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Introduction
Introduction
During these lessons students will:
learn key heat transfer terminology
conduct online simulations of conduction and convection and answer questions on their observations
investigate why objects feel relatively different in their temperature
engage with data on the thermal conductivities of different materials
investigate practical applications of thermal energy transfers
research the strengths and weaknesses of different renewable and non-renewable energy sources
analyse information of the energy charges for households and look at information on how they can be reduced.
Learning Intentions:
To know how to use the particle model to explain conduction and convection.
To understand practical applications of conduction and convection.
To understand why energy transfers and transformations need to be monitored and researched.
To be able to investigate and analyse different the energy sources and data on energy use.
Outcomes:
SC5-5WS produces a plan to investigate identified questions, hypotheses or problems, individually and collaboratively
SC5-7WS processes, analyses and evaluates data from first-hand investigations and secondary sources to develop evidence-based arguments and conclusions
SC5-8WS applies scientific understanding and critical thinking skills to suggest possible solutions to identified problems
SC5-9WS presents science ideas and evidence for a particular purpose and to a specific audience, using appropriate scientific language, conventions and representations
SC5-10PW applies models, theories and laws to explain situations involving energy, force and motion
SC5-11PW explains how scientific understanding about energy conservation, transfers and transformations is applied in systems
Students will:
link key heat transfer terms to definitions and pictures
conduct an online simulation of conduction and answer questions on their observations
investigate why objects feel relatively different in their temperature
engage with data on the thermal conductivities of different materials
conduct an online simulation of convection and answer questions on their observations
will explore information on wind convection cycles on the coastline.
Learning Intentions:
To understand convection and conduction heat energy transfer in terms of the particle model.
To be able to investigate conduction and convection.
To be able to analyse and apply information on how to insulate against conduction and convection.
Success Criteria:
I have understood the key terminology involved in heat transfer.
I have investigated thermal conduction using objects around the house.
I have used simulations to explore and to help me understand conduction and convection at the particle level.
I can apply my understanding of convection to explain winds at the beach.
Content:
PW1 Energy transfer through different mediums can be explained using wave and particle models.
PW1a Students explain, in terms of the particle model, the processes underlying convection and conduction of heat energy.
WS7.1a Students process data and information by selecting and using a variety of methods to organise data and information including diagrams, tables, models, spreadsheets and databases.
WS7.1b Students process data and information by selecting and extracting information from tables, flow diagrams, other texts, audiovisual resources and graphs, including histograms and column, sector or line graphs.
WS7.1c Students process data and information by accessing data and information by using a range of appropriate digital technologies.
WS7.1d Students process data and information by applying numerical procedures and mathematical concepts and using digital technologies, where appropriate.
WS7.1e Students process data and information by identifying data which supports or discounts a question or hypothesis being investigated or a proposed solution to a problem.
WS7.1f Students process data and information by describing specific ways to improve the quality of the data.
WS9b Students communicate by selecting and constructing an appropriate table, type of diagram, table or graph (histogram or sector, column or line graph) to present information and show relationships clearly and succinctly using digital technologies as appropriate.
WS9e Students communicate by presenting scientific ideas and information for a particular purpose, including constructing evidence-based arguments and using appropriate scientific language, conventions and representations for specific audiences.
Students will:
investigate thermal energy transfers in a candle and thermal insulation in a thermos
research information on thermal control of computers and the electrical energy often needed to do this
explore and present information on how the Mars Rover is insulated against extreme temperatures
research how heat transfer can be minimised in houses.
Learning Intentions:
To know how energy can be transferred between different materials or mediums.
To understand how thermal energy can be managed in different applications.
To understand how thermal efficiency can influence electricity use.
Success Criteria:
I can think about and communicate how thermal energy is being transferred in everyday objects like a thermos or a computer.
I have researched and understood information on how the Mars Rover is insulated from extreme temperatures and how you could protect your house from heat transfers.
Content:
PW1 Energy transfer through different mediums can be explained using wave and particle models.
PW1a Students explain, in terms of the particle model, the processes underlying convection and conduction of heat energy.
PW1b Students identify situations where waves transfer energy.
PW1f Students describe the occurrence and some applications of absorption, reflection and refraction in everyday situations.
PW4 Energy conservation in a system can be explained by describing energy transfers and transformations.
PW4c Students discuss, using examples, how the values and needs of contemporary society can influence the focus of scientific research in the area of increasing efficiency of the use of electricity by individuals and society.
WS5.1a Students identify data to be collected for an investigation by describing the purpose of an investigation.
WS5.1b Students identify data to be collected for an investigation by explaining why certain types of information need to be collected in a range of investigation types.
WS5.1c Students identify data to be collected for an investigation by selecting possible sources of data, including secondary sources, relevant to the investigation.
WS5.1d Students identify data to be collected for an investigation by justifying why variables need to be kept constant if reliable first-hand data is to be collected in controlled experiments.
WS7.1a Students process data and information by selecting and using a variety of methods to organise data and information including diagrams, tables, models, spreadsheets and databases.
WS7.1b Students process data and information by selecting and extracting information from tables, flow diagrams, other texts, audiovisual resources and graphs, including histograms and column, sector or line graphs.
WS7.1c Students process data and information by accessing data and information by using a range of appropriate digital technologies.
WS7.1d Students process data and information by applying numerical procedures and mathematical concepts and using digital technologies, where appropriate.
WS7.1e Students process data and information by identifying data which supports or discounts a question or hypothesis being investigated or a proposed solution to a problem.
WS7.1f Students process data and information by describing specific ways to improve the quality of the data.
WS7.2a Students analyse data and information by analysing patterns and trends, including identifying inconsistencies in data and information.
WS7.2b Students analyse data and information by describing relationships between variables.
WS7.2c Students analyse data and information by assessing the validity and reliability of first-hand data.
WS7.2d Students analyse data and information by using knowledge of scientific concepts to draw conclusions that are consistent with evidence.
WS7.2e Students analyse data and information by synthesising data and information to develop evidence-based arguments.
WS7.2f Students analyse data and information by evaluating conclusions and evidence, including identifying sources of uncertainty and possible alternative explanations.
WS7.2g Students analyse data and information by critically analysing the validity of information from secondary sources.
Students will:
learn with how electricity use is measured (kilowatt hours)
research the strengths and weaknesses of different renewable and non-renewable energy sources
study data on the electricity use in a school
analyse information of the energy charges for households and look at information on how they can be reduced
read and comprehend a scientific report (for kids) that looks at energy poverty.
Learning Intentions:
To understand how we measure electricity use in households.
To understand the issues with electricity usage around the world.
To be able to analyse information on electricity usage and availability.
Success Criteria:
I can calculate energy use and analyse data on electricity use.
I can research and present information on different energy sources.
I can read and comprehend a scientific report on energy poverty.
Content:
PW4 Energy conservation in a system can be explained by describing energy transfers and transformations.
PW4c Students discuss, using examples, how the values and needs of contemporary society can influence the focus of scientific research in the area of increasing efficiency of the use of electricity by individuals and society.
PW4d Students discuss viewpoints and choices that need to be considered in making decisions about the use of non-renewable energy resources.
WS7.1a Students process data and information by selecting and using a variety of methods to organise data and information including diagrams, tables, models, spreadsheets and databases.
WS7.1b Students process data and information by selecting and extracting information from tables, flow diagrams, other texts, audiovisual resources and graphs, including histograms and column, sector or line graphs.
WS7.1c Students process data and information by accessing data and information by using a range of appropriate digital technologies.
WS7.1d Students process data and information by applying numerical procedures and mathematical concepts and using digital technologies, where appropriate.
WS7.1e Students process data and information by identifying data which supports or discounts a question or hypothesis being investigated or a proposed solution to a problem.
WS7.1f Students process data and information by describing specific ways to improve the quality of the data.
WS8a Students solve problems by describing strategies to develop a range of possible solutions to an identified problem.
WS8b Students solve problems by assessing strategies that have been identified as possible solutions to an identified problem.
WS8c Students solve problems by applying the processes of Working Scientifically in developing creative solutions to problems.
WS8d Students solve problems by using cause-and-effect relationships to explain ideas.
WS8e Students solve problems by using models to explain phenomena and make predictions.
WS8f Students solve problems by applying critical thinking in considering suggested proposals, solutions and conclusions, including a consideration of risk
WS9c Students communicate by using appropriate units for physical quantities and symbols to express relationships, including mathematical ones.
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