar with the terms conduction, convection, and radiation.
Students should understand how heat moves in a system.
Students should be able to explain the movement of heat in a system.
Students should be familiar with ways to prevent heat transfer.
Students should understand the inner workings of a thermos as related to the
above terms.
Students should be able to use different methods heat transfer prevention to build
and design a working thermos.
Students should be able to cite common examples of each method of heat transfer
Concepts:
I.
II.
III.
Heat
a. Energy
b. Movement of atoms
c. More heat = more movement
Heat transfer
a. Transfer of molecular movement
b. Direct contact – conduction
i. Metal
ii. Glass
c. Large displacement of heated particles – convection
d. Indirect contact by waves – radiation
Stopping heat transfer
a. Break the contact with a poor conductor (insulation)
i. Styrofoam
ii. Air gap
iii. Vacuum
b. Stop large scale displacement of molecules (insulation – air tight)
c. Reflection of waves (reflective metal)
Rational:






Helps students make good energy usage decisions.
Helps students solve heat loss problems.
Helps students improve weatherization of homes and other areas.
Allow students to construct new scientific knowledge. (Strand 1)
Allow students to reflect on scientific knowledge. (Strand 2)
Helps students explain changes in matter and energy involving heat transfer.
(PCM – IV.2)
Diagnostic Assessment:
Lesson will begin with a brief discussion of thermoses, heat, and heat loss. On the board
the teacher will make a chart listing students current knowledge on the subject. The
teacher will present the problem (making a good thermos) to solicit further information
from students. Teacher will pose a question, “What is needed to make a good thermos?”
Concept Building:
1. See attachment Research Lab.doc (two to three days to complete)
2. See attachment Thermos Internet Questions.doc (one to two days to complete) use
web site http://eup.k12.mi.us/~nbeelen follow Tech I link to Thermos link to
Links.
3. See attachment Heat Book Questions.doc (one to two days to complete)
4. One day lecture drawing pictorial representations of the various topics and tying
concepts together.
Formative Assessment:
Each Concept Building activity will be followed up by a class discussion and question
session. Student progress will be monitored by their ability to answer the teacher
questions. Questions will be similar to questions on worksheets and other real world
examples of the same concepts. Following the one day lecture a quiz will be given (see
attachment Heat Quiz.doc)
Summative Assessment:
Students will design and build a thermos of their own making. Thermoses will be tested
in the same manner as the initial lab. Grades will be assigned on a competitive basis
based on the temperature drop over a 10-minute period. In addition each student will
prepare a report on the functioning of his or her thermos. They will provide a sketch of
their thermos and an explanation of its construction. As part of their explanation they will
describe how they dealt with each of the three methods of heat transfer.