Heat Transfer / Heat Absorption
Initial Publication Date: September 22, 2008
Summary
Students will be given a chance to place their hands on two different objects and then predict on which an ice cube will melt more quickly.
Students will make a prediction as to what will happen when balloons filled with air and with water are held over a candle flame.
CollapseLearning Goals
Students learn that different materials may transfer heat at different rates.
Students learn that water absorbs heat rapidly.
Students learn that everyday appliances and machines make use of these characteristics.
skills: critical thinking, observation, questioning
key concepts: Heat transfers at different rates through different materials.
Water absorbs heat quickly.
vocabulary: transfer, absorption, insulation
Students learn that water absorbs heat rapidly.
Students learn that everyday appliances and machines make use of these characteristics.
skills: critical thinking, observation, questioning
key concepts: Heat transfers at different rates through different materials.
Water absorbs heat quickly.
vocabulary: transfer, absorption, insulation
Context for Use
grade level: upper elementary, middle school
setting: regular classroom or science lab
presentation: demonstration, with student tactile involvement
time allotment: 25 to 35 minutes
equipment: cast iron fry pan, wood cutting board, balloons, candle, ice cubes
setting: regular classroom or science lab
presentation: demonstration, with student tactile involvement
time allotment: 25 to 35 minutes
equipment: cast iron fry pan, wood cutting board, balloons, candle, ice cubes
Description and Teaching Materials
The lesson can begin with giving the students a chance to place their hands on the fry pan and the cutting board at the same time. When all have had a chance to feel both items ask them to make a prediction - on which item will an ice cube melt more quickly. Set these two items aside with an ice cube on each. Discussion can be held with students to get their input as to what they observed and why they predicted what they did.
Move to next demonstration involving heat absorption.
Show students two balloons - one filled with air and one with water. Ask them to predict what will happen if one is held to the candle flame. Hold both to the flame, one at a time. Air balloon will pop, water balloon will not pop. Students may be asked for their ideas why the water balloon did not pop. Explanation: Water absorbs heat so quickly that the heat from the candle is taken away from the surface of the balloon and it does not damage it.
Return to fry pan and board. The ice cube on the fry pan will have melted more even though it felt cooler to the touch. Explanation: Heat moves more quickly through the fry pan melting the ice cube faster. Heat moves more slowly through board - the board has more insulating qualities.
Move to a discussion of ways these concepts are put to use in our everyday life: car radiator, furnace radiator, home insulation, baseboard and in-floor radiant heat.
Move to next demonstration involving heat absorption.
Show students two balloons - one filled with air and one with water. Ask them to predict what will happen if one is held to the candle flame. Hold both to the flame, one at a time. Air balloon will pop, water balloon will not pop. Students may be asked for their ideas why the water balloon did not pop. Explanation: Water absorbs heat so quickly that the heat from the candle is taken away from the surface of the balloon and it does not damage it.
Return to fry pan and board. The ice cube on the fry pan will have melted more even though it felt cooler to the touch. Explanation: Heat moves more quickly through the fry pan melting the ice cube faster. Heat moves more slowly through board - the board has more insulating qualities.
Move to a discussion of ways these concepts are put to use in our everyday life: car radiator, furnace radiator, home insulation, baseboard and in-floor radiant heat.
Teaching Notes and Tips
This activity involves the burning of a candle - you may need to have permission for this.
Your neighboring teachers may appreciate knowing that you will be burning candles.
Just in case, have something in which to catch the water if the balloon bursts.
Your neighboring teachers may appreciate knowing that you will be burning candles.
Just in case, have something in which to catch the water if the balloon bursts.
Share your modifications and improvements to this activity through the Community Contribution Tool »
Assessment
Students will draw both demonstrations in their journals: a fry pan and a board with an ice cube on each, and a balloon with water and a balloon with air over a candle.
Students will record vocabulary with definitions in journals.
Students will record vocabulary with definitions in journals.
Standards
6.II.C.2 heat transfer