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Utah Science

Curriculum Consortium

Tyson Grover 

tgrover@dsdmail.net

Annette Nielson

afonnesbeck@dsdmail.net

SEEd Standard 6.2.3 asks students to plan and carry out an investigation to determine the relationship between temperature, the amount of heat transferred, and the change in average particle motion in various types or amounts of matter. Students should record and evaluate their data and communicate the results of their investigation.

 

SEEd 6.2.4 asks students to design an object, tool, or process that minimizes or maximizes heat energy transfer. Students will identify criteria and constraints, develop a prototype for iterative testing, analyze data from testing, and propose modifications for optimizing the design solution. Students should demonstrate how the structure of different materials allows them to function as either insulators or conductors.

 

To engage, students construct an explanation about which has more total heat energy, a pot of hot water or a cup of hot water. Students discuss their ideas and the evidence behind those ideas. They then explore this phenomena by planning and carrying out an investigation to determine the effect the amount of mass has on the change in temperature. Students discover and explain that the more mass a substance has, the more total energy it has, and the temperature changes at a slower rate.

 

Students use this investigation and understanding of heat energy to analyze the system and argue from evidence what temperature is actually measuring. Students argue that temperature is a measure of how fast the particles in a substance are moving.

 

Students elaborate by planning and carrying out an investigation to determine the effect that different types of matter have on the amount of heat transferred. Students look for patterns in the different rates of change in temperature through different objects. Students sort a variety of materials into objects through which heat does transfer easily and object through which heat does not transfer easily. These objects are also known as conductors or insulators.


Students follow the steps of the engineering process to design and develop their solution to a defined problem. Students are evaluated according to their ability to plan and carry out an investigation and ability to use the engineering process to design a solution the results of their tests.

Storyline Narrative 6.2.4

Storyline continued from 6.2.3

You found the secret message! Huzzah!

Episode 4

Question

How can conductors and insulators maximize or minimize the transfer of heat energy?

Snapshot

Students design and test a tool that minimizes or maximizes the transfer of energy.

Conceptual Understandings

The engineering process is not linear and is a process of solving a problem.

How can I present and use this information?