6.2.3 - 6.2.4
Transfer of Heat Energy
Storyboard
Teacher instruction and hints are included within the speaker notes section
Episode 1
Phenomenon Observation
Gather
Plan and carry out an investigation to determine which glass has more total thermal energy.
Reason
Graph and analyze your data. Which has more total thermal energy? What is your evidence?
Use evidence from your investigation to argue which has more total energy.
Communicate
Construct an explanation to describe which has more total thermal energy.
Episode 2
Gather
Draw a model of the systems of the two cups of water.
Reason
Read and evaluate the information in the article “The Difference Between Heat and Temperature.”
Revise your model to explain the difference between heat/thermal energy and temperature.
Communicate
Your friend thinks that heat and temperature are the same thing.
Construct and argument from evidence to describe the difference between temperature and heat/thermal energy to your friend.
Episode 3
Phenomenon Observation
Gather
Plan and carry out an investigation to determine how different materials cause heat to be transferred to the ice.
Reason
Analyze the data collected from the investigation to determine how heat was transferred and the effect different materials had.
Communicate
Using your evidence, construct an explanation to describe why a thermos can keep a drink cold or hot. Focus on the structure of the materials.
Teacher Overview: Episode 4
Phenomenon: Engineers use different materials and designs to keep things warm or cool, such as lunchboxes or spacesuits.�Student Learning Expectation: Students will design, test, and modify a device to either minimize or maximize heat energy transfer.� CCCs:� Use the CCCs as a lens to help focus your lesson, questions, discussion, etc.
Structure and Function: The properties of the materials and the design influence heat transfer.
Stability and Change: Testing and improving a design leads to a more stable solution to manage heat.�
SEPs:� SEPs are actions that students complete to interact with the phenomena.
Identify criteria and constraints for a design problem (e.g., time, materials, cost).
Develop, test, and revise a prototype for minimizing or maximizing heat transfer.
Evaluate design effectiveness using data and suggest improvements.
Episode 4
Today’s Objective: I can design and test a solution that either maximizes or minimizes the transfer of heat energy, and evaluate how well the design works based on the results.
Phenomenon Observation
Gather
Define the problem
Define the criteria
Decide the constraints
Reason
Research, build, test, and evaluate your design solution.
Communicate
Construct an explanation to describe how the structure of the materials you used in your design did or didn’t allow energy to transfer?
| 3 Proficient | 2 Approaching Proficient | 1 Not Proficient |
Problem/Criteria | Student accurately defines the problem and all of its criteria, including the purpose of the design, the effect the design is intended to have, and the amount of time the design is intended to maintain the effect. | Student defines the problem and can correctly identify some of its criteria. | Student cannot correctly define the problem and its intended purpose. Student cannot correctly identify the criteria. |
Constraints | Student defines all the constraints, including materials, safety, time, location, and cost. | Student defines some constraints for the design solution. | Student cannot define the constraints of their design solution. |
Research | Student’s research is relevant to the topic and includes multiple sources. | Student include research from one source that is relevant to the topic. | Student do not include research that is relevant to the topic. |
Design | Student’s design is clearly labeled and accurately explained. | Student design is clearly labeled, but is not accurately explained. | Student do not label or explain their design. |
Test Results | Student accurately display and analyze test data for all tests (initial and final). | Student somewhat analyze data and display some data. | Student do not accurately display or correctly analyze test data for all tests. |
Evaluation | Student evaluate their initial design solution and determine its effectiveness in meeting the specified criteria and staying within the defined constraints. | Student evaluate their initial design solution against either the criteria or the constraints, but not both. | Student do not evaluate their design against the specified criteria and do not stay within the constraints. |
Modifications | Student propose multiple modifications based on test results. Student explain how modifications will affect the design. | Student propose one modification based on test results and explain how the modification will affect the design. | Student propose modifications not based on test results and do not explain how the modification will affect the design. |
Final Evaluation | Student use their knowledge of thermal energy transfer and the results of the testing to evaluate the design systematically against the criteria and constraints. | Student include a brief explanation of thermal energy transfer when evaluating the results of their final test. | Student do not accurately evaluate their design solution against the criteria and constraints. They do not include an explanation of thermal energy transfer. |
Engineering Design Rubric
Assessment