Science 14 Lesson Plan #1: Introduction
Subject: Science 9 Unit D: Energy Transfer Technologies Date: Monday March 9Teacher: Grace Martin Time: 90 min
GLO 1: Describe how natural and technological cooling and heating systems are based upon the transfer of thermal energy (heat) from hot to cold objects
Specific Outcome 1.2: describe the three ways; i.e., radiation, conduction and convection, that thermal energy is transferred from hot to cold objects
Lesson Objectives: By the end of the lesson, students will be able to:
· Recite that heat transfers from hot to cold objects
· Describe convection, conduction, and radiation
Materials/Resources:
Science Connect Textbook 5.3 Transfer of Heat Page 87-89
YouTube Videos
PowerPoint: Introduction to me and images to guide the narrative story
Preparation/Adaptations:
Before class, push desks to the perimeter and place in table groups of 4 desks per group (for jigsaw). Make an open area in the middle of class. Arrange student chairs into a large circle in the middle. Give students the option of sitting in chairs or on the floor.
Adaptations:
FNMI integration – circular seating structure; passing on of knowledge through oral story telling. Attitude outcome of 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., recognize that the modern western approaches to technology are not the only ways by which people, such as Aboriginals, have met their needs)
Learning strategies. Visual = PowerPoint images. Auditory = story telling.
Read/Write = notes of writing definitions in notebook, formative quiz
Collaborative and Kinesthetic = Convection, Conduction, Radiation role-playing activity
Lesson Procedure:
Personal Introduction [10 min]: This is my first class with the Science 14’s so I will need to introduce myself. I specialized in biology and physics in my B.Sc. I am a fantasy novel author. I’m happily married and have a dog and a cat. I love travelling, camping, hiking, reading, writing, and playing board games, as well as physical activity and self-discovery. Students are welcome to ask questions. I will show students my PowerPoint and ask them to take out their phones and look up my website, bookmarking the Science 14 page. Then I’ll ask everyone to go around and give me their name and one cool thing about them.
Content Cue: Today we will be talking about how energy flows from one form to another. You do not need to know everything that I describe, but please pay attention to three things about heat flow: convection, conduction, and radiation.
Narrative Energy Transfer Story with PowerPoint Visuals [15-20 min]:
Before I tell this story about energy, you must know what energy is. Energy is the ability to do work. Thermal energy is heat. Heat transfer is the movement of heat from hot to cold objects. Everything is made up of energy. That is because energy is broken down into mass and movement (E=mc^2 means energy has mass and moves). Everything that has mass is made up of atoms, and is matter. Matter is always in motion because particles are always vibrating. Since matter is in motion, all matter has energy.
[Change slide] Energy can never be created nor destroyed; it can only be transformed. Energy is transferred between different forms, as shown on the slide:
Our story of energy transformation begins in the sun’s core. Let’s venture to the sun and meet a single electron inside of a hydrogen atom!
This electron is the only electron in a hydrogen atom who lives with other hydrogen atoms in the centre of the sun. The hydrogen atoms are being pushed together because the sun’s core is at a very high pressure. Anywhere else, our electron would push other electrons away, but the extreme pressure and heat of the sun’s core pushes our electron close to another hydrogen atom. The electron’s repulsion to the other hydrogen’s electron is overcome. The two hydrogen nuclei fuse and the electron is now part of a helium atom! When hydrogen forms helium, energy is given off in the form of heat and light. Our little electron’s energy has created a photon of light. The photon and heat from the sun’s core radiates outward. It then enters the cyclical convection zone. This photon radiates outward with thermal heat energy and travels toward the Earth. The photon radiates and travels to the Earth.
When light gets to the Earth and shines on trees, photosynthesis occurs. Trees take in carbon dioxide, water, and light energy from the sun to create sugars that help the tree grow. The sugars stored in the trees’ wood and leaves now have energy stored as chemical energy.
We can chop down the tree using mechanical energy of a swinging axe. If we then ignite the firewood, we can release the stored chemical energy. Fire is a form of thermal energy.
Who can tell me how a bow-and-drill fire starter works?
(By rubbing the two together, friction creates enough heat energy to ignite the tinder. The charred wood collects at the bottom and becomes an ember)
When the fire ignites, where does the hot air flow? Down to the earth, or does hot air rise?
Why does hot air rise?
Thermal energy flows in three ways. These are convection, conduction, and radiation.
(Pay attention, you will need to know these three things)
You place a pot of water over the fire. The heat from the fire rises up to the pot. Inside, the water at the bottom of the pot heats up first. The water molecules rise up to the surface, where they cool. At this point, the water molecules fall down to the bottom of the pot, to be heated again. This is why when water boils, it bubbles from the bottom upward quite quickly. This is convection.
Conduction is energy transfer from direct contact. If you place a metal poker into the fire, the metal immersed in the flames gets hot. Since thermal energy or heat always travels from hot areas to cooler ones, the heat of the metal travels down the rod to the handle. This direct energy transfer is conduction.
Radiation is energy transfer through the air. If you feel warmth coming from a fire, that is radiation.
Thermal radiation from the sun turns to convection. When the heat from the sun reaches the waters of Earth, it warms the water to evaporate and begins the water cycle. When it hits desert sands, the sun’s heat warms the air. Hot air rises.
This hot air movement influences the wind currents. Wind blows across windmills and turns the turbine blades to generate electricity. Similarly, water movement can generate hydroelectric power.
Kinesthetic Activity [10-15 min]:
Convection: break up the story by asking everyone to stand up. Convection can be modelled as moving in a circular form. Ask the class to split in two circles in the middle of the chairs. They are water molecules in a pot. As they get moving, the air above heats up, ask one student from each group to become steam and cycle above the pot as convection of air.
Conduction: Students standing in a line from tall to short can model conduction. Pretend that one end is put into fire. They are getting hot, or are winning, or have a lot of excitement because they just won a game. This end sees that the other isn’t very excited, so they decide to pass the good vibrations down the line by giving high-fives.
Radiation: students can model radiation by spreading out and sitting back down in the U-shape of chairs. Just like at a football game, they can do the wave. Radiation is energy transfer without direct contact. Don’t let the wave go in a circle, stop it at one end of the U-shape, and repeat it from the beginning again. You can change it to have the starting person stand+ jump+ arms up, people in the middle stand+ arms, and end arms only. This shows that radiation dissipates as it spreads.
Fold-able Notes: Take a piece of computer paper and hotdog fold it, make four horizontal cuts on one side toward the middle. Label thermal energy, convection, conduction, and radiation. Write notes inside flaps according to the PowerPoint slide.
Let’s return to our story. Going back to solar energy shining upon a plant. Millions of years ago, dinosaurs consumed the chemical energy stored inside land and water plants. When they died, they decayed on the ocean floor and in swampy bogs on land. Our electron was still a part of organic compounds, but it was changing. Our electron was trapped. Over the years, sand, silt, dirt, and pressure pushed this organic matter down. The weight of the layers of soil compressed the organic matter to create fossil fuels like coal, oil, and natural gas. When people mine and burn coal, or extract and combust oil and natural gas, the electron that was trapped is released to give off energy. This energy from burning the coal can be harnessed by turning a turbine and converting the energy through in a power generating station in the form of electricity.
Electricity can be transformed to the thermal energy in your toaster, hair dryer, or electric stove element. All of these electronics give off thermal energy in the form of heat. Electronics can also change electric power into sound and light. Batteries, which are chemical, can produce light and heat. There are energy transformations occurring all around us!
Video [5 min]: Tell the students that when the video is done, they will have a quiz on the three ways that heat is transferred. Have students vote on what song they would prefer to listen to/watch:
An original rap very entertaining: https://www.youtube.com/watch?v=7Y3mfAGVn1c
Demons by Imagine Dragons theme: https://www.youtube.com/watch?v=yUEPGMnRqGs
In My Head by Jason Derulo theme: https://www.youtube.com/watch?v=wr8Z4SCETPs
The Lazy Song by Bruno Mars theme: https://www.youtube.com/watch?v=SYnP4TGOGRY
Ask students if they enjoyed the video?
Formative Quiz [5 min]: Hand out the quick quiz piece of paper. Write down and define the three ways that heat/thermal energy is transferred. Definitions may be in point form.
Oral pre-assessment: Once the quiz is done, I would like to have time to sit and talk with my students about their interests. This is an informal discussion as a pre-assessment.
Formative Assessment:
Quiz on convection, conduction, radiation
Oral pre-assessment of student interests, background knowledge of energy transfer
Reflection:
I did not stick to this lesson plan in full. To gain interest I brought out the Newton’s cradle and slinky to model energy transfer. I also demonstrated the teabag rocket, which we will talk further about in the next class.
The students seemed to need one more approach to convection versus conduction to really remember the difference between them. I think that it would have been beneficial to begin with a conductor versus insulator example, and then refer back to conduction as direct transfer along a conductor, such as an electricity wire.
Science 14 Unit D
Name: ______
QUICK QUIZ #1
Energy is the ability to do work. Heat is thermal energy. Thermal energy is the internal energy of an object due to the kinetic energy (movement) of its atoms and/or molecules. The atoms and/or molecules of a hotter object have greater kinetic energy and higher temperature than colder ones.
Thermal energy (heat) transfers from ______to ______objects.
Identify and define the three forms of thermal energy transfer. Pictures welcome!
1. ______
______
2. ______
______
3. ______
______