Hot Cans and Cold Cans - Lesson Plans

Title: Hot Cans, Cold Cans Goal: Students will learn about the difference between conduction, convection, and radiation. Upon completion of the activity, students will be able to interpret the data they collected. Objective: Students will be able to investigate the characteristics of energy transfer by analyzing everyday materials. Materials:  empty soda cans (3 cans per group)  fabric  packing peanuts  construction paper  bubble wrap  newspapers  aluminum foil  plastic bags (of different color – pieces of black trash bags, clear zip lock bags, etc)  craft sticks  thermometers  rulers  stop watches  a device to keep the water at little warmer than room temperature (hot plate)  scissors  string (kite, yarn, etc)  glue  tape  stop watches  funnel  glass graduated cylinder  colored pencils  water (200mL for each can, if you have 28 students you will need approx. 4L of water) Standards: Science:  NS.1.6.4 – Construct and interpret scientific data  PS.7.6.4 – Investigate the transfer of energy in real world situations: conduction, convection, radiation  NS.1.6.2 – Apply components of experimental design used to produce empirical evidence: hypothesis, replication, sample size, appropriate use of control, use of standardized variables Math:  A.7.6.1 -Identify and compare situations with varying rates of change  M.13.6.6 - Use estimation to check the reasonableness of measurements obtained from use of various instruments  DAP.14.6.2 - Collect data and select appropriate graphical representations to display the data  DAP.14.6.3 - Construct and interpret graphs, using correct scale, including line graphs  DAP.15.6.1 - Interpret graphs  DAP.16.6.1 - Use observations about differences in data to make justifiable inferences Procedure: Students will work in groups of four. Each group will be given three identical soda cans filled with water at about 50°C. Each groups goal is to keep the water in one can as warm as possible while keeping the water in the other can as cool as possible. The third can will act as the control and it is not to be altered in anyway. 1. Groups will be provided with three empty soda cans. Cans must remain intact. 2. They will be given 20 minutes to design a cover for two of the cans. The cover for one soda can will act as an insulator while the other cover will act as a conductor. 3. The students will be able to choose from a variety of materials to create a cover for their can. However, limit the quantity of supplies for each group. 4. Once students have designed their covers, they will need to construct a line graph in their lab notebook that will show their data from their table. 5. Students will be given 200mL of water (which has been kept warm with the use of a hot plate) and three thermometers (one for each can is ideal). 6. Students will record their data in 2.5 minute intervals for 30 minutes. Remind them that they will need to take the initial temperature of all three cans once they receive their water. 7. While students are collecting their data and recording it in their table, they can be plotting their data points on their graph. Remind them to use different colors for each set of data for each can. 8. At the end of the 30 minutes, students should have a graph constructed showing the changes in temperature over time. 9. Students will answer questions from their direction sheet. 10. After completion of graphs and questions, students will be introduced to the concepts of convection, conduction, and radiation. Assessment: Expectations X & Y axes are labeled Graph has a title Intervals are correctly spaced Data points are plotted correctly Legend is complete Questions are answered in complete sentences Yes No Reflection: