Students will learn heat transfer by designing a refrigerator and wearing winter clothing.
Design a Refrigerator
For the class:
For each group:
Optional:
Does Winter Clothing Create Heat?
Additional Resources
Books
Video
The sun is the main source of heat and light for organisms living on Earth. Plants need sunlight to make food. Animals cannot make their own food. They must eat plants or other animals in order to live.
Without sunlight there would be no living things on Earth. Anything that gives off heat is a heat source. You can measure the difference in temperature with a thermometer. A thermometer uses a scale with each unit called a degree. When you place an ice cube in a glass of water, the ice cube takes heat from the water as it cools.
Many students have the misconception that coats and gloves give off heat. Heat is the flow of energy from hotter to cooler objects. Coats and gloves help stop that flow of energy and trap or hold the heat. Insulators are materials that block the flow of heat so warm things tend to stay warm, or cold items stay cool longer. Good insulators are plastics, air, fabrics that hold air, feathers, etc.
Temperature is a measurement of how much heat an object has. Thermometers can be used to dispel the misconception that clothing gives off heat. Measuring mittens, gloves, and coats before they are worn and while a person is wearing them teaches students that heat from their hands or bodies is trapped by the clothing.
Science Words to Know
Electrical—uses electricity or batteries
Lubricate—to make a surface slippery
Machines—tools with fixed or moving parts for doing work
Mechanical—does not use electricity (uses burning fuel, human energy, flowing water, or even horse power) to give energy
Heat source—makes things warm
Temperature—how warm or cold
Degree—unit of measure for temperature on a thermometer
Misconception—misunderstanding
1. Use Science Process and Thinking Skills
3. Understand Science Concepts and Principles
4. Communicate Effectively Using Science Language and Reasoning
Invitation to Learn
Invite two students come to front of the class and give each of them
an ice cube in a sealable bag. Have the students hold the ice cube and
ask, “What is happening?”
Clarify that the ice did not bring cold to the hand, but the heat from the hands moved to the ice cube, until they finally became the same temperature.
Instructional Procedures
Design a Refrigerator
Tell the students that today they are going to design a refrigerator.
The goal is to keep their ice cube from melting. They may use one
paper towel, one piece of waxed paper, one piece of tin foil, and one
plastic container (and any of the optional materials they want).
Explain that they will have five minutes to assemble their refrigerator.
At the end of the five minutes, they must wait 20 minutes before they
may open their refrigerator and discover how well it worked.
Does Winter Clothing Create Heat?
Journal—Teachers predict what students will say.
Journal—Teachers need to write themselves a reminder to check for student misconceptions.
Extension I
Materials
(The hand that was in warm water should feel cooler and the hand that was in cold water should feel warmer than the other hand.)
Extension II
(The metal foil feels colder than the carpet because a good conductor [foil] allows heat to move through it, while the carpet [a good insulator] blocks the flow of heat from your foot. Things feel cooler when heat energy is drawn away from your skin.)
Family Connections
Rubric for Winter Clothing
4 correct, complete, detailed
3 partially correct, complete, detailed
2 partially correct or complete, lacks some detail
1 incorrect or incomplete, missing data, needs help
0 no attempt
Research Basis
National Academics Press, (1996). National Science Education Standards, pp 123
Full Inquiry involves asking a simple question, completing an investigation, answering a question, and presenting the results to others.
American Association for the Advancement of Science: Project 2061. (1994). Benchmarks for Science Literacy. ISBN 0195089863
Tools such as thermometers, magnifiers, rulers, and balances often give more information than can be obtained through observation.
Gerber, B.L., Brovey, A.J., & Price, C.B. (2002). Site-Based Professional Development: Learning Cycle and Technology Integration. Research report.
Learning cycles consist of three phases: exploration, concept invention where teachers guide students in interpreting data, and expansion (application of new concept; may include additional lab investigations, textual readings, and/or audio visual aids).