Curricular Unit: Conduction, Convection and Radiation

Contributed by: Engineering K-PhD Program, Pratt School of Engineering, Duke University

Photo of a dog sitting in front of a fireplace.
This dog seems to enjoy the radiation of heat produced by the fire's flames.
copyright
Copyright © NOAA http://www.srh.noaa.gov/jetstream/atmos/images/fireplace.jpg

Summary

With the help of simple, teacher-led demonstration activities, students learn the basic concepts of heat transfer by means of conduction, convection, and radiation. Students then apply these concepts as they work in teams to solve two problems. One problem requires that they maintain the warm temperature of one soda can filled with water at approximately body temperature, and the other problem is to cause an identical soda can of warm water to cool as much as possible during the same thirty-minute 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 activity as engineers, using heat transfer principles to accomplish a goal.

Educational Standards

Each TeachEngineering lesson or activity is correlated to one or more K-12 science, technology, engineering or math (STEM) educational standards.

All 100,000+ K-12 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.

  • 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) Details... View more aligned curriculum... Do you agree with this alignment?
  • Fluently add, subtract, multiply, and divide multi-digit decimals using the standard algorithm for each operation. (Grade 6) Details... View more aligned curriculum... Do you agree with this alignment?
  • Use variables to represent two quantities in a real-world 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) Details... View more aligned curriculum... Do you agree with this alignment?
  • Recognize and represent proportional relationships between quantities. (Grade 7) Details... View more aligned curriculum... Do you agree with this alignment?
  • 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) Details... View more aligned curriculum... Do you agree with this alignment?
Suggest an alignment not listed above

Assessment

  • Ask students to define and give examples of heat transfer by means of conduction, convection and radiation.
  • Ask students to describe ways people try to cause or prevent heating and cooling by conduction, convection and radiation in everyday life.
  • Ask students to 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 University

Copyright

© 2013 by Regents of the University of Colorado; original © 2004 Duke University

Supporting Program

Engineering K-PhD Program, Pratt School of Engineering, Duke University

Acknowledgements

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 GK-12 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.