Embedded Files
Phenomenon:
Phenomenon:
Popcorn can be heated using a stove top, air popper, or microwave.
Student Task:
Student Task:
Construct an explanation for how energy is transferred and transformed to cook popcorn.
Model
Model
Students develop a model to compare and contrast different ways that heat can transfer (i.e., through convection, conduction, or radiation).
Investigate
Investigate
Students design a solar cooker after observing the parts of an air popper, a microwave, and a stove.
Obtain Information
Obtain Information
Students read to obtain information about how energy is transferred and transformed in three different cookers.
Analyze Data
Analyze Data
N/A
Explanation:
Thermal energy moves either through the movement of matter (convection), via radiation, or via conduction of heat. A stove top, air popper, and microwave heat popcorn using conduction, convection, and radiation, respectively.
STEM Project:
STEM Project:
Students engineer a solar cooker that maximizes solar energy input and minimizes thermal energy output.
NGSS Standard:
NGSS Standard:
MS-PS3-3 Apply scientific principles to design, construct, and test a device that either minimizes or maximizes thermal energy transfer.*
Utah SEEd Standard:
Utah SEEd Standard:
Standard 6.2.4 Design an object, tool, or process that minimizes or maximizes heat energy transfer.
Recommended Teaching Sequence:
Recommended Teaching Sequence:
Day 1: Students observe the parts of an air popper, a microwave, and a stove to identify structure function relationships.
Day 2: Students read to obtain information about three different ways that heat can transfer and draw a model to describe how each cooker (stove top, air popper, microwave) heats popcorn.
Day 3: Students design a solar cooker that minimizes thermal energy transfer.
Day 4: Students test their design and propose modifications to improve the design.
Day 5: Students justify their design choices and share their designs with their classmates.
Formative Assessment:
Formative Assessment:
Use what students have written in their science notebooks as a formative assessment, including data collection from solar ovens and design justifications.
Do students understand that heat transfers via convection, conduction, and radiation? Do students understand that different materials have different properties and can serve as heat conductors or insulators?
Lesson Contributors:
April Mitchell, Science Specialist, Salt Lake City School District
Charles Matthews, STEM Coordinator, Park City School District
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