Science and Technology Tool Stage 2
Values & Attitudes / Knowledge & UnderstandingST2-1VA ☐
ST2-2VA
ST2-3VA ☐ / ST2-6PW
Physical World / ST2-7PW
Physical world / ST2-8ES
Earth & Space / ST2-9ES
Earth & Space / ST2-10LW
Living World / ST2-11LW
Living World
ST2-12MW
Material World / ST2-13MW
Material World / ST2-14BE
Built Environments / ST2-15I
Information / ST2-16P
Products
Task
A solar energy system that could be used to cook an egg in 20 minutes. / Outcomes
A Change of state between solid and liquid can be caused by adding or removing heat (ACSSU046)
Content
Students:
- Describe some everyday situations where solids and liquids change state by adding heat (heating) or removing heat (cooling)
- Predict and observe the effects of adding heat or removing heat on a variety of everyday solids and / or liquids (eg Butter, Chocolate, Water)
- Describe how scientific knowledge about the effects of heating and cooling is used by people in their everyday life (eg the types of clothes worn, the packaging and preparation of food and everyday devices like freezers, irons etc)
Resources:
Chocolate melted into a mould, chocolate in original form, ice, water, SMART Board, Fridge, Freezer, 2 x Bottles of water, 1 x Bottle of water wrapped in aluminium foil, cardboard box, aluminium seats, monkey bars, science journal, thermometer, stop watch, eggs, computers, / Working Scientifically ST2-4WS / 1.Question & Predict / Explicit Teaching/Learning Activities
Introduce an object that has been melted and re shaped (chocolate into a mould). Ask (s) what is it? Did it always look like this? Why does it look like this now?
Introduce un melted chocolate and compare the melted and re shaped chocolate and the unmelted chocolate. Ask (s) questions How are they similar? How are they different?)
Introduce a piece of ice. Ask (s) questions (what is this? Has it always looked like this?)
Introduce a glass of water. Ask (s) What is this? How is it different to the Ice?
Put the words Melt and Freeze on the SMART Board.
Ask (s) what have you seen melting? What have you seen Freezing? Why do things melt? Why do things freeze? When do you want something to melt? When don’t you want something to melt? When do you want something to freeze? When don’t you want something to freeze?
Introduce 3 blocks of butter. Tell (s) we are going to try and change the state of the butter. Discuss how.
How does heat, or the lack of heat, help us decide what to wear? What does heat do to food? How do we prevent this from happening?
Introduce the task – Our task is to design a solar energy system that could be used to cook an egg. Ask students to write the task in their science journal. Break down the task with the students. Once you have broken down the task do the following.Using aluminium seats, 3 bottles of water (one wrapped in al foil, one normal bottle and one bottle under a cardboard box) and the monkey bars test the heat of each of these objects by touching them at different times throughout the day (maybe 10, 12 and 2) (use a thermometer to check the temps of the water if you have one). Discuss each object at the different times throughout the day and write down the observations in science books.
Ask (s) which bottle of water was hotter? Why do you think this was hotter than the others? Which bottle of water was the coolest? Why do you think this bottle was the coolest? Which object was the hottest? Why was this object the hottest? When were the objects at their hottest? How could we make the hottest bottle of water even hotter? Write all answers in the science journal? (6)
Split class into science groups. (Choose how many you want in a group, I’m splitting my class into 4) Each student needs a team role. (These can change each day) The roles are:
A manager who collects and returns the materials
A speaker who asks the questions on behalf of the group
A time keeper who manages the time
A director who makes sure the group is on task and that each team member understands the investigation and completes each step.
The group first needs to design their solar energy system that can cook an egg. They need to brainstorm ideas and sketch their system. Once sketched, they need to label each element of their system and what material is used. Once they have designed it, the group needs a list of materials. The group then need to allocate to each member who is bringing what on the day of the investigation. After they have completed the designing process, created a materials list and allocated materials, they need to develop some safety rules that would apply to this investigation. If you wanted to include a procedure, then ask each group to write a procedure on how they will make their solar energy system. (2), (7) and (8)
Up to here can be completed in a day of science
Produce solutions and conduct investigations by making the solar energy system using the materials that the groups have brought in (have some materials in the room for those groups that forget. Aluminium foil, box, glad wrap etc) and the plan that was made by the group. Before going outside, ask students to predict whether the egg will cook in 20 minutes. If they predict yes, why? And if they predict no, why not? At the allocated time of the day, take the solar systems outside to a designated area and allow students to crack the egg and cook the egg. They have 20 minutes. As the egg is cooking, ask students to make observations: Which system will work best and why? What is good about their system? What would they change? Is the egg changing its state?
The teacher is the official time keeper. If the students have access to a thermometer, make them to check the temperature inside their system every 5 minutes and write it down. After 20 minutes the clock is stopped and the teacher checks all the eggs. This is the final assessment. If the egg is cooked, they have completed the task. (3)
Clean up the systems and if the egg is edible, allow students to eat the egg. If not, throw the egg in the bin. Take (s) back into class and immediately write down what happened through a series of questions. Did their egg cook? Why did it cook? Why didn’t it cook? How would you change your solar energy system next time? What were the good things about your solar energy system? What did I learn? (if they used a thermometer graph the heat of their system) Was the testing method fair or unfair? If it was fair, why was it fair? If it wasn’t fair, why wasn’t it fair? Did your prediction happen? (4)
Students need to reflect on the process of making a solar energy system and decide as a group if anything could have been done differently (could they have used different materials, could they have tried a different idea? Did their product meet the criteria and did it do what it was meant to do? Put this information into a presentation (could use this as an opportunity to make a power point presentation or just use notes from their book and prepare an oral presentation given by the group where each student in the group needs to say something (give a proforma if you are asking for an oral presentation) (9)
Students present their findings through the presentation (power point or oral presentation) and ensure they include what they did, what they found out, if their product worked, why it did or didn’t work and how they would modify their solar energy system to improve it. (5) / 6.Define and Explore / Working Technologically ST2-5WT
2.Plan Investigations
Focus
Heating and removing heat cause changes to the object’s state of matter. / 3. Conduct Investigations / 7.Generate & Develop
Assessment Strategies
For
Pre-test on liquids solids and gasses, KWL (What I Know, What I Want to Know and What I’ve Learnt)
As
Book work, Observations and execution of experiments
Of
Did the egg cook? Is their solar energy system functional, did they understand the process, how well did they work well as a group. Book work evidence of observations made by students. Evaluate each team member’s performance. / 4.Process Analyse / 8.Produce solutions
5..Communicate / 9.Evaluate