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Grade Level: 6 (68)
Choose From: 1 lessons and 1 activities
Subject Areas: Earth and Space, Physical Science
Summary
With the help of simple, teacherled demonstration activities, students learn the basic concepts of heat transfer by means of conduction, convection and radiation. Then they apply these concepts as they work in teams to solve two lab problems: 1) maintain the warm temperature of one soda can filled with water at approximately body temperature, and 2) cause an identical soda can of warm water to cool as much as possible during the same 30minute time interval. Students design their solutions using only common, everyday materials. They record the water temperatures in their two soda cans every five minutes, and prepare line graphs in order to visually compare their results to the temperature of an unaltered control can of water.Engineering Connection
Engineers encounter problems of warming and cooling liquids in a number of situations. For soda, this usually involves maintaining a cold temperature, but the principles described here are the same. Students approach the problems presented in this unit's activity as engineers, using heat transfer principles to accomplish a goal.
Educational Standards
Each TeachEngineering lesson or activity is correlated to one or more K12 science,
technology, engineering or math (STEM) educational standards.
All 100,000+ K12 STEM standards covered in TeachEngineering are collected, maintained and packaged by the Achievement Standards Network (ASN),
a project of D2L (www.achievementstandards.org).
In the ASN, standards are hierarchically structured: first by source; e.g., by state; within source by type; e.g., science or mathematics;
within type by subtype, then by grade, etc.
Each TeachEngineering lesson or activity is correlated to one or more K12 science, technology, engineering or math (STEM) educational standards.
All 100,000+ K12 STEM standards covered in TeachEngineering are collected, maintained and packaged by the Achievement Standards Network (ASN), a project of D2L (www.achievementstandards.org).
In the ASN, standards are hierarchically structured: first by source; e.g., by state; within source by type; e.g., science or mathematics; within type by subtype, then by grade, etc.
NGSS: Next Generation Science Standards  Science

Plan an investigation to determine the relationships among the energy transferred, the type of matter, the mass, and the change in the average kinetic energy of the particles as measured by the temperature of the sample.
(Grades 6  8 )
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This Performance Expectation focuses on the following Three Dimensional Learning aspects of NGSS:Science & Engineering Practices Disciplinary Core Ideas Crosscutting Concepts Plan an investigation individually and collaboratively, and in the design: identify independent and dependent variables and controls, what tools are needed to do the gathering, how measurements will be recorded, and how many data are needed to support a claim. Alignment agreement:
Science knowledge is based upon logical and conceptual connections between evidence and explanations.Alignment agreement:
Temperature is a measure of the average kinetic energy of particles of matter. The relationship between the temperature and the total energy of a system depends on the types, states, and amounts of matter present. Alignment agreement:
The amount of energy transfer needed to change the temperature of a matter sample by a given amount depends on the nature of the matter, the size of the sample, and the environment.Alignment agreement:
Proportional relationships (e.g. speed as the ratio of distance traveled to time taken) among different types of quantities provide information about the magnitude of properties and processes. Alignment agreement:
Common Core State Standards  Math

Fluently add, subtract, multiply, and divide multidigit decimals using the standard algorithm for each operation.
(Grade 6 )
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Use variables to represent two quantities in a realworld problem that change in relationship to one another; write an equation to express one quantity, thought of as the dependent variable, in terms of the other quantity, thought of as the independent variable. Analyze the relationship between the dependent and independent variables using graphs and tables, and relate these to the equation.
(Grade 6 )
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Recognize and represent proportional relationships between quantities.
(Grade 7 )
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Construct and interpret scatter plots for bivariate measurement data to investigate patterns of association between two quantities. Describe patterns such as clustering, outliers, positive or negative association, linear association, and nonlinear association.
(Grade 8 )
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More Curriculum Like This
With the help of simple, teacherled demonstration activities, students learn the basic physics of heat transfer by means of conduction, convection and radiation. They also learn about examples of heating and cooling devices, from stove tops to car radiators, that they encounter in their homes, scho...
Students learn about the definition of heat as a form of energy and how it exists in everyday life. They learn about the three types of heat transfer—conduction, convection and radiation—as well as the connection between heat and insulation.
Students apply the concepts of conduction, convection and radiation as they work in teams to solve two challenges. One problem requires that they maintain the warm temperature of one soda can filled with water at approximately human body temperature, and the other problem is to cause an identical so...
Assessment
To gauge student learning, ask students to:
 Define and give examples of heat transfer by means of conduction, convection and radiation.
 Describe everyday life examples of ways people try to cause or prevent heating and cooling by conduction, convection and radiation.
 Give examples of materials that serve well for heating by conduction, convection and radiation, and explain why these materials are particularly well suited for the type of heat transfer involved.
Contributors
Mary R. Hebrank, project writer and consultant , Pratt School of Engineering, Duke UniversityCopyright
© 2013 by Regents of the University of Colorado; original © 2004 Duke UniversitySupporting Program
Engineering KPhD Program, Pratt School of Engineering, Duke UniversityAcknowledgements
This content was developed by the MUSIC (Math Understanding through Science Integrated with Curriculum) Program in the Pratt School of Engineering at Duke University under National Science Foundation GK12 grant no. DGE 0338262. However, these contents do not necessarily represent the policies of the NSF, and you should not assume endorsement by the federal government.
Last modified: May 13, 2018
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