InformationabouttheLessonorUnit

Topic:Heattransfermechanismsofheattransfer
Abstract
Thislessoncoversthemechanismsofheattransferandhowtheycanbeusedtodescribethewaysinwhich
heatistransferredin,around,oroutofasystem.ThelessonbeginswithaPEOEsequenceinvolvingthe
meltingoficeindifferentsituations,andfinisheswithacognitiveapprenticeshipsequencethatdealwithhow
toeffectivelyexplainmechanismsofheattransferunderavarietyofsituations.

ClarifyingYourGoalsfortheTopic
A.BigIdeas
1. Scientificbigideas
EnergyandMatter(CCC).Energycannotbecreatedordestroyed,butitcanbetransportedfromone
placetoanotherandtransferredbetweensystems.Changesofenergyandmatterinasystemcanbe
describedintermsofenergyandmatterflowsinto,outof,andwithinthatsystem.Inparticular,any
timethetemperatureofamaterialchanges,itMUSThavegainedorlostthermalenergy.
ConservationofEnergyandEnergyTransfer(DCI).Threemechanismsofheattransferareoneway
thatmaterialscangainorlosethermalenergy:
Conduction:Kineticenergyistransferredbycollisionsbetweenatomsormolecules.
Convection:Fluidsthatarewarmerorcoolerthanmaterialsthattheyareincontactwithmove
throughspace.
Radiation:Allmaterialsareconstantlyemittingandabsorbingelectromagneticradiation.Theycan
gainorlosethermalenergydependingonthebalancebetweenemissionandabsorption.(HSPS31,
HSPS34)

B.StudentPractices
1. Namingkeypractices
Inquiry: Developing
Scientific Knowledge
1. Asking questions (for
science) and defining
problems (for engineering)
2a. Developing models
3. Planning and carrying out
investigations
4. Analyzing and interpreting
data
7. Engaging in argument
from evidence

Application: Using
Scientific Knowledge
2b. Using models
6. Constructing
explanations (for
science) and designing
solutions (for
engineering)

General Practices Associated with the Three Arrows

5. Using mathematics and computational thinking
8. Obtaining, evaluating, and communicating information

Figure1:Connectingscientificpracticeswithscientificknowledge
Studentscarryoutaninvestigationwhenwesetuptheicecubeexperiment(3).Theyanalyzeand
interpretdatawhentheylookattheresultsoftheexperiment(4).Theyaskthemselvesquestionswhen
groupingourdifferentexamplesintocategories(1).Thisalsoallowsthemtoseepatternsintheirmany
observations.Whenweaskstudentstodrawandexplaindifferentexamplesofheattransfer,they
constructedscientificexplanations.Theyusekeymodels(2b)toconstructtheseexplanations(in
particularconservationofenergy)andidentifyanddifferentiatebetweenthethreemethodsofheat
transfer(conduction,convection,andradiation).
BoththePEOEsequenceandourgroupingactivityareusedtohavestudentsnoticepatternsandthekey
modelsthatcanbeusedtoexplainthesepatterns.Withsomemodeling,theyshouldbeabletoconstruct
theirexplanationsaswellasengageinargumentfromevidence(7).Theypredicttheorderofmeltingin
theicecubeactivityandtheyexplainrealworldphenomena(examplesincludedapotofboilingwater
onastoveandthewarmingandcoolingoftheEarth).Finally,wealsohavestudentssharetheirideas
andevaluateeachotherswork(8evaluatingandcommunicatinginformation).
2. Usingpracticestomakeconnections
DevelopingScientificKnowledge:
Duringthebeginningactivities,studentsdeveloptheirknowledge.Theyfirstpredictandexplaintheice
cubemeltingexperimentandthenthestudentsgroupmanydifferentexamplesofheattransferinto
categories.Theybegintonoticepatternsintheirgroupings/observations.Marythenmodelsanexample
ontheboardmakingsuretoreexplainthekeymodelsthatstudentsshouldhavebeguntonotice.Mary
clearlydefinesandexplainsthedifferenttypesofheattransfer(conduction,convection,andradiation)
emphasizingConservationofEnergy.Shemodelsanexampleontheboardmakingexpectationsfor
answersclear.AvathenhasstudentsdiscussthedifferencebetweenHeatandTemperatureandthen
summarizeswhattheyknowandfillsingapsintheirunderstandingsothatstudentscanusetheterms
correctlyintheiranswers.

Application:UsingScientificKnowledge
Bymodeling,scaffoldingandfading,studentsshouldseetheconnectionsbetweenthemanyexamples
presentedandbeginconsistentlyusingthoseconnectedbigideas(thekeymodels)toconstructtheir
explanations(anytimethetemperatureofamaterialchanges,itMUSThavegainedorlostthermal
energyreinforcingtheconceptofconservationofenergy).
Wefocusonthethreemechanismsofheattransfer
Conduction:Kineticenergyistransferredbycollisionsbetweenatomsormolecules.
Convection:Fluidsthatarewarmerorcoolerthanmaterialsthattheyareincontactwithmovethrough
space.
Radiation:Allmaterialsareconstantlyemittingandabsorbingelectromagneticradiation.Theycangain
orlosethermalenergydependingonthebalancebetweenemissionandabsorption.

C.ObjectivesforStudentLearning
Objective
1. Studentswillbeabletodistinguishbetweenthemechanisms
ofheattransfer(conduction,convection,andradiation)and
applyeachappropriatelytosituationswhereheattransfer
occursandexplaintemperaturechangesinmaterialsusing
mechanismsofheattransfer:conduction,convection,
radiation.
2.

Studentswillbeabletousemechanismsofheattransferto
predictratesoftemperaturechanges.

Type
Constructingexplanations
(Using)

Usingmodelsand
constructingexplanations
fromevidence.
(Using)

ClassroomActivities
A.Materials
Presentationmaterials(OverheadtransparenciesorPowerPointpresentations,etc):none
Copiedmaterials(Handouts,worksheets,tests,labdirections,etc.):warmupworksheet
Laboratorymaterials:
Fortheteacherortheclassasawhole:5icecubes,heatlamp,fan,mitten,Styrofoamcup,glasscup,small
platesforicetositon
Foreachlaboratorystation:none
Othermaterials:whiteboardmarkersanderaser;paperandwritingutensils

Activities
1. Introduction:
- Introduction of what we are teaching and the ice cube experiment.

(PEOE) Worksheet Warm up

Student share their predictions.
1) Are there any differences in their predictions?
2) If so, have students argue for their order versus their partners.

2. Main Activities
- (PEOE) (While we wait for it to melt for observations.)
- Exercise: students group the following notecards into categories.
1) On notecards
1. A pot sitting on a burner
2. The cooling of your spoon when you stick it into ice cream
3. Placing your hands under your armpits to keep them warm
4. Warming of the surface under your laptop
5. How the inside of a greenhouse works
6. A hot air balloon
7. Boiling water
8. Microwave
9. Lying out in the sun to get a tan
10. A person placing their cold hands over a hot burner
11. Heat from a lightbulb
12. Using a fan on a hot summer day
13. Microwave
14. Lying out in the sun to get a tan
15. A person placing their cold hands over a hot burner
16. Heat from a lightbulb
17. Ice melting inside the mitten
18. Ice melting in front of the fan
19. Ice melting under the heat lamp
20. Ice melting in the styrofoam cup
21. Ice melting in the glass
-

Expected groupings (some examples are ambiguous but students should notice patterns)
1) Conduction
1. A pot sitting on a burner
2. The cooling of your spoon when you stick it into ice cream
3. Placing your hands under your armpits to keep them warm
4. Warming of the surface under your laptop
5. Ice melting in the glass
6. Ice melting inside the mitten
7.
2) Convection
1. How the inside of a greenhouse works
2. A hot air balloon
3. Boiling water (with some conduction)
4. Using a fan on a hot summer day
5. Ice melting in front of the fan
6. Ice melting in the styrofoam cup
3) Radiation
1. Microwave
2. Lying out in the sun to get a tan

3. A person placing their cold hands over a hot burner Isnt this convection? Beside
a hot burner would be radiation.
4. Heat from a lightbulb
5. Ice melting under the heat lamp
-

Students discuss and explain the similarities within the groups, why you grouped them together.

On the board
1) Modeling
1. Drawing and explaining:
a. Pot on the stove
b. Arrows showing heat transfers
c. Blow up on the side to see conduction/convection/radiation at the
molecular level.
2. Key ideas:
a. Thermal energy can be transferred from one object to another by
conduction, convection, or radiation. Conduction occurs when particles of
matter collide with each other directly. Convection occurs when large
collections of particles at the same temperature move through space
together. Radiation is the transfer of energy through space by the
electromagnetic spectrum instead of through particles with mass.
b. Heat flows from one object to another due to a difference in temperature.
2) Discussion about Heat and Temperature
1. Draw columns on the board
2. Have students come up and write up what they know about Heat and Temperature
respectively.
3. Ava summarizes the differences between Heat and Temperature and helps fill in
gaps in understanding.
a. Temperature- intensive (=independent of the size of the system) variable
referring to the average KE of the molecules of a material.
b. Heat energy- extensive (=proportional to the size of the system/ additive)
variable referring to the total KE of the molecules of the material
c. Use the example of a bathtub full of 5 dollar bills and a small cup of
coffee full of 10 dollar bills (The coffee has higher temperature- higher
average KE of the molecules/bills but the bathtub has a greater total KE of
the molecules/greater amount of money) Good analogy.

(PEOE)
Check on experiment- Looking at results of experiment.
1) Record results of experiment.
2) Compare to predictions. What is different? Why? Use new knowledge to explain results

Coaching portion: teacher(s) provide paper for students to draw on

1) Explain and draw the mechanism:
1. Ice cube under the fan
2. Ice cube in the mitten, in the cup either Styrofoam or glass
3. Ice cube under the light
4. Include more examples here, if needed (from the notecards)

3. Concluding Activities
- (Fading) Applying this to Earths system
1) Draw and explain how Earth warms up during the day and cools down at night?
2) How do greenhouse gases keep the Earth warm?
- Extra time for questions

AssessmentPlans
A.FocusObjective
Studentswillbeabletodistinguishbetweenthemechanismsofheattransfer(conduction,
convection,andradiation)andapplyeachappropriatelytosituationswhereheattransferoccurs.

B.DevelopingAssessmentTasks
1)WarmUpquestion
Labelyourpredictedorderoftheicemeltingfromfastesttoslowest(15).
___Insidethemitten
___Infrontofthefan
___Undertheheatlamp
___Inthestyrofoamcup
___Intheglass
Explainyourpredictions.Whydidyouchoosetheorderthatyoudid?
Goal:Havestudentsexplainpreviousknowledgeofheattransferbyapplyingittothe
meltingofice;correctandincorrectanswersshouldprovideevidenceofthestudents
understandingofmechanismsofheattransfer
2)Coachedapplications
1) Howdoesalaptopheatupyourleg?
2) Howgoesagreenhousework
Goal:Havestudentsusetheir(new)knowledgeofthemechanismsofheattransfertoexplain
theseheattransfers,asmodeledforthem;answersshould,again,provideevidenceofthe
studentsunderstandingofmechanismsofheattransfer
3)ConcludingAssessment
1) ApplyingknowledgetoEarthssystem
1. DrawandexplainhowEarthwarmsupduringthedayandcoolsdownatnight?
2. HowdogreenhousegaseskeeptheEarthwarm?
Goal:(seeabove)

AftertheLessonReport
A.StoryofWhatHappened
StartedthelessonsayingOkay,soweregoingtostartwithawarmup.Wehaveicecubesupfront
thatwellbemelting,butfirstwewantyoutopredictwhatordertheyllmeltin.Passedoutasheetwith
thewarmupquestionouttothetwostudents,whoquicklygettoworkontheirresponses.Theychatterabit
whiletheyfinishup.Bringsthembacktofocusandasksthemtosharetheirpredictionsandcomparewith
eachother.Theynotethattheyhadseveraldifferentresponses,aswellasafewsimilarities;Kyleremarks
somethingtotheeffectofWell,Iguesswelljustwaitandsee.
Afterabriefdiscussion,Ithenplacethenotecardsinfrontofthestudents,tellingthemtoorganize
themintogroupsbasedonsimilaritiesinhowheatisbeingtransferred.Immediately,Alexasks,Oh,like
conduction,convection,andradiation?KyleandAlexgettoplacingthemintogroupsbasedontheir
methodsofheattransfer.Someofthemseemtobemorethanone,theynotice;Iinformthemthattheycan
createinbetweencategories,ifthatsuitstheirneeds,whichtheypromptlydo.
Ithenmodelontheboardwhatisexpectedinanexplanationofheattransfermechanisms,usingan
exampleofhowthehandleofapotonastoveheatsup.Aftertheproblemhasbeenmodeled,aquickbreak
istakentocheckonthemeltingoftheiceandsettleonananswerforwhichordertheicecubesmeltedin;
AlexandKyleamendtheirpredictionsandtheirreasoningoutloud.Ithenleadaquickdiscussionofthe
differencebetweenheat,temperature,andthermalenergy,asIwritethestudentsresponsesforthis
discussionasbulletpointsontheboard.
Oncesatisfied,Alexiscalledtotheboardforthefirstcoachedexample:howalaptopheatsupyourleg.
WorkingtogetherwithKyle(andwithsupportoftheteachers),Alexcompletesthetaskwithanappropriate
pictureandwrittenresponse.Kylethentakeshisturnwithanotherexample(howgreenhouseswork)ina
similarmanner.
Thestudentsarethengivenanexampletotryontheirownandthencompare(howtheearthheatsup
andcoolsdownatnight).Aftercomparinganswersandaddinganydetailstheymissedwhentheyattempted
ontheirown,theirfinalassignmentforthedayisgiven:(howgreenhousegaseskeepheatin).Theyeach
workontheiranswerquietlyandindependently,finishingatroughlythesametime.Whentheirworkwas
completed,thefloorwasopenedtoanyremainingquestionstheyhad.

B.MakingSenseofFocusStudentsResponses
1. Descriptionsofstudents
Pseudonym
Kyle

Major
Biologymajor,mathminor

Alex

Biologymajor,DIminor

2. ExcellentResponseorRubric
Taskone:PEOEicemeltingorder
Theorderofmeltingfortheicewillbeheatlampfirst,thenfan,thenglasscup,thenStyrofoam
cup,andfinallymitten.Theheatlampgivesoffradiationenergyintheformofwaveswhich
canbeabsorbedbytheice.Thisinturnedcanbeconvertedintoheatenergy,causingtheiceto
melt.Thisshouldbethemostefficientheatingprocessoutoftheseoptions.Thesecondfastest
sourceshouldbethefan.Thefanwillforceairparticlestomovebytheicecubeoverandover
again,allowingfortheicecubetocomeincontactwithmoreairparticlesthanifitweresitting
outwithoutanyairflowoverit.Thisheatingmechanismissimilartoconvection(heattransfer
duetomovementofafluid).Thelastthreewillbeheatedalmostexclusivelythrough
conduction;collisionsofmoleculeswillcausetransfersofenergythatwillmelttheicecube.Of
thelastthreesituations,theStyrofoamandthemittenbothcontaininsulators:materialsthatare
poorconductorsofheatand/orelectricity.Glassisnotaninsulator(or,atleast,notagoodone);
thus,conductionwilloccurmorerapidlyandmelttheicefasterhere.Ofthetwoinsulating
materials,themittenisabetterinsulator;conductionwilloccurmostslowlyhere,causingtheice
cubeinthemittentomeltlast.
Tasktwo:laptop
Heatisgeneratedinsideofthelaptopfromtheelectricitypoweringthelaptopsfunctions.This
heatispushedoutviaafan,soastopreventoverheating;newaircomestotaketheplaceofthe
warmerairthatispushedout,soconvectioniswhatgetsthealotoftheheatoutofthelaptop.
Someofheatittransferredfromtheinteriorofthelaptoptothecasingviaconduction(ie:
collisionscauseenergytransfer).Thisheatisthentransferredagainviaconductiontoyourlegs
(whichareincontactwiththebottomofthelaptop).Thus,someoftheheatfromthelaptopis
transferredtoyourlegs/lap,warmingitup.
Tasktwoandahalf:greenhouse
Solarradiationentersthegreenhousethroughtheglassorplasticroof.Ittransfersheatenergyto
theairinthegreenhouseandtheplants.Thewarmedairnearthesoilbecomeslessdenseand
risesandisreplacedwithcoolerairthatstartstoheatup(convection).Thesunsradiationcan
traveleasilyintothegreenhousebutIRradiationemittedbytheplantsandsoildoesntgetoutas
easily,helpingtotraptheheatinsidethestructure.
Taskthree:endoflessongreenhousegases
GreenhousegaseslikecarbondioxideandmethanearecapableofabsorbingIRradiation,which
moleculeslikeoxygencannotabsorb.Thewaythatheatescapestheearthisthroughblackbody
radiation;becauseofthetemperatureoftheearth,themajorityofthisradiationoccursintheIR
portionofthespectrum.TheheatthathadbeenescapingisthentrappedbytheIRabsorbing
gases,whichcanreemittheradiationasheatenergyinanydirection,includingbackdownatthe
earth,therebykeepingheatintheearthsatmosphere.
3. FindingandExplainingPatternsinStudentResponses
LessonWarmUp

Labelyourpredictedorderoftheicemeltingfromfastesttoslowest(15).
2___Insidethemitten
3___Infrontofthefan
1___Undertheheatlamp
5___Inthestyrofoamcup
4___Intheglass
Explainyourpredictions.Whydidyouchoosetheorderthatyoudid?
1.
2.
3.
4.
5.

Alotofenergyisbeingactivelyputintothesystemfromtheradiationfromtheheatlamp.
Mittensarewarm.
Thefanisblowinghotterairfromtheroomontothecube.
Glassisclear(morelight/heatcomesthrough).
Blockslight.

ThewarmupwasveryeducationalasitwasclearthatKylefocusedmostlyonradiation.
Heexplainsthattheicecubeundertheheatlampwouldmeltfirstbecauseenergyisbeingactivelyputintothe
systemfromtheradiationfromtheheatlamp.ThisisagoodanswerasKyleidentifiesthattheheatlampemits

radiationalthoughhedoesnotspecifythetypeofradiationandheseemstounderstandthatradiationisaform
ofenergy.
Abetteranswerwouldhavespecifiedelectromagneticradiationanddescribedtheicecubeasgainingthermal
energyfromabsorbingtheradiationfromthelamp.
Heexplainsthattheicecubeinthemittenwouldmelttheicecubebecausemittensarewarm.Thisisa
commonmisconceptionthatstudentshave.Mittensarenotactuallywarmbutgoodinsulators.Bodyheat
releasedfromourhandswhichisnotabletoleavethemittenisactuallywhatmakesthemittenswarm.
Kyleexplainsthattheicecubeunderthefanwouldmeltthirdbecausehotairfromtheroomisbeingblownon
it.Hedoesnotgivemuchdetailbutfromconversations,heunderstandsthatthiswouldbeanexampleof
convection.
Kyleexplainsthattheicecubeintheglasswouldmeltfourthbecauseglassisclearandlight/heatcanpenetrate.
ThisisactuallyaninterestingthoughbutIRcannotpenetrateglass.Kyledoesnotmentionconductioninanyof
thesewarmupexplanations.Afterrereadingthetranscriptfortheclinicalinterview,Inoticedthathementions
conductiononceandseemedveryhesitanttodescribeitThefrictionisItcausesheatIguess.Heatisa
transfersoIwantsomekindoftransferofenergy.Theelectronshavekineticenergy.Theyrebumpingintothe
stationaryatomsofmetalandthatwouldbethetransferofenergy.Conduction.Fromhisclinical
interview,IalsoknowthatheunderstandswhatagoodconductorisonthemolecularlevelHeatwilltransfer
morereadilybecauseofcompositionofmetaltub.Themetalhasmorefreeelectronsmovingaround.Itcan
transferenergymorereadilywhiletheplastictubdoesnthavethisseaofelectronsinsideofitandtheenergy
cantbetransferredaswellbecausethereslessmovement.However,inthisexample,hedoesnotseethe
connection.Hefocusesonwhatheseeswhichisoneglassisclearandoneisnt.Thecorrectanswerwouldhave
beentoexplainthatenergycanbetransferredfromthecupstotheicebyconductionandglassisabetter
conductorofheatwhileStyrofoamisaninsulator(apoorconductor).Whenwediscusseditasagroup,he
mentionedthatwarmeraircouldsomehowenterthecupsaswellfromtheblowingofthefanbutthisprobably
wouldhaveaninsignificanteffect.
DuringtheActivities
Howtheinsideofagreenhouseworks.

ThefirstthingInoticedwasthatKylelabeledtheradiationasUVradiation.IRradiationwouldbethecorrect
answerbutImyselfamstillalittleconfusedaboutthetypesofradiationthatcanwarmtheEarthsincewehad
aninterestingconversationabouthowsoundswavescouldtechnicallywarmsomethingupiftheywereloud
enough.TheSunemitsradiationinvariouswavelengthsintheUVandIRbandwidth(butmostlyinthevisible
bandwidth)andwhenthisradiationsstrikestheatmosphereandtheEarth,itcangetabsorbedandthen
reemitted.Differentgaseshavetheabilitytoabsorbspecificwavelengthsofradiation.Sofrommy
understanding,KyleshouldhavelabeledtheradiationfromtheSunasIRradiation.HedoeslabelIRradiation
hittingtheplantbutitisnotclearifhethinksthisIRradiationiscomingfromtheSunortheairinsidethe
greenhouse.
Kylestruggledtofollowdirectionsduringthelesson.Heneededmorescaffoldingandmodelingwhenitcame
totherulesofagoodanswer.Althoughthisworkedintheend,heseemedtorushthroughthetasksandthus
notexplainhisthinkingclearly.Hedidmuchbetterexplaininghisanswersorallyandactuallycaughtsomeof
hisownmisconceptions.Heexplainedthatconvectionisthetransferofheatwhenfluids(waterorair)move.
Theradiationhitsthegreenhouseandentersitanditwarmstheairandtheplants.Warmerairislessdensesoit
becomesbuoyantandrisescreatingaconvectivecurrentandcoolerairreplacesthewarmerair.
Howagreenhouseworks:
Solarradiationentersthegreenhousethroughtheglassorplasticroof.Ittransfersheatenergytotheairinthe
greenhouseandtheplants.Thewarmedairnearthesoilbecomeslessdenseandrisesandisreplacedwith
coolerairthatstartstoheatup(convection).ThesunsradiationcantraveleasilyintothegreenhousebutIR
radiationemittedbytheplantsandsoildoesntgetoutaseasily,helpingtotraptheheatinsidethestructure.
KylesEndofLessonAssessment
Earthwarming/cooling

Notenexttodrawing:Co2,O3,aerosols,morestuffinatmosphere=>morereemissionofradiationbutalso
moreabsorbedduringthenightandlessemittedintospace.HotterEarth.
Explanation
RadiationfromtheSunpenetratestheatmosphereandheatsuptheair,ground,sea,etc.Someradiation
isreemittedandescapestheatmospherebutmostisabsorbedbyairgasesandsentbacktoEarth.Things
gethotterfromradiationfromSun.Thishappensatamuchlesserextentduringthenightsoless
warming
TherearesomecontradictionsinKylesanswer.HecorrectlyexplainthatradiationfromtheSunheats
uptheEarthandthatradiationisalsoreemittedandescapestheatmosphereandthatthishappensata
muchlesserextentduringthenightsolesswarmingbutalsosaysmoreabsorbedduringthenightand
lessemittedintospace.YeoandZadnikmentionedthatStudentsareinconsistentintheir
explanations;theyusedifferentconceptionstoexplainsimilarphenomenaandgenerallydonot
recognizecontradictions.Kyleseemstocontradicthimselfalot.Ithinkhehassomestrongheld
misconceptionsaswellassomeadvancedspecificknowledge(forinstance,hecanexplainindetailwhy
metalsaregoodconductorsofheatbecauseofhischemistrybackground).Hestrugglestoseethebig
pictureandstrugglestoconsistentlyapplythefundamentalprincipleofconservationofenergy.
However,thisisanimprovementfromhisanswerduringtheclinicalinterviewashedoesmentionthat
radiationisreemitted.Hisanswerisveryconfusingthoughasitcanbeinterpretedinseveraldifferent
ways.WhenKylesaysthatthereismorereemissionofradiationbecauseofgreenhousegasesbutalso
moreabsorbedduringthenightandlessemittedintospace.HotterEarthhecouldmeanthatmore
radiationisabsorbedoverallandlessisabletoescapeorthatatnight,moreradiationisabsorbed.
Heseemstounderstandthatobjects/theEarthemitsradiationbuthedidnotdrawarrowsonthepicture
soIthinkheisstillstrugglingwiththis.Hedoesnotclearlyconnecthisideastoconservationofenergy.
AgoodanswerwouldbeTheEarthwillcooldownaslongasitisemittingmoreenergythanit
receives.AlthoughhementionsthatthereisLESSofthatradiationhitting,hedoesnotsaywherethis
radiationcomesfromalthoughhedoesmentionairgaseslaterintheanswer.
FrommypersonalexperiencewithKyle,Iknowthathestrugglestostayfocusedforextendedperiods
oftimeandtendstorushthroughassignments.Ibelievethathehasalotmoreknowledgeonthesubject
thanisevidencedfromhiswork.Hedidhavesomebigmisconceptions(lookingathisclinical
interview)whichIthinkwebegantoresolveduringthislessonbutitwasdifficultforhimto
communicatewhatheknowspossiblybecauseherealizesthattherearethingsthathedoesntknowthat
hedidnotwanttoreveal.
Alex
a)Thewarmupfromapreviousday
Alexswarmupresponses(whichdescribehispriorknowledge)revealthathehadquitean
extensiveknowledgebaseaboutheattransferandmechanismsofheattransferalready.Forexample,in
responsetowhythetopofaflameishotterthantheside,hesaid:
Yourhandwillbehotterfacingthetopoftheflameversusthesideoftheflamebecause
hotairrises(becauseitislessdensethanthecoolerair)sohavingitfacethetopofthe
flamewillhaveitbeincontactwithmorehotairthanifitisfacingthesideoftheflame.
Hisresponseillustratesthathehastheknowledgetodescribeconvectionandthemovementoffluids
already,evenifhedidnotusethosewordsexplicitly.Hisresponsetothesecondquestionregardingheat
transfertodifferentmaterialsisasfollows:

Themetaltubwillfeelcolderthantheplastictubbecausethemetaltubhasahigher
heatcapacity.Sinceittakesmorejoulespergramofsubstancetoincreasethe
temperatureby1degreeCelsiusithassignificantlylessthermalenergypresentthanin
theplastictub.Thismeansthereisagreaterheatgradientbetweenyourhandandthe
metaltubwhichthenyieldsagreaterfeelingofcold"whentheheatisleavingyour
hand."
Althoughheaccuratelydescribeswhyheatistransferring(savehismisuseofheatcapacity),heoffers
noexplanationforhowthismechanismisoccurring.Sincethequestiondidnotexplicitlyaskforhow,
hislackofexpansion(althoughusefulforansweringthisquestion)isunderstandable;unfortunately,this
omissionrevealslittleadditionalinformationabouthowwellAlexunderstoodmechanismsofheat
transferpriortothelesson.
b)Lessonwarmupresponse
TheorderoftheicemeltingpredictedbyAlexwasHeatlampfirst,thenFan,thenStyrofoam,
thenMitten,andfinallyGlass.Hisreasoningswere:
Theheatlampaddsthermalenergyatanincreasedrate
Thefanhelpsmorethermalenergyatafasterratetowardstheicecubecomparedtono
movement
TheStyrofoamcupismoreporous,soenergycanconductwiththeatmosphereatmore
points
Themittenislessporousthanthecup,butmorethantheglass
Hisresponsestothiswarmuparealittlemorerevealingthanthepreviousone.Firstly,Alexfailsto
describehoworwhytheheatlampaddsthermalenergyatafasterrate;heavoidedusingadescription
ofradiationatthispoint,whereitmighthavebeenuseful.Hisomissiondoesnotrevealwhetherornot
heunderstandsradiation;onlythathedidnotfullyapplyithere.Hisdescriptionofwhythefanmelts
secondalsoonlygetsapieceoftheanswer;hedoesnotspecifywhatismovingandhowthatcontributes
tothemovementofthermalenergybetweentheiceandtheair.Thisisinteresting,sincehisprevious
responsessuggestedhehadsomeunderstandingofconvection,whichisnotbackedupbyhisresponse
here.
HisresponsesforhisselectionoftheStyrofoamcupandthemittenbringupaninterestingpiece
ofhisunderstanding.Heknewthatconductionwasmoreeffectivewhenthereweremorepointsof
contactand,thus,expressedthatheunderstoodwhatisrequiredforconductiontooccur.However,he
failstoaccountforthenonconductivenatureofmaterials,hisharkensbacktohismisuseofheat
capacitywhenexplainingwhymetalsaregoodconductorsinthepreviouswarmup.Thissuggeststhat
hisknowledgeofthemolecularscaleexplanationforheattransferislackingatthispoint.
c)Firstindependentresponsehowtheearthheatsandcools

Alexfocusedonnumerousheattransfersthatoccurinearthssystems:conductionfromthecore,
radiationfromthesuntotheearth,radiationfromtheearthoutofthesystem,convectionofair,etc.His
fulldescriptionrevealshisunderstandingofallthreemethodsofheattransfer,aswellashisabilityto
recognizewhichoneswilltransferheatinoroutoftheearthssystem(radiation,inbothcases).Sincehe
wasabletoaccuratelyusethewordsfortheheattransfermechanisms,itcanbeindirectlyinferredthat
heunderstandshoweachmechanismtakesplace.Moreexplicit/directevidenceofhisknowledgeisnot
offeredbythisanswerhowever;itwouldbebeenniceforhimtousemorethanjustthevocabwordsto
describetheheattransfer,evenifhisresponseistechnicallyaccurate.Thisindirectevidence,however,
suggeststhathisunderstandingofthemechanismsofheattransfer(andhowtheycanbeusedtoexplain
heattransfereffectively)hasimprovedasaresultofthelesson.

ImprovementsParts
Ithinkthatthekeyprinciplesofconservationofenergyandthereforethenecessityofheattransferwasnot
clearlyexplainedandIwouldemphasizeitalotmoreinanyfuturelesson.Iimaginespendingmoretimeonthe
bigideasatthebeginningofourlesson,insteadofjumpingrightintothePEOEsequenceandourgrouping
activity.Weexpectedthemtohaveabetterunderstandingofconservationofenergyandthethreetypesof
energytransfermechanisms.AlthoughIknowthattheyhavethepriorknowledge,theywereunabletoapplyit
todifferentexamples.Inourmodelingandscaffolding,weshouldhavemadetheapplicationofconservationof
energymuchmoreapparentbyclearlyexplainingwheretheheatiscomingfrom,whereitisgoing,andhow
woulditthenleavethedifferentsystems.

Ifeelliketheorderofsomeofthetaskswasalittlebitwonky.Ifeltmyselfbecomingconfusedasweshifted
betweenthePEOEeventtothenotecardsbacktothePEOEtoaquickdiscussionoftemperatureversusheat
andbacktomodelingheattransfer.Theorderfeltverywrongandalientome,eventhoughwehadplannedit
andIknewwherewewereheaded.Icanonlyimaginehowourstudents,notknowingtheplan,mighthavebeen
feeling.IfIweretodothisactivityagain,Iwoulddefinitelybemorecarefulinmyorderingoftheactivities
(andprobablyendupspacingthemoutoverseveraldays,whichIexpected,anyway).
Iwouldalsohavelikedtoputmoreemphasisontalkingaboutthemolecularlevelwhendiscussingtheseheat
transfers.TheresponsesIgotfromthestudentsoftenlackedthisaspect,andIfeelitiskeytobeingableto
accuratelydescribeheattransfer,evenwhendiscussingitasamoremacroscopiclevel.IfIweretoteachthis
lesson(series)again,Iwouldincludemoretimetoconsiderthemolecularlevelandhowanunderstandingof
whatgoesontherecanbeconnectedtothemacroscopiceffectsmorereadilyseenbyus.(Whichmakesthis
soundlikeagoodthermodynamicslessontome,sincethatswhatmythermoprofessorsaidthefocusofthermo
wasconnectingthemacroandmicroscopiclevelstogether.)

ImprovementsinYourUnderstandingofScienceTeaching
Kylewasagreatstudenttohave,asheiswillingtosharehisideasevenwhenheknowshemayhavesome
misconceptions.Healsostrugglestoexplainhimselfinwritingandhasamucheasiertimeexplaininghis
thinkingorally.Iunderstandthatasafutureteacher,Iwillhavemanydifferentkindsofstudentsandthatin
ordertounderstandwhetherornottheyunderstand,Iwillneedtousemanydifferenttypesofassessments.I
struggledtoanalyzesomeofKylesunderstandingbecauseallIhadwerehisnotesbutIhadamucheasiertime
analyzinghisunderstandingwhenlookingatnotesofwhathehadsaid.Drawingswerealsohelpful.
Aftergoingoversomeofthestudentresponses,IrealizedIwishedthatIhadbeenabletoelicitcertainaspects
oftheirknowledgeaboutthetopic.Particularly,forthislesson,Ifeltthataskingthemtotrytoexplaintheir
responsesatamolecularscalewouldhavemoreefficientlyrevealedtomethedepthoftheirunderstandingof
thetopic(especiallyinthewarmups).HadIknowntheirpriorknowledgealittlebetter,Icouldhavetailored
thelessonmoreeffectivelytofillingthoseneeds.Thishascausedmetorealizethat,sometimes,youmustask
questionsinanextremelyexplicitmanner,sothatyouretrievethedesireddataonstudentknowledge.
(Unfortunately,Ifeelthiscanoftenbehardtopredict,solearningwhatsortofsituationsmoreoftenrequirethis
wouldbeusefulinthefuture.)