Lesson Plan on Transfer of Thermal Energy
***Note: For this microteaching Session, I will be presenting the portion that is highlighted in yellow in the Lesson Plan)
Name : Chian Siau Yong
Lecture Grp : LG02
Subgroup : 03
Lecturer : A/P Chen Lai Keat
Lesson Plan
CONTENT
Students will be taught how medium(s) at different temperatures can reach thermal equilibrium when in contact. They will also learn how heat is transferred through medium(s) by conduction and convection. Molecular structure and behavior of a material will then be illustrated to demonstrate why conductivity of heat energy in different mediums differs. Students will also understand further on how conduction and convection is applicable and evident in their daily life activities.
SPECIFIC INSTRUCTIONAL OBJECTIVES
At the end of the lesson, the student should be able to:
· explain how mediums are able to reach thermal equilibrium.
· explain in molecular terms, how conduction of heat energy takes place in solids and state the reason for the difference in conductivity between metals and non-metals.
· explain in terms of density changes, convection in liquids and gases.
· identify applications or observations in daily life where conduction and convection applies.
PRE-REQUISITES
· Students should have understood the difference between heat and temperature.
· Students should be familiar with the basic difference in molecular structure between solids, liquids and gases.
Learning & Teaching Materials
· Worksheets
· Interactive applets
· A plastic cup, a metal cup and hot water
· Video demonstration
· PowerPoint Slides
· 2 cylinders, transparent box with 2 holes, a candle and a smoke paper
Learning Environment
· The lesson will be held in a science laboratory where a computer with internet access is available.
1
Summary of Lesson Plan
Stage / TimeTaken /
Activities
/ Resources / RationaleLesson Introduction
Introduction / 3 min / The following questions will be posed:
1) Have your parents ever reprimand you for not shutting the room while the air-con in the room is on?
a) If yes, what is the reason?
b) If no, can try to think of reasons why you shouldn’t leave the door ajar?
2) Why does the kettle feel hot when you start to boil water?
3) Why are air-cons in your rooms placed near the ceiling? Can we install them on the ground instead?
Students will give a variety of responses. / PPT Slide 4 / To stimulate students’ interest by asking some real life daily examples.
Lesson Development Section 1 (Thermal Equilibrium)
Interactive Simulation / 5 min / · Explain the meaning and concept of thermal equilibrium.
· Illustrate how 2 mediums of different temperature can reach thermal equilibrium using simulation.
· Encourage students to participate in a challenge to move all the particles in a medium to another medium. (Hint: How does increasing the temperature in a medium affect the speed of the particles in a medium?) / PPT Slide 5 & Applet simulations / To capture students’ attention and interest by providing engaging them with interactive simulation.
Assessment / 2 min / · Students are required to complete the worksheet in Section One under Thermal Equilibrium.
· Teacher will assist the students in the answering of the questions. / Worksheet / To assess students understand on the concept of thermal Equilibrium
Lesson Development Section 2 ( Transfer of Heat – Conduction)
Trigger Demonstration / 2 min / · Video Demonstration - that a piece of paper will not be burned when a coin is place on top of it.
· Seek answers from the students on why the paper does not burn.
· Tell students that they will uncover the mystery behind the demonstration after a simple experiment (Activity 1) is done. / PPT Slide 6 & Video file / To trigger students’ thinking skills as this experiment shows a phenomenon that they do not expect.
Activity 1 / 4 min / · Teacher to demonstrate a simple experiment to investigate the conductivity of different material of cups.
· Students are asked to come forward to participate in the experiment. / PPT Slide 6,
Metal cup, plastic cup and hot water / To help them understand why the paper in the previous demonstration did not burn.
To let them identify which material is a better conductor of heat.
Discussion / 6 min / · Seek an answer from the students to the question of why the cups in Activity 1 feel hot or warm.
· Provide an analogy of heat energy being a ball and students being the particles in solids, at the same time, physically hand a ball to one of the students and ask him or her to pass it to neighboring students.
· Provide students with the definition of conduction after they understood the analogy.
· Ask students if they feel a difference in hotness in the cups. Why?
· Illustrate and explain the difference in the conductivity between metals and non-metals. / PPT slide 7
PPT slide 8
PPT Slide 9 & 10
Applet simulations / To let students have a better idea how conduction occurs and why metals conduct heat better than non-metal.
Conclusion / 2 min / · Give examples of daily activities that involve the application of conduction.
· Link it to the question pose during the start of this lesson: Why does the kettle feel hot when you start to boil water? Is the paper shown in the trigger demonstration magical?
· Trigger students to think if solids, liquids or gases are better conductor of heat. And why? / PPT Slide 11
PPT Slide 12 / To help students’ see the relevance of conduction in their daily life.
To train students to think critically.
Assessment / 5 min / · Students are required to complete the worksheet in Section Two under Conduction.
· Teacher will assist the students in the answering of the questions. / Worksheet / To consolidate students’ concepts on Conduction in solids.
Lesson Development Section 3 (Heat Transfer - Convection)
Simulation 1 / 2 min / · Illustrate and explain the existence of convection current in gases using a simulation. / PPT slide 13 & Applet simulation / To capture students’ attention and interest.
Simulation 2 / 2 min / · Illustrate and explain the existence of convection current in liquids using a simulation. / PPT slide 13 & Applet simulation / To capture students’ attention and interest.
Activity 2 / 10
min / · Students to conduct an experiment and investigate the movement of convection currents.
· Students are instructed to follow the procedures stated in the worksheet on Section Three, Activity 2: How does Convection current flow? / PPT Slide 13 & Worksheet / To allow students to visualize the convection current themselves.
Discussion / 2 min / · Provide and explain the definition of convection / PPT slide 14 / To help students with the definition of Convection.
Conclusion / 2 min / · Give examples of daily activities that demonstrate the concept of heat transfer through convection.
· Link to the questions posed during start of lesson: Why are air-cons installed near the ceiling and not on the ground. / PPT slide 15
Applet simulations / To help them see the relevance of convection to everyday life.
Assessment / 5min / · Students will work on the worksheet in Section Three under Convection.
· Teacher will assist the students in the answering of the questions. / Worksheet / To help students consolidate what they had learned on convection
Lesson Closure
Consolidation Activity / 8 min / · Arrange students into 5 groups
· Distribute strips of paper which contain definitions, explanations of particles movement, daily uses in the 2 processes of heat transfer- Conduction and Convection.
· Instruct students to match the strips of paper into meaningful sentences related to this topic. / Strips of uniform sized paper for 5 groups / To help students consolidate what they have learnt and put them into concept maps to facilitate their understanding and learning.
Consolidation Presentation / 10min / · Students are required to paste their strips of answers on a piece of A4 sized paper and present them to the class using a visualizer.
· Students will be asked to elaborate how they arrive at their answers after they managed to match the strips. They are required to explain the matching rationale to their classmates and teacher.
· The other students are supposed to raise any disagreements with the answers presented.
· Teacher will assist with the discussions between the students. / A piece A4 sized paper and students’ matched answers. / To train students in their presentation skills as well as to encourage active discussions.
1
Lesson Development
Section One: Thermal Equilibrium
Objective 1: Students should be able to state that thermal energy is transferred from a region of higher temperature to a region of lower temperature.
How teacher can achieve this objective:
An applet simulation will be demonstrated to students to visually illustrate that particles in a medium of higher temperature will move gradually towards the medium of lower temperature.
How can the teacher assess students’ understanding:
Students are asked to fill in the answers to the worksheet under the Section One on Thermal Equilibrium.
Objective 2: Students should be able to understand that particles move faster in a medium of higher temperature.
How teacher can achieve this objective:
Teacher can increase the temperature of a medium in the simulation to show that particles do indeed move faster when the temperature is increased.
How can the teacher assess students’ understanding:
Students are asked to fill in the answers to the worksheet in Section One under Thermal Equilibrium.
Objective 3: Students should be able to explain why particles in 2 mediums will reach a thermal equilibrium (same temperature) when they are placed together.
How teacher can achieve this objective:
Teacher can use the question asked in the introduction of the lesson, that is why is it that we should not leave our door open when the air-con is on? This is because the slower moving particles inside the air-con room will get mixed together with the faster moving particles and thus resulting in a state of equilibrium which will increased the temperature in the air-con room. The air-con room now will not be as cold as the settings on the remote controller.
Teacher could also ask students if they seen their parents place their hot cup of drink into a basin of cold water in order to make the drink less hot. The drink will eventually become less hot as the heat is transferred from a higher temperature(the drink) to a lower temperature (the basin of water) and thus the 2 mediums will eventually reach the same temperature.
How can the teacher assess students’ understanding:
Students are asked to fill in the answers to the worksheet in Section One under Thermal Equilibrium.
Section Two: Heat Transfer - Conduction
Objective 1: To get students interested in conduction on solids
How teacher can achieve this objective:
The teacher will do a demonstration of a magic paper which is invincible (cannot be burnt by flame) by applying flame from a lighter to a piece of paper which has a metal coin on it. Teacher will then ask the curious students why the paper did not catch fire.
How can the teacher assess students’ understanding:
The rationale of this demonstration is to get students interested but the assessment of their understanding will come in the later stage.
Objective 2: To get students to experience the effect of conduction themselves and find out the reason for the magic paper (unburnt) in the previous demonstration.
How teacher can achieve this objective:
Teacher will conduct a simple experiment to find out which cup is the better conductor. Students will also be encouraged to participate in the experiment.
Teacher will then ask inquiry questions as in why our hand feels hot or warm when we touch the cup. Analogy of conduction: “Pass a ball to your neighboring friends” will be used to help students relate to particle movement of particles in solids when heated.
How can the teacher assess students’ understanding:
The students will record their findings in the first 2 questions on the worksheet given on Section Two under Activity 1: Conduction and Heat Conductivity.
Objective 3: Students should be able to explain in molecular terms, how energy is being transferred within a solid and the reason for the difference in conductivity in metals and non-metals.
How teacher can achieve this objective:
The teacher will show simulations on conduction in metals as well as non-metals using interactive applets. The teacher will then ask students for answers as to why metals are better conductors. Teachers should then acknowledge the relevant points brought out by the students and write them on the board.
The teacher will then summarized and explain that when heat is applied directly to one part of a solid object, the particles in the solid become excited. This causes vibrations among other particles and energy is passed or transferred from one particles to another. This wave of molecular collisions travel along the object until it reaches the end of the object. This transfer of heat within a solid is known as conduction. In metals, not only do the particles pass the heat energy to their neighboring particles but free electrons are also present to speed up the process. These free electrons are free to move unlike fixed position particles and thus, metals tend to conduct heat better than non-metals.
How can the teacher assess students’ understanding:
Students are asked to fill in the answers to the worksheet under the Section Two under Activity 1: Conduction and Heat Conductivity, Q2.
Objective 4: Students should be able to name some applications of conduction they can observe in their daily life.
How teacher can achieve this objective:
Teacher can suggest some applications of conduction. Following are some examples,
1. Cooking pans and kettles used the application of conduction to transfer heat effectively from their metal bases to the food or water.