Force, Motion and Energy

Slow Down the Melting and
Keeping It Cool

Force, Motion and Energy

Duration: 90 minutes

Notes / Activity

Discrepant events:
Using identical blocks to melt the ice, see which melts the ice faster 

 

Demo Experiment activity or Group activity:
Using spoons of different materials to melt the butter 

  • 2-PS1-1 Plan and conduct an investigation to describe and classify different kinds of materials by their observable properties. [Clarification Statement: Observations could include color, texture, hardness, and flexibility. Patterns could include the similar properties that different materials share.]

By the end of this lesson, the student should able to:

  • Develop models to explain the concept of materials and heat conductivity.  

Good conductors of heat    Poor conductors of heat   transfer heat readily 

Lesson Plan

Lesson Introduction

Duration: 5 min

Prepare before lesson:

  • 3 materials: styrofoam, aluminum, cardboard
  • Beaker of water
  • Kettle (to boil water)
  • Thermometer
  • Stopwatch
  • 3 materials: styrofoam, aluminum, cardboard
  • Beaker of water
  • Kettle (to boil water)
  • Thermometer
  • Stopwatch
  • Launch an interactive to identify good and poor conductors of heat. While going through the learning story, explain to students that good conductors of heat means that the materials are able to gain heat quickly and poor conductors of heat are materials that gain heat slowly. Have students identify the objects in the learning story correctly. 

 

 

  • Elicit from interactive: 

 

“What did you observe in the video?” 

“Which materials gain heat slowly?”

Ans: Plastic, wood 

“Which materials gain heat quickly?”

Ans: Metal 

 

  • Have the students explain the way the materials are being sorted.

Example: 

“Group A said that plastics gain heat slowly, is this correct?”

“Yes” 

“Group B said that metal gains heat slowly, is this correct?”

“No. Metal gains heat quickly.”

Elaborate 1

Duration: 40 min

Prepare ice cubes before the lesson.

  • Containers
  • Bubble Wrap
  • Styrofoam balls
  • Cottons
  • Table Towel
  • Containers
  • Bubble Wrap
  • Styrofoam balls
  • Cottons
  • Table Towel
  • Present a problem to the students. 

 

E.g. You are challenged to design and build a container that prevents ice from melting the slowest. 

 

  • Explain to students that they are going to investigate which materials gain heat the slowest so that they can prevent the ice from melting quickly. 
  • (OPTIONAL) Go through the following steps with the students if necessary:

 

Step 1: Line container 1 with table towel. 

Step 2: Fill container 2 with styrofoam balls/cotton buds.

Step 3: Prepare another identical container with nothing in it (control setup).

Step 4: Fill container 4 with a combination of bubble wrap and styrofoam balls, or combination of bubble wrap and cotton buds. 

Step 5: Prepare 2 ice cubes into each bowl.

Step 6: Sealed the containers.

Step 7: Record how long it takes for the ice cube to melt in each bowl.

 

  • Elicit from students:

 

Which container of ice took the longest time to melt? Why?

Which container of ice took the shortest time to melt? Why?

Which material is the best to prevent the ice from melting quickly?

Elaborate 2, Evaluate

Duration: 45 min
  • Present a problem to the students. 

 

Your refrigerator has just broken down! All the food and drinks in it are going to go bad if they are not kept at the optimal temperature. How can you design a cooler that can help you store all the items without letting them go bad? 

 

  • Challenge students to design a cooler to keep the items cool. 
  • Ask students to think of the following questions:

 

Why is it important to keep perishable food and drink within a safe temperature range?

 

  • Divide students into groups of 4. Get students to brainstorm and draw their design for the inside and outside of their cooler individually. Have them label the materials that will be used for each part of the cooler. Have them share their designs with their teammates and select the best design to share with the class.
  • Get students to build their prototype by gathering the materials they need either in this lesson or the next. 
  • Then have students test their prototype to see if it is able to keep items cool at the specific temperature. 
  • Have students share their design and the results of their design (including the graphing) with the rest of the class. Afterwards, ask students the following questions:

 

What worked well and what didn’t?

How would you change your cooler design for the future?

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