Prior Knowledge:

Guiding Questions:

Learning Objective(s):

Benchmark(s):

SC.6.E.7.1 Radiation-Conduction-Convection SC.6.E.7.1 : Differentiate among radiation, conduction, and convection, the three mechanisms by which heat is transferred through Earth’s system. Note: It is essential that students in 6th grade master these standards as it is not taught in 7th or 8th grade.

The students will be able to: • Discuss the difference between radiation, conduction, and convection. • Tell which is being displayed by a demonstration. • Give a working definition for these terms: Guiding questions are broad questions that the teacher can use to “guide” the student learning process and can be revisited at any point in the lesson. • How do you think heat travels? (ex. waves) • Can you think of some way heat may travel in this room? (ex. air current) • How does heat travel on earth? (air current) • What does the word conduction mean? (a transfer of heat from a warmer substance to a cooler substance) example—ice in water • What does the word radiation mean? (a transfer of energy in the form of electromagnetic waves) • What does the word convection mean? (transfer of thermal energy in a fluid (liquid/gas), in which warmer fluid rises and cooler fluid sinks.) Students should have knowledge that heat is energy and that it does travel. They should also know the difference between how cold air and how heated air are different. Basically cold air travels slower than heated air and hot air rises and cold air sinks because a “mass” of hot air is less dense (molecules are more spread out) and therefore the “mass” is lighter. The fact that heat moves is essential.

Materials:

Classroom Management:

Students will be in small groups or whole class, whichever the teacher feels comfortable with. Teacher tip: Safety precautions need to be used when using heat of any type. During the activities students need to follow safety guidelines in the classroom and wear goggles.

1. 2. 3. 4. 5.

Large light bulb per group of four A spoon per group of four Wax samples or chocolate or butter per group of four on a plate Hot water in a bowl per group of four Convection apparatus (purchased from Nasco) or you can use the heater in the room

Submitted by Cheryl Surrett, Brevard Public Schools 1-2

Engage:

SC.6.E.7.1 Radiation-Conduction-Convection Teacher demo: Using a burner or candle the teacher will melt wax or butter on a spoon for the class? Hold the spoon up away from the flame about two inches. What do you observe? Why is this substance changing form? What is causing the substance to change form even though the heat source is down on the table and not touching the flame? How does the heat travel to the spoon?

Task 1: Students will be given a light bulb to turn on at their station. Using a spoonful of butter on a paper plate allow them to time how long it takes for the butter to start melting. Record these results in their journals. Give an explanation of the heat movement. Task 2: Students will be given a spoon, a candle (or a hot bowl of water) and a spot of butter. They will hold the spoon over the flame and observe how long it takes the butter to melt. Students write an explanation of how the butter melted.

Explain:

Explore:

Task 3. Students will be given a convection apparatus from Nasco (if you have one) to see the flow of heat from one source to another by air movement. If you do not have access to this apparatus you can also just use your air conditioner or heater and have students stand when they feel the heat or coolness and they can observe that students will stand at different times. (You can use a perfume a perfume bottle and spray some and have students stand when they smell it also). Students will record the time it takes for everyone to feel the heat. Students will give an explanation of how the heat or scent traveled in their journal. .

 Task-1. What caused the butter to melt under the light? (Heat from the bulb. Introduce Science Speak (radiation, see Guiding questions for definition) How did the heat move? (In a straight pattern.)  Task-2. How did the butter melt in the middle of the handle when you only had the bowl of the spoon in  the flame? (The heat traveled up the spoon). Science Speak: heat is it conducted (for  definition see Guided questions) spoon.  Task 3. How did the heat move? By air current. It circulates around. Science speak: it is called  convection. (for definition see Guided questions)

Submitted by Cheryl Surrett, Brevard Public Schools 1-2

Evaluate:

Elaborate:

SC.6.E.7.1 Radiation-Conduction-Convection Proved each group with a glove if available. Or have them draw a diagram of the Sun and Earth. Ask: How does the heat from the Sun get to the earth by conduction, convection, and radiation? Students need to be aware that all three methods of heat transfer help the Earth maintain homeostasis. Sun radiates toward earth, where air currents carry heat energy by convection to the Earth which absorbs the heat and uses conduction to spread the heat around the earth. Diagnostic and/or formative assessments are embedded within the lesson for the purpose of identifying preconceptions and driving instruction so the students have increased opportunities to learn the important ideas related to the topic. Summative Assessment: Students and teachers evaluate their mastery of the concept by drawing a labeled diagram and include an explanation of the different forms of heat transfer within the Earths system.

Submitted by Cheryl Surrett, Brevard Public Schools 1-2