O VERVIEW
F OCUSING Q UESTIONS
K
EY
C
ONCEPTS
O UTCOMES FOR S CIENCE , T ECHNOLOGY & S OCIETY (STS) & K NOWLEDGE
S
KILL
O
UTCOMES
I NITIATING AND P LANNING
P ERFORMING AND R ECORDING
A NALYZING AND I NTERPRETING
C OMMUNICATION AND T EAMWORK
A TTITUDE O UTCOMES
I NTEREST IN S CIENCE
M UTUAL R ESPECT
S CIENTIFIC I NQUIRY
C OLLABORATION
S TEWARDSHIP
S AFETY
D AY TO D AY P LAN
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8
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8
8
9
6
6
8
8
4
6
6
6
3
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3
2

The production, transfer and transformation of heat energy plays an important role in meeting human needs. In learning about heat, students investigate sources and uses of heat energy and consider the impact of resource usage on our long-term ability to meet energy needs. In focusing their studies, students explore different applications, investigate the scientific principles involved and consider questions about the nature of heat. The particle model of matter is introduced to help students explain their observations and understand relationships between heat and temperature.
What heat-related technologies do we use to meet human needs? Upon what scientific principles are these technologies based? What implications do these technologies have for sustainable use of resources?
The following concepts are developed in this unit and may also be addressed in other units at other grade levels. The intended level and scope of treatment is defined by the outcomes below.
 heat energy needs and technologies
 thermal energy*
 particle model of matter
 temperature
 thermal expansion
 change of state
 heat transfer
 insulation and thermal conductivity
 thermal energy sources
 energy conservation
* Note: The terms heat energy and thermal energy may both be used in this unit. Heat energy is the more familiar term for younger students and is useful in introducing the topic. Thermal energy is the preferred scientific term and should be introduced during the unit to help prepare students for later grades.
3

Students will:
1. Illustrate and explain how human needs have led to technologies for obtaining and controlling thermal energy and to increased use of energy resources
• investigate and interpret examples of heat-related technologies and energy use in the past (e.g., investigate uses of heat for domestic purposes, such as cooking or home heating, and for industrial processes, such as ceramics, metallurgy or use of engines)
• trace linkages between human purposes and the development of heat-related materials and technologies (e.g., development of hair dryers and clothes dryers; development of protective clothing, such as oven mitts, ski suits and survival clothing)
• identify and explain uses of devices and systems to generate, transfer, control or remove thermal energy (e.g., describe how a furnace and wall thermostat keep a house at a constant temperature)
• identify examples of personal and societal choices in using energy resources and technology (e.g., identify choices that affect the amount of hot water used in their daily routines; identify choices in how that water is heated)
2. Describe the nature of thermal energy and its effects on different forms of matter, using informal observations, experimental evidence and models
• compare heat transmission in different materials (e.g., compare conduction of heat in different solids; compare the absorption of radiant heat by different surfaces)
• explain how heat is transmitted by conduction, convection and radiation in solids, liquids and gases
• describe the effect of heat on the motion of particles; and explain changes of state, using the particle model of matter
• distinguish between heat and temperature; and explain temperature, using the concept of kinetic energy and the particle model of matter
• investigate and describe the effects of heating and cooling on the volume of different materials, and identify applications of these effects (e.g., use of expansion joints on bridges and railway tracks to accommodate thermal expansion)
3. Apply an understanding of heat and temperature in interpreting natural phenomena and technological devices
• describe ways in which thermal energy is produced naturally (e.g., solar radiation, combustion of fuels, living things, geothermal sources and composting)
• describe examples of passive and active solar heating, and explain the principles that underlie them
(e.g., design of homes to maximize use of winter sunshine)
• compare and evaluate materials and designs that maximize or minimize heat energy transfer (e.g., design and build a device that minimizes energy transfer, such as an insulated container for hot drinks; evaluate different window coatings for use in a model home)
• explain the operation of technological devices and systems that respond to temperature change (e.g., thermometers, bimetallic strips, thermostatically-controlled heating systems)
• describe and interpret the function of household devices and systems for generating, transferring, controlling or removing thermal energy (e.g., describe in general terms the operation of heaters,
4

furnaces, refrigerators and air conditioning devices)
• investigate and describe practical problems in controlling and using thermal energy (e.g., heat losses, excess energy consumption, damage to materials caused by uneven heating, risk of fire)
4. Analyze issues related to the selection and use of thermal technologies, and explain decisions in terms of advantages and disadvantages for sustainability
• identify and evaluate different sources of heat and the environmental impacts of their use (e.g., identify advantages and disadvantages of fossil fuel use; compare the use of renewable and nonrenewable sources in different applications)
• compare the energy consumption of alternative technologies for heat production and use, and identify related questions and issues (e.g., compare the energy required in alternative cooking technologies, such as electric stoves, gas stoves, microwave ovens and solar cookers; identify issues regarding safety of fuels, hot surfaces and combustion products)
• identify positive and negative consequences of energy use, and describe examples of energy conservation in their home or community
5

Focus on the use of research and inquiry skills to inform the decision-making process
Initiating and Planning
Students will: Ask questions about the relationships between and among observable variables, and plan investigations to address those questions
• identify science-related issues (e.g., identify an economic issue related to heat loss in a building)
• identify questions to investigate arising from a problem or issue (e.g., ask a question about the source of cold air in a building, or about ways to prevent cold areas)
• phrase questions in a testable form, and clearly define practical problems (e.g., rephrase a general question, such as: "How can we cut heat loss through windows?" to become "What effect would the addition of a plastic layer have on heat loss through window glass?" or "How would the use of double- or triple-paned windows affect heat loss?")
• design an experiment, and control the major variables (e.g., design an experiment to evaluate two alternative designs for solar heating a model house)
Performing and Recording
Students will: Conduct investigations into the relationships between and among observations, and gather and record qualitative and quantitative data
• identify data and information that are relevant to a given problem or issue
• select and integrate information from various print and electronic sources or from several parts of the same source (e.g., describe current solar energy applications in Canada, based on information from a variety of print and electronic sources)
• use instruments effectively and accurately for collecting data (e.g., accurately read temperature scales and use a variety of thermometers; demonstrate skill in downloading text, images, and audio and video files on methods of solar heating)
• carry out procedures, controlling the major variables (e.g., show appropriate attention to controls in investigations of the insulative properties of different materials)
Analyzing and Interpreting
Students will: Analyze qualitative and quantitative data, and develop and assess possible explanations
• compile and display data, by hand or computer, in a variety of formats, including diagrams, flow charts, tables, bar graphs and line graphs (e.g., construct a database to enter, compare and present data on the insulative properties of different materials)
• identify, and suggest explanations for, discrepancies in data
• identify and evaluate potential applications of findings (e.g., the application of heat transfer principles to the design of homes and protective clothing)
• test the design of a constructed device or system (e.g., test a personally-constructed heating or cooling device)
Communication and Teamwork
Students will: Work collaboratively on problems; and use appropriate language and formats to communicate ideas, procedures and results
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• communicate questions, ideas, intentions, plans and results, using lists, notes in point form, sentences, data tables, graphs, drawings, oral language and other means (e.g., use electronic hardware to generate data summaries and graphs of group data, and present these findings)
• defend a given position on an issue, based on their findings (e.g., defend the use of a particular renewable or nonrenewable source of heat energy in a particular application)
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Interest in Science
Students will be encouraged to: Show interest in science-related questions and issues, and pursue personal interests and career possibilities within science-related fields (e.g., apply ideas learned in asking and answering questions about everyday phenomena related to heat; show interest in a broad scope of science-related fields in which heat plays a significant role)
Mutual Respect
Students will be encouraged to: Appreciate that scientific understanding evolves from the interaction of ideas involving people with different views and backgrounds (e.g., appreciate Aboriginal home designs of the past and present that use locally-available materials; recognize that science and technology develop in response to global concerns, as well as to local needs; consider more than one factor or perspective when making decisions on STS issues)
Scientific Inquiry
Students will be encouraged to: Seek and apply evidence when evaluating alternative approaches to investigations, problems and issues (e.g., view a situation from different perspectives; propose options and compare them when making decisions or taking action)
Collaboration
Students will be encouraged to: Work collaboratively in carrying out investigations and in generating and evaluating ideas (e.g., choose a variety of strategies, such as active listening, paraphrasing and questioning, in order to understand other points of view; seek consensus before making decisions)
Stewardship
Students will be encouraged to: Demonstrate sensitivity and responsibility in pursuing a balance between the needs of humans and a sustainable environment (e.g., recognize the distinction between renewable and nonrenewable resources and the implications this has for responsible action; objectively identify potential conflicts between responding to human wants and needs and protecting the environment)
Safety
Students will be encouraged to: Show concern for safety in planning, carrying out and reviewing activities (e.g., demonstrate concern for self and others in planning and carrying out experimental activities involving the heating of materials; select safe methods for collecting evidence and solving problems)
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V = Visual
K = Kinesthetic
A = Auditory
T = Tactile
Day SLO Plan
1 STSK-1.1-
4
Timeline activity
Discuss after, how heat and temperature technologies have changed through time
2 STSK-2.4 Ask students, “What is the difference between heat and temperature?”
Particle Model of Matter
 Ask students, “What is matter made of?”

Begin discussion of the particle model of matter
3 STSK-
2.3,4
4
5
STSK-
2.3,4
STSK-
2.3,4
Act out particle model of matter
Fill in graphic organizer

Particle model (4 points)

States of matter flip book
Continue discussion of heat and temperature.
Give concrete definitions for:

Heat

Temperature

Kinetic energy

Thermal energy
Particle Model of Matter Project
6 STSK-
2.3,4
7 STSK-
2.3,4
8 STSK-2.3-
5
9 STSK-
2.3,4
10 STSK-
2.1,3-5
S.P&R-3
11 STSK-2.3-
5
S.P&R-4;
A&I-1;
C&T-1
Project work day
Project work day
Hand out quiz study guide
Expansion of Solids, Liquids and Gases
Quiz on Particle Model
Teaching Resources Teaching Strategies &
Assessment
Print out of timelines for groups
SMART Board
SMART Board
Hand out
Assignment sheet
Poster paper
Quiz study guide
Quiz
Build your own Thermometer lab
Copper Wire Lab
-Hypothesis, background information and variables to be completed prior to the lab
 For those not done, “Alternative to super cool science labs Assignment”
Lab

Pop bottle

Straw

Playdough

Isopropyl alcohol

Water

Kettle

Ice

Question Sheet

Lab sheet

Alternative
Assignment
For each group:

1 weight
VKAT
Collaboration
VAT
Discussion/Questioning
VKAT
Graphic Organizer
Discussion/Questioning
VAT
Graphic Organizer
Discussion/Questioning
VAT
Summative
VAT
VAT
VAT
Project due (Summative)
Summative
VKAT
Formative
Collaboration
Experiment
VKAT
Summative
Collaboration
Experiment
9

Day
12
13
14
STSK-2.3-
5
S.P&R-4;
A&I-1;
C&T-1
STSK-2.1-
4
STSK-2.1-
4
SLO
15 STSK-2.1-
5;3.4
S.P&R-
Plan
Discuss lab

Observations – make sure they are measurements, with a title on their table

Analysis – explain their observation

Conclusion – single sentence answering the question of the lab
Methods of Heat Transfer
Begin lesson with thought provoking questions to get students to begin thinking about what they already know about heat transfer
Continue discussion about heat transfer, giving students concrete notes to organize their thoughts.
1.
Video for each method of heat transfer
2.
Kinesthetic Activity
Act out two of the methods of heat transfer – conduction, convection

Conduction:

Direct contact, Ask students to stand in two lines
 Ask students, “How is heat transferred through conduction?”

Teacher acts as heat source

Students begin vibrating, slowly

Teacher touches head of the two students at the front of the line

They begin to vibrate faster and pass their increased energy down the line

Convection

Each student pushes in and stands behind their chair

Add heat to one pod, they begin moving around in a circular motion, as they move they bump into students of nearby pods

Students of nearby pods then begin moving around in a circular motion as well

As the energy moves throughout the class, each pod will begin moving around in a circular motion.
Heat Transfer Stations Lab
1.
Crooks Radiometer
2.
Ball and Ring
3.
Black and Silver Canister
Teaching Resources Teaching Strategies &
Assessment

2 copper wires
(twisted together)

2 retort stands

2 candles

1 timer (cell phone)

Tape
VAT
Summative – Students hand in lab
SMART Board
Questioning/Discussion
VAT
Questioning/Discussion
Handout
SMART Board
1.
Crookes
Radiometer
Light (strong)
Ruler
VKAT
Formative Assessment through student discussion and activities
Discussion
Kinesthetic Activity
VKAT
Summative (lab to be handed in)
10

Day SLO
1,3,4; A&I-
1,2; C&T-1
4.
5.
Convection (Heat it up)
Bimetallic Strip
Plan
16 STSK-2.1-
5;3.4
S.P&R-
1,3,4; A&I-
1,2; C&T-1
17 STSK-2.1-
5
Heat Transfer Station Lab
Heat Transfer Stations
STATION ONE
Yesterday we talked about how cancer is caused by radiation, but it can also be used as a method to treat cancer.
What are your thoughts on this?
Is there anything else that you can think of, like this one, where something may have a negative result, but is then used to fix it too?
STATION TWO
On a hot summer day, you are at risk of dehydration. Why?
Explain this using multiple concepts we have discussed so far in this unit!
STATION THREE
Why does water boil faster with salt in it?
We have talked about this before, but now you need to discuss this in terms of conduction, radiation and/or convection. In addition, you should use the particle model to support your argument.
STATION FOUR
Compare:

A piece of metal on a burner and a piece of metal 10 cm above a burner after 5 minutes.

A pool and a bottle of water beside the pool after three hours in +35º weather. Assume the water is identical and that they began at
Teaching Resources Teaching Strategies &
Assessment
2.
Ball and ring apparatus
Hot plate
3.
Black and silver canister
Thermometer-2
Strong light
Stand (for light)
Timer
4.
Glass pan
Water
Glitter
Food colouring
Hot plate
5.
Bimetallic Strip
Hot plate
Lab Sheet
See lesson 15
Experiment
Print outs of stations
Sheet for students to record ideas
VKAT
Summative (lab to be handed in)
Experiment
VKAT
Formative – through discussion with students
Discussion/Questioning
Collaboration
11

Day SLO Plan
18 STSK-2.1-
5;3.4
S.P&R-
1,3,4; A&I-
1,2; C&T-1
19 STSK-2.1-
5;3.4
S.P&R-
1,3,4; A&I-
1,2; C&T-1 the same temperature and are in the sun for an identical amount of time.

A piece of metal on a hot plate and a large pot of boiling water after 5 minutes.
Discuss each of these in terms of kinetic energy, temperature and thermal energy. Additionally, you should refer to how the heat is being transferred (through conduction, convection or radiation) and how the method of heat transfer affects the motion of the particles.
Heat Transfer Stations Lab
Intro: Study Jams Video
Discuss Heat Transfer Stations Lab
Teaching Resources
See lesson 15

Heat Transfer
Lab sheet


Computers
Debate Sheet
Teaching Strategies &
Assessment
VKAT
Summative (lab to be handed in)
Experiment
VKAT
Formative – student discussion, wrapping up topic.
Summative (Heat
Transfer Stations Lab to be handed in)
Discussion/Questioning
Summative – debates notes and participation will be assessed
Student research/ICT
20 STSK-
3.1,2; 4.1-3
S.P&R.1-3;
C&T-2
ICT.C.1.1-
6, C.2.1-3,
C.3.1,2
21 STSK-
3.1,2; 4.1-3
S.P&R.1-3;
C&T-2
ICT.C.1.1-
6, C.2.1-3,
C.3.1,2
22 STSK-
3.1,2; 4.1-3
S.P&R.1-3;
C&T-2
ICT.C.1.1-
6, C.2.1-3,
Begin Alternative Energy Debate

Assign students (randomly, with playing cards) PRO alternative energy or CON alternative energy
Students work on formulating their arguments
Debate




Computers/iPads
Debate Sheet
Debate Sheet
Students notes
Summative – debates notes and participation will be assessed
Student research/ICT
Summative – debates notes and participation will be assessed
Student research/ICT
12

Day SLO Plan Teaching Resources Teaching Strategies &
Assessment
23
24
C.3.1,2
STSK-2.1-
5, 3.3,5,6
S.I&P.2-4;
P&R.4;
A&I.3,4;
C&T. 1
ICT.C.1.1-
5;C.3.1-2
Introduce concept of a scale drawing

Hand out centimeter grid paper and ask students to draw (to scale):

Pencil (put a new, unsharpened pencil at each table group so that student shave same material)

Tupperware (containing a circle)
Go through what a scale drawing is with a student

Scale

Size is appropriate

Labeled with dimensions

Labeled with materials

Must look exactly like object being drawn
Begin Thermos Project

Students begin researching what makes a good insulator (household/readily available)

Unsharpened
Pencil

Tupperware

Centimeter grid paper

Project Package

Computers
 iPads
Continue Research/Begin Scale
Drawing/Justification of Materials

Students continue their research, recording what materials make good insulators and why
Scaffolding
Students need to understand the concept of a scale drawing and how to effectively use one in their final thermos project.
Formatively assess students drawings and provide feedback

Project Package

Computers
 iPads
Summative
Students will be assessed on final product and written work
Assessment AS learning
Students will constantly assess themselves, their progress and their understanding throughout the project
Formatively assess students through discussion/progress regarding understanding of their assignment
Formative
Assessment as learning
25 STSK-2.1-
5, 3.3,5,6
S.I&P.2-4;
P&R.4;
A&I.3,4;
C&T. 1
ICT.C.1.1-
5;C.3.1-2
26 STSK-2.1-
5, 3.3,5,6
S.I&P.2-4;
P&R.4;
A&I.3,4;
C&T. 1
ICT.C.1.1-
5;C.3.1-2
Finish Scale Drawing/Justification of
Materials
Begin building project

Students begin working on their scale drawing – keeping the points discussed about what makes an accurate and concise scale drawing.

Students will also begin using their knowledge of insulators/the materials chosen

Project Package

Computers
 iPads

Materials (will vary for each group)
Formative
Assessment as learning
13

Day SLO
27 STSK-2.1-
5, 3.3,5,6
S.I&P.2-4;
P&R.4;
A&I.3,4;
C&T. 1
ICT.C.1.1-
5;C.3.1-2
28 STSK-2.1-
5, 3.3,5,6
S.I&P.2-4;
P&R.4;
A&I.3,4;
C&T. 1
ICT.C.1.1-
5;C.3.1-2
29 STSK-2.1-
5, 3.3,5,6
S.I&P.2-4;
P&R.4;
A&I.3,4;
C&T. 1
ICT.C.1.1-
5;C.3.1-2
30 STSK-2.1-
5, 3.3,5,6
S.I&P.2-4;
P&R.4;
A&I.3,4;
C&T. 1
ICT.C.1.1-
5;C.3.1-2
 their thermos
Plan to justify their choices (in a paragraph) using scientific language.
Finish Building Project
Test First Design

Students use this period to test their thermos

After 2 hours, students will check their ice cube to see how much of it has melted.

Students will use the results to determine which (if any) changes need to be made to their design
Modify and Re-test
Students make their modifications and re-test
Wrap Up

Students use this period to wrap up their thermos project

Answer remaining questions in their booklet and assess the overall efficacy of their modifications
**Addition to project** Have students briefly discuss how their results from their final test compared to their first test – were the changes they made effective, why or why not?
Teaching Resources Teaching Strategies &
Assessment


Project Package
Computers
 iPads

Materials (will


Project Package

Materials (will vary for each group)
 vary for each group)
Project Package
Project Package
Formative
Assessment
Assessment AS learning
-Students will self assess their design deciding which changes need to be made (if any)
Formative
Assessment AS
Assessment as learning
Summative
Students will be assessed on final product and written work
learning
-Students will self assess their design deciding which changes need to be made (if any)
Formative as learning
14