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Heat Transfer

broward county hands-on science Quarter 2 a c t iv i t y

Heat Transfer

2020

BROWARD COUNTY ELEMENTARY SCIENCE BENCHMARK PLAN

Grade 3-Quarter 2

Activity 20

SC.B.1.2.6

The student knows ways that heat can move from one object to another.

ACTIVITY ASSESSMENT OPPORTUNITIES

The following suggestions are intended to help identify major concepts covered in the activity that may need extra reinforcement. The goal is to provide opportunities to assess student progress without creating the need for a separate, formal assessment session (or activity) for each of the 40 hands-on activities at this grade level.

1. Ask, Why do scientists control all the variables except one in an experiment?(If many

variables were allowed to change, the scientists wouldn"t know which variable was responsible for the results.)

2.Use the Activity Sheet(s) to assess student understanding of the major

concepts in the activity. In addition to the above assessment suggestions, the questions in bold and tasks that students perform throughout the activity provide opportunities to identify areas that may require additional review before proceeding further with the activity. 181
© Delta Education. Photocopying and distribution prohibited.

182activity 20 Heat Transfer

OBJECTIVES

Students investigate the rate of heat

transfer from hot water through metal spoon handles of different lengths. They follow accepted scientific methodology in carrying out and reporting on the experiment.

The students

?hypothesize on which spoon a dab of margarine will melt first when the spoons are placed in hot water

? test the amount of time it takes formargarine on spoons of different lengths tomelt when the spoons are placed in hot

water ?compare their results to their hypotheses

SCHEDULE

About 40 minutes

VOCABULARY

conclusion conduction controlled variable data dependent variable hypothesis independent variable variable

MATERIALS

For each student

1 Activity Sheet 20, Parts A-D

1 pr safety goggles*

For each team of four

1 beaker, 250-mL

1 knife, plastic

1 spoon, metal, long*

1 spoon, metal, short*

1 sq wax paper*

For the class

1 carafe, large, insulated*

1 clock or watch with a second

hand* 1 /2lb margarine, soft* paper towels*

1 pr scissors*

water, hot tap* *provided by the teacher

PREPARATION

Make a copy of Activity Sheet 20,

Parts A-D, for each student.

Cut a small square of wax paper for each

team and place a dab of margarine on it.

Keep the margarine refrigerated or in a

cool place until students are ready to begin the experiment.

Fill the carafe with hot tap water. The

water should be quite hot but not so hot that students might burn themselves if they touched it accidentally.

Cover the distribution table with

newspaper. Place all the materials on the distribution table.

BACKGROUND INFORMATION

Heatis a form of energy resulting from the

movement of the molecules of matter in a substance. The faster the molecules move, 2020
1 2 3

Heat Transfer

4 © Delta Education. Photocopying and distribution prohibited. the more heat energy there is in the substance. Temperatureis a measure of the amount of heat in a substance.

Heat flows from warmer objects to cooler

objects. Heat can be transferred in three ways: by conduction, convection, and radiation. Conductionis the transfer of heat energy from molecule to molecule or atom to atom through a substance. Heat moves up a metal spoon in a cup of hot coffee through conduction. Conduction is most effective in solids but also occurs in fluids.

Convectionis the transfer of heat energy by

the movement of currents of the heated matter. Heat leaves the coffee cup as the currents of steam and air rise. Convection occurs in both liquids and gases and sometimes in solids.

Radiationis the movement of heat energy

through empty space by means of electromagnetic waves. Sunlight is a form of radiation that travels through the vacuum of space to our planet without the aid of solids, liquids, or gases.

In this activity, students will observe the

movement of heat energy through a solid by means of conduction.Activity Sheet 20, Part A ?

Heat Transfer

1.Title

2.Statement of the Problem

3.Background Information

Heat:

Conduction:

4.Hypothesis

5.Variables

Controlled Variables:

Independent Variable:

Dependent Variable:

Heat Transfer Through a Metal Spoon

How does the length of a metal spoon affect how long it takes for heat to move up it and melt a bit of margarine?

Sample answer: Heat is a form of energy that

results from the movement of the small particles of matter in a substance. The faster the particles move, the more heat energy there is in the substance.

Sample answer: Conduction is the transfer of

heat energy from particle to particle through a substance. Answers will vary. Students may suggest that heat will move up the shorter spoon and melt the margarine on it more quickly than on the longer spoon.

Sample answers: temperature of the

water for both spoons; the material the spoons are made of; the amount of margarine on each spoon the length of the spoon the time it takes for the margarine to melt and slide down the spoon

Activity Sheet 20, Part B

Heat Transfer

6.Materials

7.Procedure

beaker clock or watch with a second hand

2 metal spoons of

different lengths plastic knifesmall amount of margarine hot water Sample answer: Use the plastic knife to place a bit of margarine on the end of each spoon handle, making sure that the balls of margarine are about the same size. Then fill the beaker with hot water and put the two spoons in it. Make sure they do not touch each other. Record the time for both spoons. Then observe the bits of margarine. When each bit of margarine melts and slides down, record the end time. Then calculate the total time for each spoon.

184184

184activity 20 Heat Transfer

Additional Information

Give each student a copy of Activity Sheet

20, Parts A-D. Explain to students that heat

energy can move from one place to another.

Tell them that they are going to do an

experiment to observe one of the ways heat can move. Explain that they will place a small amount of margarine on the ends of two spoon handles of different lengths and place the spoons" bowls in hot water. They will measure how long it takes the margarine on each spoon to melt.

Have students come up with a title for the

experiment and record it in step 1 on Part A of the activity sheet. Then have them state the

problem in their own words in step 2.Help students as needed to formulate a titleand state a problem. You may choose to dothis as a class exercise.

Heat Transfer

8.Data

Use the data in the chart above to complete the bar graph below.

9.Data Analysis

End TimeTotal Time forMargarine to MeltSpoon Start Time Short Long 5 1 /2 5 4 1 /2 4 3 1 /2 3 2 1 /2 2 1 1 /2 1 1 /2 Short

Length of Spoons

Time (in minutes)

Long

Answers will vary, but

the margarine will melt first on the short spoon.

Sample answer: The data from the investigation

showed that the margarine on the short spoon melted first. sample answer

Activity Sheet 20, Part C

Heat Transfer

10.Conclusion

Have you proved or disproved your hypothesis? Explain.

11.Recommendations

12.Acknowledgements

13.Bibliography

Sample answer: The heat energy moved up the spoons and arrived at the margarine on the short spoon faster than on the long spoon. Answers will vary. Students should state whether or not their conclusion matched their hypothesis. Students may suggest other variables that need to be controlled in the investigation. Or they may come up with a better testing procedure. They may also offer ideas for other investigations that could provide more useful data.

Students may list people who helped them in their

research. Students may list books or websites they used when researching the background information portion of this investigation.

Activity Sheet 20, Part D

Guiding the Activity

Additional Information

Give students time to research the following

terms: heat, conduction.Have them record the information they collect in step 3 on the activity sheet. Students can use reference books or the

Internet to research terms.

Gather students around the distribution

table. Show students the two spoons that each team will use for this activity. Ask, How are these spoons like each other? How are they different from each other?

Write the term hypothesison the board.

Explain that a hypothesisis an educated

guess about what the answer to a stated problem might be.

Ask, What do you think the answer to your

stated problem might be?Have students record their hypotheses in step 4 of the activity sheet. Students should point out that both spoons are made of metal, but their handles are of different lengths.

Write the following terms on the board:

controlled variable, dependent variable, and independent variable.

Explain that a variableis anything that can

change in an experiment. Controlled variablesare variables that are kept the same. In any experiment, all the variables are controlled except one. The variable that is not controlled is called the independent variable.

The dependent variableis the variable that

changes in response to changes in the independent variable.

Discuss the role of variables in this

experiment. Explain that students will place a small amount of margarine on the end of each spoon and place the spoons in hot water. They will measure how long it takes the margarine on each spoon to melt and slide down the spoon. Ask, What variables are controlled in this experiment?

Help students see that variables such as the

material the spoons are made of, the amount of margarine placed on both spoons, and the temperature of the water are controlled

because they are the same for both spoons.Encourage class discussion. Help studentslook for factors that are the same for bothspoons.

Guiding the Activity

3 2 4

186activity 20 Heat Transfer

Additional Information

Ask, What is the independent variable in

this experiment?Help students see that the length of the spoon is the independent variable.

Ask, What is the dependent variable in this

experiment?Help students see that the amount of time it takes the margarine to melt is the dependent variable.

Have students record the variables for this

experiment in step 5 of the activity sheet.Students should note that the only difference between the spoons is their length.

Divide students into teams of four. Ask each

group to examine the materials on the distribution table and list which materials they will need for their experiment. Have students record the list of materials in step 6 on Part B of the activity sheet.Each team of four will need a beaker of hot water, two metal spoons of different lengths, a plastic knife, a small amount of margarine, and access to a watch or clock with a second hand. They will also need paper towels for clean-up.

Give students the following directions for

doing the experiment: Use the plastic knife to place a small amount of margarine on the end of each spoon handle. Make sure to place the same amount on each one. Place the bowls of the spoons in the beaker. Make sure that they do not touch each other. See Figure 20-1.

Record the start time. Carefully watch the

margarine on the spoons. When the margarine melts and slides down a spoon, record the end time. Continue observing until the margarine on the other spoon has slid down it.

After collecting all of your data, calculate the

amount of time it took for the margarine on each spoon to melt and slide down.

Have students write out their procedure on

the activity sheet.Review with students which variables arebeing controlled in the experiment.

Guiding the Activity

5 6 ?

Figure 20-1.The experiment set-up.

Additional Information

Write the term dataon the board. Explain

that dataare observations and measurements that are collected in an experiment. Data can be observations that you write down in sentences. Or they can be numbers, as in the time in hours, minutes, and seconds.

Tell students to conduct their experiments

and record their data in step 8 on Part C of the activity sheet.

As needed, help students calculate the

elapsed time needed for the margarine on each spoon to melt (end time minus start time). Also help them construct a bar graph of their results in step 8 of the activity sheet.Fill each team"s beaker half full with hot water.

Data should include the time of starting

observations and the time that each bit of margarine slides down the spoon.

The bar graph will compare the amount of

time it took for the margarine to melt on each spoon.

After everyone has completed their bar

graphs, ask, On which spoon did the margarine melt and slide down first?

Ask, Why do you think the margarine

melted on the spoons?

Ask, Why do you think the margarine

melted on the short spoon first?

Write the word conduction on the board.

Explain that heat moved from the hot water

to each spoon and up its handle to the margarine, causing it to melt. This process of heat transfer through materials is known as conduction.Since there is less distance for the heat to travel to reach the margarine on the short spoon, that margarine melted first.

Write the term conclusionon the board.

Explain that a conclusionis a statement that

describes what an experiment showed, based Students should have observed that the margarine melted first on the shorter spoon.

Accept all reasonable explanations.

Encourage class discussion.

Accept all reasonable explanations.

Encourage class discussion.

Guiding the Activity

Safety Note: Warn students to be careful

with the hot water. 8

188activity 20 Heat Transfer

Additional Information

broward county hands-on science Quarter 2189 on data collected. Have students record their conclusions in step 10 of Part D of the activity sheet.

Explain that scientists always review their

experiments and try to come up with ways of improving them. Ask, If you could do the experiment over again, what might you do differently?Have students record their recommendations in step 11 of the activity sheet.

Have students complete steps 12 and 13 of

their activity sheets by listing the people that helped them in the experiment and the resources they used in their research.Students may suggest other variables that need to be controlled that they hadn"t thought of before. Or they may come up with a better testing procedure. They may also offer ideas for other investigations that could provide more useful data. R

EINFORCEMENT

Have students feel the spoons to observe

that they have become warm. S

CIENCE JOURNALS

Have students place their completed activity

sheets in their science journals. C

LEANUP

Pour the water from the beakers down the

sink. Dry the beakers and return them to the kit. Wash the spoons thoroughly with soap and water.

Guiding the Activity

Connections

Science Challenge

Have students repeat the experiment, but this

time have them use three spoons of the same length but of different materials-metal, plastic, and wood. Guide them to conclude that heat travels easily through some materials but not through others.

Science Extension

?Have students repeat the experiment with spoons of different thicknesses. Have them predict and compare the rate of conduction in a thin metal spoon and a thick metal spoon. Have them make a bar graph of their results. ?To model how heat energy moves by conduction, have students sit in rows. Tell all those in the first row to start wiggling their fingers. Have them keep wiggling their fingers. Then have the students in the next row begin wiggling their fingers, and so on until all the students are wiggling their fingers. Explain that the particles in the spoon also wiggle-a very little bit- and that the wiggling increases as the heat moves up the spoon. ?Have students observe the movement of heat energy by convection. Have them cut a spiral out of paper and dangle it over a heat source. The movement of the spiral indicates movement of the air.

Science and Language Arts

Ask students to identify the root of the word

conduction. Have them suggest various meanings for the word conduct, including leading an instrumental or vocal group and guiding someone along the way. Then have them write sentences using each of these meanings.

Science, Technology, and Society

Explain to students that materials through

which heat travels easily are called conductors. Materials through which heat does not easily pass are called insulators.