Physics: Heat
The Putt Putt Boat
The following learning activities were backwards planned to facilitate the development of students’
knowledge and skills for mastery of these NGSS Performance Expectations. Not all of the dimensions and
CCSS are covered in the following activities and teachers are encouraged to address them where possible.
HS-PS3 Energy
Students who demonstrate understanding can:
HS-PS3Create a computational model to calculate the change in the energy of one component in a system
when the change in energy of the other component(s) and energy flows in and out of the system are
1
HS-PS32
HS-PS33
HS-PS34
known. [Clarification Statement: Emphasis is on explaining the meaning of mathematical expressions used
in the model.] [Assessment Boundary: Assessment is limited to basic algebraic expressions or
computations; to systems of two or three components; and to thermal energy, kinetic energy, and/or the
energies in gravitational, magnetic, or electric fields.]
Develop and use models to illustrate that energy at the macroscopic scale can be accounted for as a
combination of energy associated with the motions of particles (objects) and energy associated with
the relative positions of particles (objects). [Clarification Statement: Examples of phenomena at the
macroscopic scale could include the conversion of kinetic energy to thermal energy, the energy stored due
to position of an object above the earth, and the energy stored between two electrically-charged plates.
Examples of models could include diagrams, drawings, descriptions, and computer simulations.]
Design, build, and refine a device that works within given constraints to convert one form of energy
into another form of energy.* [Clarification Statement: Emphasis is on both qualitative and quantitative
evaluations of devices. Examples of devices could include Rube Goldberg devices, wind turbines, solar
cells, solar ovens, and generators. Examples of constraints could include use of renewable energy forms and
efficiency.] [Assessment Boundary: Assessment for quantitative evaluations is limited to total output for a
given input. Assessment is limited to devices constructed with materials provided to students.]
Plan and conduct an investigation to provide evidence that the transfer of thermal energy when two
components of different temperature are combined within a closed system results in a more uniform
energy distribution among the components in the system (second law of thermodynamics).
[Clarification Statement: Emphasis is on analyzing data from student investigations and using mathematical
thinking to describe the energy changes both quantitatively and conceptually. Examples of investigations
could include mixing liquids at different initial temperatures or adding objects at different temperatures to
water.] [Assessment Boundary: Assessment is limited to investigations based on materials and tools
provided to students.]
The performance expectation above was developed using the following elements from the NRC document A Framework for K-12
Science Education:
Developing and Using Models
Modeling in 9–12 builds on K–8 and
progresses to using, synthesizing, and
developing models to predict and show
relationships among variables between
systems and their components in the
natural and designed worlds.

Develop and use a model
based on evidence to
illustrate the relationships
between systems or between
components of a system.
PS2.A: Forces and Motion
If a system interacts with objects
outside itself, the total momentum
of the system can change; however,
any such change is balanced by
changes in the momentum of objects
outside the system.
ETS1.A: Defining and Delimiting an
Engineering Problem
 Criteria and constraints also include
satisfying any requirements set by
society, such as taking issues of risk
mitigation into account, and they
should be quantified to the extent
possible and stated in such a way
that one can tell if a given design

Energy and Matter
Changes of energy and
matter in a system can be
described in terms of energy
and matter flows into, out of,
and within that system. (HSPS3-3)
 Energy cannot be created or
destroyed—only moves
between one place and
another place, between
objects and/or fields, or
between systems. (HS-PS32).

(HS-PS3-2),(HS-PS3-5)
Planning and Carrying Out
Investigations
Planning and carrying out
investigations to answer questions or
test solutions to problems in 9–12
builds on K–8 experiences and
progresses to include investigations that
provide evidence for and test
conceptual, mathematical, physical, and
empirical models.

Plan and conduct an
investigation individually and
collaboratively to produce
data to serve as the basis for
evidence, and in the design:
decide on types, how much,
and accuracy of data needed
to produce reliable
measurements and consider
limitations on the precision of
the data (e.g., number of
trials, cost, risk, time), and
refine the design accordingly.
(HS-PS3-4)
Using Mathematics and
Computational Thinking
Mathematical and computational
thinking at the 9–12 level builds on K–
8 and progresses to using algebraic
thinking and analysis, a range of linear
and nonlinear functions including
trigonometric functions, exponentials
and logarithms, and computational
tools for statistical analysis to analyze,
represent, and model data. Simple
computational simulations are created
and used based on mathematical
models of basic assumptions.

Create a computational model
or simulation of a
phenomenon, designed
device, process, or system.
(HS-PS3-1)
Constructing Explanations and
Designing Solutions
Constructing explanations and
designing solutions in 9–12 builds on
K–8 experiences and progresses to
meets them.(secondary)
ETS1.C: Optimizing the Design
Solution
 Criteria may need to be broken down
into simpler ones that can be
approached systematically, and
decisions about the priority of
certain criteria over others (tradeoffs) may be needed. (secondary)
explanations and designs that are
supported by multiple and independent
student-generated sources of evidence
consistent with scientific ideas,
principles, and theories.

Design, evaluate, and/or
refine a solution to a complex
real-world problem, based on
scientific knowledge, studentgenerated sources of
evidence, prioritized criteria,
and tradeoff considerations.
(HS-PS3-3)
Articulation of DCIs across grade-bands:MS.PS2.A ; MS.PS3.C
Common Core State Standards Connections: ELA/Literacy RST.11Cite specific textual evidence to support analysis of science and technical texts, attending to important
12.1
distinctions the author makes and to any gaps or inconsistencies in the account. (HS-PS3-4)
Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or
RST11performing technical tasks; analyze the specific results based on explanations in the text.
12.3
Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a
RST.11-12.4
specific scientific or technical context relevant to grades 11-12 texts and topics.
Analyze the author's purpose in providing an explanation, describing a procedure, or discussing an experiment in a
RST.11-12.6
text, identifying important issues that remain unresolved.
Synthesize information from a range of sources (e.g., texts, experiments, simulations) into a coherent
RST.11-12.9
understanding of a process, phenomenon, or concept, resolving conflicting information when possible.
RST.11By the end of grade 12, read and comprehend science/technical texts in the grades 11-CCR text complexity band
12.10
independently and proficiently.
CCRA.W.1
Write arguments focused on discipline-specific content.
WHST.11Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant
12.1
and sufficient evidence.
WHST.11Write arguments focused on discipline-specific content.
12.2
Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments,
WHST.11or technical processes.
12.9
Draw evidence from informational texts to support analysis, reflection, and research.
Heat Vs Temperature
Student
Experience
Students make predictions
about the temperature of
various materials. Students
place their hands in these
materials and record their
observations. The class
discusses concepts and
misconceptions of heat and
temperature. Afterwards
student conduct lab data to
better understand the 1st Law
of Thermodynamics.
Heat Insulation
Students measure the heat
conduction rate of various
materials to determine insulation
properties. Students read an article
on heat insulation and use a CCSS
strategy of reading for a purpose.
Students learn how to calculate
heat transfer coefficient. Using
data from experiment, research
from article, and mathematical
calculations, students redesign
their heat insulation container.
T4T
Material
Per lab group, 4 containers
that have small materials with
differing heat conduction rates
(in addition, each group will
need a thermometer)
Containers with lids to hold
between 100-200 mL of water,
larger container with lids that can
hold smaller container and
insulating materials; variety of T4T
materials that can be used as
insulation
(thermometers, hot plates, and
graduated cylinders)
Big Idea
Temperature is a
measurement of thermal
energy. Heat is the transfer of
that energy.
Heat conduction rate can be
measured using surface area,
change in temperature
Connection
to
Culminating
Activity
Students develop a clearer
understanding of heat and
thermodynamics in order to
be able to measure and collect
data for Put Put boats
Students connect definitions of
heat to how heat transfer can be
measured building on their
understanding of the laws of
thermodynamics
Heat Box
Heat Engine
Cups
Students use their data
from the heat insulation
activity to design a box
that demonstrates three
methods of heat
transmission
Students experience
and make modification
to a simple heat engine
model.
String, Cups, candle
Containers, other materials
from cart that can be used
as insulators
3 types of heat flow
How steam engines
work. Modification of
scientific model to
discover content
Students develop
understanding of types of
heat flow to
Understanding the
basics of a heat engine
and how they work.
Foundation of their
steam engine for their
putt putt boats.
CA
Standards
Physics Heat &
Thermodynamics 3a and c
Physics Heat & Thermodynamics 3a
Physics Heat &
Thermodynamics 3a
HS-PS3-3
Design, build, and refine
a device that works
within given constraints
to convert one form of
energy into another
form of energy.
Next
Generation
Science
Standards
Time
Physics Heat &
Thermodynamics 3b
(1-2) 55 minute class
(1) 55 minute class
(2) 55 minute class
(2) 55 minute class
Culminating Activity – Putt Putt Boat
Putt Putt Boat Build
Student
Experience
T4T Material
Students observe a Putt Putt
boat prototype. They
determine a variable to test
and redesign the boat to
meet their new criteria. They
create a steam engine
following provided design
specifications. They test
sections of their engine as
they build to determine
construction flaws.
Aluminum cans, straws,
scissors, razors or box cutter,
tape, milk cartons and other
items from cart, blue tack or
epoxy, glue guns
Big Idea
What is a steam engine: how
it converts thermal energy
into mechanical energy
(work)
CA Standards
Physics Heat &
Thermodynamics 3b
Experimenting and
Collection Data
Putt Putt Boat Reflection
Students design and carry
out a test to determine the
work of their boat
Students discuss their data
and explain concepts of
work, Laws of
thermodynamics, third law
of motion, and heat engines
in a written analysis that
includes drawings, data,
explanations, and
improvements
Students find evidence to
support their argument
comparing two Putt Putt
models
N/A
N/A
Understanding Newton’s 3rd
Law of Motion and how it
explains why the put put
boat moves forward
Designing a controlled
experiment. Thinking
about how they will collect
data to measure work.
Apply knowledge of
thermodynamics to explain
boat and interpret data, use
model to create
explanations and determine
improvements
Physics Motion and Forces:
1d
Physics Heat &
Thermodynamics 3g
Physics Heat &
Thermodynamics 3a; 3b; 3g
Fan on a Boat
Before adding the engine to
their boat, students
construct and place a
temporary sail. They use a
small hand fan and explain
and predict whether they
should point their fan into or
away from the sail. Class
discusses third law of motion
and how it applies to their
sail boat and put put boat.
(alternatively, this can be
done as a demo prior to
building put put boats)
Materials to build mast and
sail from cart
(also needed: a hand fan,
dish pan or similar container
to float boats)
Next
Generation
Science
Standards
Time
HS-PS3-1, 3-3,
Crosscutting concepts:
Patterns
Science & Engineering
practice
Two 55 min periods
*Teacher can adjust pacing based on student needs.
HS-PS2-2
One 55 min period
HS-PS3-1, 3-3,
Crosscutting concepts:
Patterns
Science & Engineering
practice
One 55 min period
HS-PS3-1, 3-3,
Crosscutting concepts:
Patterns
Science & Engineering
practice
One 55 min period
1. Lesson Plan for Heat Vs Temperature
Prior Knowledge: Students have studied kinetic energy in their kinematics unit
Objective:
To observe and explain differences between temperature and heat
Engage:
1. Teacher swabs rubbing alcohol on the students’ back of hand.
a. “What do you observe about the alcohol?”
b. “Is the alcohol colder than the air? How can we test that?”
c. “Why do you think that the alcohol feels cool?” If the class has already studied
vaporization, the teacher might continue the discussion comparing water and alcohol.
Explore:
1. 4 containers of small materials with differing head conduction rates are placed at each table.
a. “Predict the temperature of each container. How do you think each will feel if you place
your hand in them?”
b. Students design an experiment and create a data table to test their hypothesis.
Explain
1. Discuss the data with the class. Through inquiry questions, allow students to differentiate
between temperature and heat. Questions can include:
a. “Why do some materials feel cooler? How could we test that hypothesis?”
b. “How does your brain determine hot and cold?
Elaborate
1. Students read the introduction and procedure for Measurement of Heat Transfer. They write
their hypothesis before collecting data
2. Discuss the data with the class. Use the discussion questions to develop an understanding of
the 1st Law of Thermodynamics.
Evaluate
1. Students answer the following written prompt as an exit ticket
“When your mama tells you to close the refrigerator door and not let all the “cold” out, what
is not scientific about that demand? (warning do NOT tell her that)” Draw a diagram of the
thermal energy and the movement of heat energy before and after you opened the
refrigerator.
Student Pages
Measurement of Heat Transfer
The first law of thermodynamics says that heat added into a system changes into an equal
amount of some other energy. It is based on the law that says energy cannot be created or
destroyed. It can only change forms. You can understand the law of thermodynamics if you
understand a car engine. Gasoline is burned. The energy in its bonds is released. That
energy causes the gases in the combustion chamber to explode. The explosion forces a piston
to move. The piston does work. The heat energy put into the engine equals the increase of
temperature inside the engine plus the work that the piston did.
This next activity is a simpler way to show the law of conservation of energy. You will
measure the amount of heat lost by hot water and the amount of heat gained by cool water.
You will mix different amounts of hot and cold water together to determine their final
temperature. First write an objective and a hypothesis. Next collect your materials: one 50
mL graduated cylinder, one foam cup, one thermometer, and one spoon. Put 60 mL of hot
water in your cup. Measure the temperature and record in your data table. Quickly add 60
mL of cold water. Stir the water gently until the temperature remains steady and then record
in your table. Repeat the experiment with 30 mL of hot water and 60 mL of cold water.
Write a lab report with an objective, hypothesis, and procedure.
Fill in the data table:
Volume
cool
water
hot
water
Starting
Temperature
cool
hot
water
water
Final
Temp.
mixture
Temp.
Rise
cool
water
Temp.
Drop
hot
water
Answer the following questions in your conclusion:
1. When you mixed equal volumes of hot and cold water, what happened to the temperature?
How did the temperature rise of the cool water and temperature drop of the hot water
compare?
2. Was the result what you expected? What does this tell you about energy transfer in this
activity?
3. When you mixed only 30 mL of hot water with 60 mL of cool water, how did the
temperature rise of the cool water and the temperature drop of the hot water compare? How
would you explain your results?
2. Heat Insulation
Objective: to collect and analyze data on the heat conduction rate of different materials and read
interpret an article to collect evidence to support their models
Engage
1. Teacher displays a picture of an igloo made from ice and asks the class, “how do igloos keep
people warm?” Students write their ideas after discussing with a partner.
2. Class discusses igloos and other examples of heat transmission in everyday life. Concept of
insulation is discussed.
Explore
1. Parameters for Heat Insulation, is discussed with the class. Teacher connects the objective of
next activity, heat box, to this engineering challenge. Class is shown available materials and
asked to test those materials’ ability to insulate.
2. Class collects and shares data.
Explain:
1. Students review reading: “Heat Conduction and Transfer”. In teacher directed instruction,
class reviews how to calculate heat transfer coefficient. Students complete problems in pairs.
2. Class discusses results of data including
a. What materials acted as the best insulator? What qualities did they have?
b. What other things may have affected the results? Could we control for them better?
c. Students work in groups to develop a method to determine the heat transfer coefficient for their
box.
3. Class reads and discusses article on how things work: Heat Insulation
http://www.explainthatstuff.com/heatinsulation.html
Students read the article independently for the first time, circling key terms, numbering
paragraphs, and focusing on graphics.
In groups of four, student reread the article each for a different purpose.
a) What does the article tell you about what would make the best insulation for your box?
b) How is heat insulation used in everyday life?
c) How does heat insulation work?
d) What can you learn about key terms and ideas about heat from the article?
Students fill out graphic organizer of information and evidence and location in text. As a group of
four, students share their findings. The class then discusses whether the article met each of
the purposes.
Elaborate
1. Students design a second container using the article, class data and discussion.
2. After making their second model, they test it.
Evaluate
1. Citing evidence for their claim: students analyze all the data collected and make a claim.
They use a graphic organizer to support their claim with evidence and reasoning.
Student Pages:
Making the Best Heat Insulation Challenge
How do igloos keep people warm?
Insulation reduces the rate of entropy. It keeps the heat energy from conducting or spreading
out. However though igloos demonstrate that air is an excellent insulator, no substance prevents
heat conduction completely. It can just slow conduction or the rate of entropy. This next activity
will help you understand conduction and insulation better.
Make an insulating container that can hold a 150 mL beaker of water with the materials
provided. When you are ready, send a team member to collect 100 mL of boiling water. Record
your start time. Wait 15 minutes and return your beaker for an official final temperature reading.
1. Record your own results and the class’ results in a table. Include a column for group, start
temperature, final temperature, change in temperature, loss of joules, heat conduction rate, and
description. (To calculate how much heat was lost, multiply the change in temperature by the
amount of water used. To calculate heat conduction rate, divide the joules by the change in time)
Data Table
Group
Start
temp
Final
temp
Change
in temp
Loss of
joules
Heat conduction
rate
Answer the analysis questions in a paragraph.
2. Why did some containers lose less heat than others?
3. Which materials provided the best insulation?
4. Which materials conducted heat best?
Description
Student Pages:
Heat Conduction and Transfer
Since heat always flows from a region of higher temperature to a region of lower temperature,
the conduction of heat through walls and windows is a major source of unwanted heat loss and
gain. To reduce the heat flow through a wall, the space within the wall is filled with materials
such as fiberglass wool, plastic foam, or shavings. Such materials are referred to as insulation.
Insulation is a misnomer, for these materials are actually conductors of heat. Only a perfect
vacuum prevents heat conduction.
Experiments show that heat transfer through a wall is in direct proportion to the temperature
difference between the inside and outside of a wall surface. A heat transfer coefficient is defined
for a square meter of wall area. For example, if a wall transfers energy at the rate of 1 W for
every square meter of area, when the outside is 1C colder than the inside, we say its heat transfer
coefficient is 1 W/m2C. The symbol is U.
Heat Transfer Coefficient, U
The heat transfer coefficient is the rate of heat flow through a 1 square meter surface when the
difference between the outside and the inside is 1C.
2. What is insulation? What could you use for insulation in your solar heater?
3. Explain heat transfer coefficient in your own words. How might you calculate the heat
coefficient of your box?
Example
Find the heat conduction rate in W through a ceiling with a heat transfer coefficient of 0.20
W/m2C when the outdoor temperature is 40C lower than the indoor temperature. The ceiling
is 10 m wide and 12 m long.
Problems
1. A house has an insulated ceiling 12 m long and 8 m wide with a heat transfer coefficient of
0.40 W/m2C. What will be the total heat transfer rate through the ceiling in W when the inside
temperature is 20C and the outside temperature is -30C? _____________ W
2. A concrete basement wall has a 60 m perimeter and a 2.3 m height. Its U value is 2.43
W/m2C. If the inside temperature is 15C and the outside temperature is -2C, what is the heat
transfer rate in W? ___________W
3. Review the data collected for your own box. Develop a model for determining the heat
transfer coefficient for your project. Below your calculation explain how you determined that
value.
Tackling Informational Texts: Reading for a Purpose
Use the website: http://www.explainthatstuff.com/heatinsulation.html. Read the article
independently for the first time. As you read, circle key terms, number paragraphs, and focus on
graphics.
Informational texts can be read for different purposes. In groups of four, delegate one of the
following four purposes to each member. Read the article for a second time focusing on the
purpose you have been assigned.
1. Engineering design: What does the article tell you about what would make the best
insulation for your box?
2. Examples: How is heat insulation used in everyday life?
3. Scientific Explanation: How does heat insulation work?
4. Key terms and ideas: What can you learn about key terms and ideas about heat from
the article?
Fill out graphic organizer for your purpose. Share your findings with your group, adding to your
graphic organizer for the other three purposes.
Purpose
Information
Location in Text
Engineering
Design
Examples
Scientific
Explanation
Key terms
and Ideas
Do you think that the author of the article met your purpose? Why or why not?
Design Improvements
Discuss the data and the information from the article in your group. Redesign your box to reduce
the heat conduction rate. Retest your box. Then use all the evidence and information collected to
make a claim regarding the design of a heat insulation box.
Observations:
Evidence to support your claim:
Evidence
Claim
How it supports claim
3. Heat Box
Objective: to design a model that demonstrates the three methods of heat flow
Engage:
1. https://www.youtube.com/watch?v=bnZQgp6srF4
Watch YouTube on frying an egg on the sidewalk. Ask students to discuss in pairs how
heat was transferred from the sun to the egg.
Explore:
1. Review the three methods of heat transmission. Give multiple examples in everyday
life.
2. Discuss the parameters of their box and the rubric for grading
3. Allow students planning time in groups to design models. In their plans students
must show how their model will demonstrate each kind of heat flow. Groups must get
approval for their plans, their choice of materials, and how they will test their models.
4. Students build and test their models.
Explain & Elaborate
1. Students develop an explanation for their models that includes analysis of data,
scaled drawings, and explanations of the three methods of heat flow and how they are
applied to model.
Evaluate
1. Students design plans for an improved model and a specific explanation for those
improvements.
Student Pages:
Three Methods of Heat Transmission
Since everything in the universe is either matter or energy, understanding energy is critical to
our understanding of science. One of the most important concepts in science is that for the most
part, energy cannot be created or destroyed. However it can be converted from one type of
energy to another type (the Law of Conservation of Energy).
In this section we will learn how molecular movement can be transmitted (moved to a new
place). Heat energy can be transmitted in three ways: radiation, convection, and conduction.
Conduction of heat is when the atoms and free electrons bump into other atoms and free electrons
causing them to start moving, such as when your chair is warmed by your butt. Convection is
when the heated atoms and molecules move from one place to another, such as when warm air
rises. Radiation is movement of radiant energy. An electromagnetic wave is the means that heat
moves through outer space. The sun heats the earth through radiation.
We are all very well acquainted with conduction through everyday life. Heat a pan on the
stove. Does the pan get hot? This is conduction. The heat energy from the stove causes the
molecules in the pan to move faster. The pan’s molecules on the bottom move more first. They
bump into the pan molecules on the sides, causing them to move faster. Finally the top of the pan
heats up through conduction.
Some things conduct heat well. They contain atoms such as metals that have free electrons to
transmit the heat. Other things are “insulators”. They are poor conductors and do not take in heat
easily. Ever wonder how igloos can keep people warm? The snow that makes up the igloo
contains a lot of air in their crystals. Air and things that hold pockets of air are good insulators.
The air does not contain a lot of free electrons to carry the energy. The heat from the people’s
bodies cannot leave the igloo easily.
1. Use the above reading to fill in the chart. What are the three ways heat can be transmitted?
Draw a picture of each and describe them. Include an everyday example and how it applies to
your heat box.
Heat
Description
Picture
Example
Application
Transmission
to your heat
box
Conduction
Convection
Radiation
2. What is the law of conservation of energy?
3. If energy cannot be created or destroyed, why do we need to conserve energy?
4. A student stated that people could live without the sun. They could heat their homes with oil
or gas to keep warm, and grow the plants they need with electric lamps. What is wrong with the
student’s hypothesis?
A) Plants need light to live.
B) People would not be able to see in the dark.
C) The earth would quickly run out of oil, gas and other fuels to heat the homes and grow the
plants.
D) Animals get their energy from plants.
Explain your choice using the law of conservation of energy:
Essential Question: How is energy transferred?
To demonstrate our understanding of energy, we will build a model that shows how energy is
transferred.
Heat Box Project Based Learning
Request for Proposal
Driving Question: How do we design a working model that demonstrates and explains three
methods of heat transfer: radiation, conduction, convection?
Model Parameters and Rubric
1. Teams of three to four students
2. Each group must construct a working model that demonstrates the three methods of heat
transference using water. The engineers choose the theme and purpose of the model as well as
the amount of water to be heated.
3. Each team will orally present their model and analysis to the judges. Judges will grade based
on creativity, craftsmanship, scientific understanding, and how well the model demonstrates the
three methods of heat transference
4. All of the items used in the model will be provided by the teacher.
Presentation
The teams must provide a written and an oral explanation of their model that includes the
following:
I. answer to driving question that describes how the model demonstrates the 3 methods of heat
transference
II. scaled drawing and measurements of plan
III. analysis of heat flow including the three methods of heat transmittance, the first law of
thermodynamics, and any data collected from lab experiments conducted in class
IV. Suggested improvements to model
Preliminary Planning
1. List scientific topics that you will need to research in order to answer the driving question.
2. Make notes on parameters and rubric.
3. Which materials will you use and how will you use them?
4. List notes regarding the presentation.
5. How will the model demonstrate each type of heat flow?
Radiation
Conduction
Convection
Rubric for Project












4
Creative model and use of materials that integrates project objectives of all three methods of heat
flow
project is neat, well crafted, detailed, and shows careful planning
Presentation is clear and dynamic with all members demonstrating a clear understanding of the
three methods of heat transference, insulation, and heat calculation; scientific concepts applied to
model; driving question thoroughly and clearly answered; has a complete and detailed written
analysis with neat scaled and labeled drawings
3
Model integrates project objectives of two methods of heat flow well
project is well crafted, showing evidence of preplanning
all members contribute and demonstrate an understanding of heat transference and insulation; heat
calculation attempted; driving question is answered and applied to engineering; has a complete
written analysis and neat labeled drawings
2
Model includes one method of heat flow
project is complete
1 member does most of the oral presentation, 3 methods of heat transference and insulation
correctly defined and partially applied, briefly answers driving question; has some written analysis
and drawings
1
Model is complete but does not demonstrate heat flow
project is partially complete
oral presentation mentions 3 methods of heat transference and insulation, one member contributes
6. Read the rubric. Make a thinking map of the three sections of evaluation: engineering
goals, craftsmanship, and oral presentation. Under each section explain the difference
between a project rated "3" and "4".
Analysis (individual)
1. Include a picture of your preliminary and final plans. Scale your drawings.
2. Explain the three methods of heat transmittance: radiation, conduction, convection. How
do the three methods apply to your model?
3. What is insulation? How did you or could you use insulation in your project?
4. It takes one calorie of heat energy to raise one milliliter of water by one degree
Centigrade of temperature. How much water did you heat in your heat box? What was
the temperature change? How many calories did you need to do it?
5. Include a picture and explanation of improvements
7. Make a checklist of the parts you need to complete the analysis.
4. Heat Engines: Heat Engine Cups
Objective: To investigate the function and purpose of heat engines (conversion of heat to work)
Engage
1. Students are shown video clips of functioning heat engines
a. A putt putt boat
b. Sterling Heat Engine
Explore
1. Teacher provides materials to do the heat engine cup activity.
2. Students construct (“cookie cutter”) heating cup activity.
3. Students explain how their models work (CER).
Explain
1. Student teacher discussion using students’ explanations from Explore piece.
2. Students read about heat engines and thermodynamics.
3. Students organize and take notes on the articles to formulate a working knowledge of
heat engine and thermodynamic theory.
a. http://www.thefreedictionary.com/heat+engine
b. http://www.sparknotes.com/testprep/books/sat2/physics/chapter12section4.rhtml
c. http://www.taftan.com/thermodynamics/HENGINE.HTM
d. http://auto.howstuffworks.com/stirling-engine.htm
e. http://physics.bu.edu/~duffy/py105/Heatengines.html
4. Pictorial modeling of heat engine as small groups/whole class “follow the energy”
a. Students model of thermal energy transfer from varying temperature reservoirs.
b. A system to convert thermal energy to mechanical energy. “the engine”
c. Students submit an illustration identifying and purpose of each component
Elaborate
1. Using prior knowledge, students will make a claim on a way they can improve the
efficiency and/or work output of their heat engine.
2. Students will make a claim of one modification they can make to the heat engine model
from the explore piece.
a. Possible modifications (however students may have others!)
i. More candles (adding heat)
ii. Colder ambient air
iii. Modifications to flaps, cup to improve design.
3. Students will design and test their modification and provide evidence and reasoning in
explaining whether their modification improved or hindered efficiency and/or work
output
4. No calculations are necessary as this can be done by simple observations.
Evaluate
1. Evaluation of students is performed informally and formally throughout the lesson
design.
2. Evaluation on laboratory exercises are not performed as “right/wrong” rather students’
evaluation criteria should be on use of the CER model in development and refinement of
prior knowledge. Evidence from investigations should support or refute their claims and
be used to redefine their misconceptions.
5. Culminating Activity – Putt Putt Boat
Objective:
Engage students in real world problem solving by performing design iterations using science to
support decision making.
Provide real world application of conversions of energy from one form to another
Engage
1. Show examples of two different putt putt boats performing.
a. Explain parameters of engineering challenge. Students will use this model as a
launching point. They will make a modification that they will then design on their
own boat. They will experiment to see if their modification improved the work
production of their boat.
http://www.youtube.com/watch?v=JOE3qIslu24
Explore
Engineering design and implementation (iterative process)
1.
Students are given the blueprints for both the boat and heat engine.
http://www.youtube.com/watch?v=0ki9Kta8g14
http://www.sciencetoymaker.org/boat/asembCartonl.html
2.
3.
4.
5.
6.
Students analyze the design and come up with several possible improvements to the
design to increase the work
Students select one of the design modifications to implement in their project.
Students design their blueprints for their steam engine and boat, implementing their
one design modification.
Students check blueprints with the teacher. (Students need approval before moving
on).
Students build their boats/ heat engines
a.
Students check for leaks in their engine by submerging in water and
blowing air through the straws.
b.
Students check for buoyancy of boat and leaks in boats
c.
Students assemble the boat/engine combination and check for buoyancy and
leaks.
Experimental procedure to determine Work
1. Students are asked to determine a way to find the work of their putt putt boat using work
equations they know throughout the year.
a. W=F*d
b. W= Qh - Qc
c. W= ΔKE
d. P = W/t
2. Students should design a lab procedure using one of these equations.
Explain
1. Teacher discusses with students their lab procedure.
2. Teacher provides questions to students to make them think about their process
3. Teacher and students develop a procedure using work-kinetic energy theorem. (Through
trial and error other equations have been attempted but not successful in determining
work).
4. Teacher scaffolds anything else students need assistance with from the explore portion.
Elaborate
1. Students present their claim (modification of initial design and its influence)
2. Perform an experiment to find evidence to support/refute their claim.
a. Students will need to determine the work output of their boat.
b. They will compare their work output of their boat to that of the class model to
determine if their design modification improved the work output.
Evaluate
1. Students will prepare a lab report that includes the following:
a. Determination of work
b. Explanation of a heat engine applied to their model
c. Explanation of energy transfer
d. Reasoning for acceptance or dismissal of their design modification.
Additional websites
1. www.sciencetoymaker.org/boat/
This link has a bunch of information and VERY detailed instructions including some of the
science behind Putt Putt boats: http://www.sciencetoymaker.org/boat/howBoatWorksl.html
2.
This website shows how to make Putt Putt boats without epoxy.
https://www.youtube.com/watch?v=0ki9Kta8g14
3.
This website explains the instructions in Spanish
https://www.youtube.com/watch?v=nBLLAWKZ-6Q
4. This last website shows a Putt Putt racing track
https://www.youtube.com/watch?v=sFRi_As96iU
Student Pages:
Putt Putt Boats
1. Draw a picture of the Putt Putt prototype. Describe the boat’s design.
2. List possible changes that you could make to the Putt Putt Prototype to improve its
performance:
3. Describe the change that your group will make to the prototype design. Be as specific as
possible.
4. Review the blueprints for the prototype. Draw your design and obtain approval from your
teacher.
Teacher signature:
5. After building your Putt Putt boat, check to see that the boat floats. Build a sail for your
boat. Get a hand fan from your teacher and place it on your boat where the candle will
go. “Imagine you sailing on a boat where there was no wind. You have a large fan on
the boat. Which way do you face the fan, toward the sail or away from the sail? Why?”
Write your hypothesis:
Fill in the observation table.
Procedure
Fan placed on the boat toward the
sail
Fan placed on the boat way from the
sail
Fan kept in hand but faced toward
the sail
Explanation of results:
Results
Boat Analysis
Include the following for your portfolio entry:
1. Cover sheet
2. Preliminary Plan: Large, neat, proportionate. Use a ruler and a sharp pencil. Label parts.
Include measurements. Explain how your plan differs from the prototype. SUBMIT PRIOR
TO BUILD.
3. Final Drawing: Large, neat, to scale. Use a ruler and a sharp pencil. Label parts. Include
measurements. Discuss changes and reason for changes from preliminary plan.
4. Data and Work calculations: determine the work and show data used for calculations.
5. Discussion--use the following guide questions to discuss your boat in a paragraph format.
a) Explain energy transfer. Apply your explanation to the boat.
b) Define heat engines. Apply your definition to your boat.
c) Use your data and work calculation to accept or dismiss the design modification
Improvements--how could you improve your boat and why would those improvements be
advantageous? Be specific and include drawings.
Grading Rubric
4
3
2
1
Discussion questions thoroughly and clearly explain energy transfers and heat engines with
concepts applied to boat correctly. Data and work calculations are thoroughly and clearly
explained and demonstrated. Improvements are specific and show rationale using science.
Preliminary and final drawings are neat, labeled, large, scaled, and proportionate using a ruler.
Overall presentation is neat, typed, and includes a coversheet.
Discussion questions explain energy transfers and heat engines with some applications to boat. Data
and work calculations are explained and demonstrated. Improvements include scientific reasons.
Preliminary and final drawings are neat, labeled, and proportionate using a ruler. Overall
presentation is neat and includes a coversheet.
Discussion questions answered, some data and work calculations are attempted, at least one
improvement and reason, Preliminary and final drawings are completed, presentation is neat
Report includes discussion questions, one improvement, drawings and some data
Connections to CCSS:
Finding Evidence to Support Arguments
Engage Putt Putt Race
1. Race the prototype boat and one of the student boats. Use the race to discuss what model
“is better” and the evidence for that decision.
Explore
2. Students compare their model with the prototype. Students design a poster that explains
their model: what was the modification; effect of modification on performance;
explanation of success or failure of modification on performance.
3. Students complete a gallery walk of posters and Putt putt boats to fill in a T-chart with
modification, evidence, and reasoning
Explain
4. Students make a claim about the design of the models. They can choose either their own
model or the prototype based on their claim. Students explain how does this model
support their claim and which model supports the claim better and why. They collect
evidence to defend their model. The thinking map will scaffold their argument and allow
students to outline and organize their explanation.
Elaborate
5. Students learn how to write an argument defining their design claim; ways/evidence that
model supports this claim as well as qualifications-- ways the model does not support the
design claim; in conclusion they explain how to test these claims.
Evaluate
6. Students peer critique the other group’s work: what was designed well; poorly; how they
could have designed better.
7. Students write a self-reflection. Students learn how to peer critique and how to use their
peer critiques to understand their own model better.
Scientific Models and Arguments
I. Argument/ Claim: Make a claim about the engineering design of the two boats. (Think
about what you changed in the prototype). Choose the boat that best represents this claim.
II. Evidence to support your claim:
Evidence
How it supports claim
Claim
III. Qualification: What are some problems with this boat design?
Limitation
Why it does not support claim
Claim
IV. Counterargument: Examine the second model. How is this model an effective design?
Compare it to the first model. How is the first model a better design?
Claim
Evidence
Counterargument
V. Conclusion: How could you test these models? How would this test help prove or disprove
your claim?
Essay
Write an essay using your prewriting chart to structure your writing. Use your claim as a
thesis. Then use your multi-flow maps to support your claim. Be sure to include a
counterargument. In your conclusion, explain how to test your model. Give details as to how
the test can be used to support or refute your claim.
Writing Rubric
4
3
2
1
Complete and detailed prewriting chart, evidence and limitations explained and counter-argued,
method to test model demonstrates clear understanding of claim. Essay has a defined structure with
clear thesis statement, supporting paragraphs that discuss both models, evidence and limitations,
and a strong non-repetitive conclusion that explains how to test model. There are limited spelling
and grammatical errors.
Complete prewriting chart citing evidence from both of both models, and method to test model,
some research of additional information, and application of teaching experience. Essay shows
structure with thesis statement, supporting paragraphs, and a conclusion. Spelling and grammar are
mostly correct.
Prewriting charts have argument and evidence from one model. Student states method for testing
models. Essay has two or three of the following components: thesis statement, supporting
paragraphs, and a conclusion.
Prewriting charts are partially completed with a claim and some evidence. Essay is written about
the models.
Teacher Pages:
Sample Work-Kinetic Energy Theorem (putt putt analysis)
Work = ΔKE
1
1
𝑊𝑜𝑟𝑘 = 𝑚𝑣𝑓2 − 𝑚𝑣𝑖2
2
2
𝛥𝑋
𝑉𝑎𝑣𝑔 = 𝛥𝑡
Assuming the boat reaches max velocity quickly. Final velocity = average velocity after initial
acceleration.
𝑉𝑎𝑣𝑔 = 𝑉𝑓𝑖𝑛𝑎𝑙
1
1
2
𝑊𝑜𝑟𝑘 = 2 𝑚𝑣𝑎𝑣𝑔
− 2 𝑚𝑣𝑖2 ; 𝑉𝑖 = 0
Example of blueprints boat and Engine
Current CA Science Standards on Heat
3. Energy cannot be created or destroyed although in many processes energy is transferred to the
environment as heat. As a basis for understanding this concept:
a. Students know heat flow and work are two forms of energy transfer between systems.
b. Students know that the work done by a heat engine that is working in a cycle is the
difference between the heat flow into the engine at high temperature and the heat flow out
at a lower temperature (first law of thermodynamics) and that this is an example of the law
of conservation of energy.
c. Students know the internal energy of an object includes the energy of random motion of the
object’s atoms and molecules, often referred to as thermal energy. The greater the
temperature of the object, the greater the energy of motion of the atoms and molecules that
make up the object.
d. Students know that most processes tend to decrease the order of a system over time and
that energy levels are eventually distributed uniformly.
e. Students know that entropy is a quantity that measures the order or disorder of a system
and that this quantity is larger for a more disordered system. (needs additional lessons)
Understanding by Design
Essential
Question:
(An NGSS
Standard)
Investigation Question 1
(An NGSS PE)
Investigation Question 2
Convergence to
answer the
essential question
(An NGSS PE)
If modeling,
start with a
phenomenon.
(attain the NGSS
Standard)
Investigation Question 3
(An NGSS PE)
Within the unit, two ideals for Investigation Questions…
5E – and/or- POE (CER)
5E Model
for Investigation Questions or
Lessons
Predict
Observe
Explain
(CER)
Engage
Explore
Explain
Elaborate
Evaluate
Before
investigation,
students might
design thier
own
investigation
and predict
outcome.
Claim
Collect data Qualitative
and/or
Quantitive
Evidence
Reasoning