Nicole Denny SCI319 10/23/2017

Thermal Energy Transfer

Grade Level: Middle School
Standard: MS-PS3-3 Energy- Apply scientific principles to design, construct, and test a device
that either minimizes or maximizes thermal energy transfer.
This lesson comes early on in this unit. This lesson focuses more on what thermal energy transfer
is, the kinds of thermal energy transfer and the movement of molecules during thermal energy
transfers. Students are introduced to the idea of creating a device to minimize thermal energy
transfer.
Objectives:
Students will be able to…
1. Identify types of thermal energy transfers (conduction, convection, radiation).
2. Describe the movement of molecules at different temperatures.
3. Design and test devices to minimize thermal energy transfer.
4. Define thermal energy transfer.
Table of Activities and Objectives 1 2 3 4
Engagement How Thermal Energy Moves X
Exploration Moving Heat X X
Explanation Identifying Heat Transfer X X X
Elaboration Thermal Investigation X X X
Evaluation Thermal Energy Transfer Quiz X X X

Materials/Setup:
Lesson will take up two class periods or around 2 hours
Engage
o Food coloring (dark colors work best)
o Three large clear containers/beakers
o Bunsen burner/ alternative heating source (ex: microwave)
o Ice cubes
o Thermometer
Elaborate
Number of materials needed varies on size of classroom. Additional materials needed can vary.
o Beakers/cups (6)
o Thermometers (6)
o Stop watches (6)
o Tap water
o Bunsen burner/ alternative heating source (ex: microwave)
 Nicole Denny SCI319 10/23/2017

Additional materials (Enough for groups of four to all use)

o Cardboard
o Aluminum foil
o Construction paper of different colors
o Duct tape (6 rolls)
o Glue (6) (glue sticks, bottles of glue, or hot glue gun depending on supplies)
o Cotton balls
o Fabric
o Scissors (6)
Safety:
Instructors should be the only ones handling heating water. However, take caution when using
Bunsen burners or alternative heat source to heat beakers of water. Use safety gloves. Students
should be forewarned of hot water. Caution students to not run or toss scissors.
If instructor chooses to allow students to use hot glue to create their devices forewarn students of
touching hot glue or tip of glue gun. Keep all glue guns at the front of the room and have
students come up one at a time to use.

Requisite Knowledge:
Heat- The transfer of energy from one object to another because of difference in temperature
Heat Transfer- When two objects are combined or come in contact with one another, their
molecules will transfer energy (heat). The colder objects molecules will speed up motion as their
temperature increases and the warmer objects molecules will slow down as their temperature
decreases. Heat moves from an area of high temperature to an area of low temperature.
Heat Source- An area of higher temperature
Heat Sink- An area of lower temperature
Three types of heat transfer: convection, conduction, and radiation
1. Conduction- Occurs when two objects of different temperatures are placed in direct
contact with each other. Heat energy moves from the warmer object to the colder object
until both objects are the same temperature. When an object is warmed its particles bump
into nearby particles and make them vibrate as the energy spreads.
2. Convection- Occurs when particles physically move into an area of different temperature
and warms or cools the area. The particles of the warm object take the place of cold
particles.
3. Radiation- Occurs when heat energy is gained or lost through electromagnetic radiation
(It includes radio waves, microwaves, infrared, light, ultraviolet, X-rays, and gamma
rays).
Kinetic Energy- the energy an object has because of its motion
 Nicole Denny SCI319 10/23/2017

Second Law of Thermodynamics- heat always moves from hot to cold

Equilibrium- a state of which opposing forces balance
Conductor- a material that an electric current can flow freely
Insulator- a material that an electric current cannot flow freely through

Engage: How Thermal Energy Moves

(Estimated time: 8 minutes)
Before students come into class prepare three clear beakers of water of varying temperatures.
Make one beaker boiling temperature, leave one beaker at room temperature, and put ice cubes
in the last beaker. Make sure each beaker has the same volume of water.
When students walk in have the three beakers sitting at a table in the front of the room. Once
students sit down, draw their attention to the beakers at the front of the room. Do not indicate a
difference in temperature in the beakers. One at a time put three drops of food coloring into each
beaker. Have students observe the motion of the food coloring in each beaker. Have student
volunteers help put the food coloring in each beaker so the colors can be dispersed all at once.
Results: As the food coloring is dropped into the different temperature beakers the food coloring
will disperse at different rates. In the cold beaker, the food coloring will appear to stay still and
near the top of the beaker, barely mixing with the cold water. In the room temperature beaker the
food coloring will float towards the bottom of the beaker and will slowly mix with the water. In
the hot water, the food coloring will immediately start to swirl and mix with all of the water. The
speed of the food coloring shows the speed variation of the particles at different temperatures.
Hold a class discussion and ask the students questions about what they observed. How is the
movement of the food coloring different in each beaker? Why do you think the movement of the
food coloring is different? What causes the difference in movement? What does the food
coloring show?
If students decide that the water must be at different temperatures, ask the students which beaker
is at which temperature. Why do they come to this conclusion? Can the whole class agree? What
does the speed of the mixing food coloring show about the speed of the particles inside the glass?
Why does the food coloring mix faster in the hot water and slower in the cold water?
As the discussion unfolds write students ideas on the board. Take a vote to see how much of the
class agrees with what is being said to get more students involved. Once discussion is over reveal
the temperatures of each container of water using a thermometer.
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Explore: Moving Heat

(Estimated time: 15 minutes)
Taking into consideration what they observed about how thermal energy moves provide students
with several examples of thermal energy transfers using the provided worksheet (Moving Heat).
Let students work with a partner to collaborate. As students work walk around to answer any
questions and keep students on the right track.
In this worksheet students are given three examples of thermal energy transfer. Students are
asked questions about each example and are challenged to compare and contrast the three
examples. There is one example of conduction, one of convection and one of radiation.
Worksheet will be graded by completion.
Once all students are finished hold a class discussion about each example and how the students
thought the heat was moving. Did the students think these examples were different in any ways?
What ways? Do all the students agree?

Explain: Identifying Heat Transfer

(Estimated time: 15 minutes)
Instruct students to take notes in a journal while instructor lectures, giving clarification,
definitions and terminology. Ask students questions along the way to bring in the previous
activities and their prior knowledge.
We just looked at and discussed three different examples of heat moving. Can anyone tell me
what heat is?
Heat- The transfer of energy from one object to another because of difference in temperature
In the Moving Heat worksheet we saw the transfer of heat from hot metal to someone’s skin.
This “movement of heat” was actually a transfer of energy. This happened because of a
difference in temperature. The metal marshmallow stick was very hot and the boys’ skin was
 Nicole Denny SCI319 10/23/2017

relatively cool in comparison. Thinking of it at a molecular level, what did the molecules look
like inside the hot metal? What kind of motion did they have? Why?
The hot metal molecules were moving very quickly, vibrating and bumping into one another. We
saw this quick motion in our first experiment with hot water. The molecules move faster when
they are heated up. Compared to the hot metal molecules the molecules of the boys’ skin were
moving relatively slow. When the hot metal came in contact with the cool skin the fast moving
molecules begin to transfer their energy (heat) to the slower moving molecules. As a result the
fast moving metal molecules begin to slow down and the slow moving skin molecules begin to
speed up as there temperature increases. This shows an example of the second law of
thermodynamics.
Second Law of Thermodynamics- heat always moves from hot to cold
The area of higher temperature like the metal marshmallow stick, is called a heat source. The
area of lower temperature like the boys skin, is called a heat sink.
Heat Source- An area of higher temperature
Heat Sink- An area of lower temperature
There are three types of heat/thermal energy transfers. You may have noticed some differences
in the three examples from your Moving Heat worksheet, what were they? These differences are
the differences between the three types of thermal energy transfers. As we go through the
different types of thermal energy transfers think about the examples from the Moving Heat
worksheet and see if you can identify each thermal energy transfer.
The first type of thermal energy transfer is called conduction.
Conduction- Occurs when two objects of different temperatures are placed in direct contact
with each other. Heat energy moves from the warmer object to the colder object until both
objects are the same temperature. When an object is warmed its particles bump into nearby
particles and make them vibrate as the energy spreads.
The second type of thermal energy transfer is called convection.
Convection- Occurs when particles physically move into an area of different temperature and
warms or cools the area. The particles of the warm object take the place of cold particles.
The third and final type of thermal energy transfer is called radiation.
Radiation- Occurs when heat energy is gained or lost through electromagnetic radiation. The
molecules absorb the heat and energy from the heat source (the sun, fire) through the
electromagnetic waves and begin to move quickly.
Now which example from your previous worksheet would be an example of conduction?
(Example one) Convection? (Example two) Radiation? (Example three)
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There are ways to maximize and minimize the amount of heat that is transferred. There are
certain types of materials that will let the thermal energy flow. (students have worked with these
ideas previously)
Conductor- a material that an electric current can flow freely
Insulator- a material that an electric current cannot flow freely through
Can anyone list any examples of conductors? (Copper, aluminum, most metals)
Can anyone list any examples of insulators? (Non-metallic materials, wood, cloth)

Elaborate: Thermal Investigation

(Estimated time: 45 minutes)
Present students with an everyday dilemma, every morning on the way to work the instructor
drinks their coffee out of a plastic cup. Since they can’t drink the coffee and drive at the same
time the coffee cup sits in the cup holder until they arrive at work. When the instructor reaches
work and tries the coffee it has become cold. The instructor needs students help to design a way
for the coffee to lose less heat from thermal energy transfer. Students are split into groups of
four. Each group of students will be presented with the same materials.
Materials provided to each group: (can vary) one beaker/cup, one thermometer, one stop watch,
tin foil, construction paper of varying colors, cardboard, cotton balls, fabric, glue, scissors, duct
tape, etc.
Instruct students that their devices can be built around or on the cups/beakers (all groups should
be provided with the same container to hold liquid in), although students should keep in mind
that whether the device is touching the cup or around the cup may change the form of heat
transfer they are preventing. Students should be given time to collaborate with their group
members on material choice and design before starting to create their device. Make sure students
are aware that they need to be able to pour water into the cup still (Don’t seal container
permanently).
As the students work on their experiments they should be filling out the Thermal Investigation
worksheet. On the worksheet students will be discussing their investigation process, answering
questions about the thermal energy transfer they are trying to prevent and explaining the results
of their experiment.
Once all groups are done creating their devices announce that it is time to stop working and that
no other alterations can be made to their devices. At this point the instructor will come around
with a pitcher of warm water (the temperature of the water does not matter as long as it is the
same for all students and is warmer than room temperature) and pour water into each group’s
cups. Students will then take an initial temperature measurement. Students will take additional
measurements after one, five, and ten minutes. While students wait to take additional
temperature measurements they can finish working on their thermal investigation worksheet if it
 Nicole Denny SCI319 10/23/2017

is unfinished. To keep students attention show them a video on how professionals work to make
devices that battle thermal energy transfers.
Video: https://www.youtube.com/watch?v=mThNcqpko7s
Discuss as a class: Why would you want a vacuum sealed cup? How are these mugs
similar/different then what we are doing? What do you think the scientific process was like
behind these mugs before they created machines to make the mugs? How did they decide a
material? How did they find out what worked the best?
Once all final temperatures are taken after ten minutes have students evaluate their products.
Talk about what worked and what did not work. See whose device held heat the best (which
device changed the least amount of degrees). Discuss the differences in design and students
thinking processes when they approached their design. What were the devices attached to the
mugs trying to prevent? (Conduction) What were the devices around the mugs trying to prevent?
(Convection) Note: some devices might have been preventing both.
*Thermal Investigation worksheet will be graded for completion

Evaluate: Thermal Energy Transfer Quiz

(Estimated time: 10 minutes)
Once all activities are finished students will be able to complete the short quiz to check for
comprehension. The quiz should be completed individually with no notes. Ask students to read
the directions silently as the instructor reads them allowed.
The quiz and the answer sheet for the quiz are on the following pages.
 Nicole Denny SCI319 10/23/2017

References:
Heat Transfer For Kids. (n.d.). Retrieved October 24, 2017, from https://www.real-world-
physics-problems.com/heat-transfer-for-kids.html
Physics for Kids. (n.d.). Retrieved October 24, 2017, from
http://www.ducksters.com/science/heat.php
Read the Standards. (n.d.). Retrieved October 24, 2017, from
https://www.nextgenscience.org/search-
standards?keys=thermal%2Benergy%2Btransfer&tid_4%5B%5D=All&tid_1%5B%5D=All&tid
_2%5B%5D=All&tid%5B%5D=106
Studios, A. R. (n.d.). Energy Likes to Move. Retrieved October 24, 2017, from
http://www.physics4kids.com/files/thermo_transfer.html
S. (2017, January 14). Heat Transfer Projects For Kids - STEM activities. Retrieved October 24,
2017, from https://www.steampoweredfamily.com/activities/heat-transfer-projects-for-kids-
stem-activities/
 Nicole Denny SCI319 10/23/2017

Name: ___________________________
Date: _____________________
Moving Heat
1. Last weekend James went on a camping trip with his family. At the end of the day James family
wanted to make s’mores on the fire. James used his metal pronged tool to cook his marshmallow.
When it was a perfect golden brown from the fire James tried to take his marshmallow off the end
of his metal tool and accidentally burned his finger on the hot metal.

How do you think the heat moved?

_________________________________________________________________________________
_________________________________________________________________________________
What do you think the molecules looked like during this movement?
_________________________________________________________________________________
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2. Katie wasn’t feeling good Sunday morning so her mother offered to make her some hot tea.
Waiting for her tea to cool enough to drink Katie reached over her cup to grab her book. As she
did she felt that the air above her hot tea was very warm. Think of how the air above the hot tea
was warmed.

How do you think the heat moved?

_________________________________________________________________________________
_________________________________________________________________________________
What do you think the molecules looked like during this movement?
 Nicole Denny SCI319 10/23/2017

_________________________________________________________________________________
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3. On a hot summer day Damon hears the ice cream truck coming down his street. He runs to his
front yard and makes sure he stays on the grass to avoid his black cemented driveway because he
knows his driveway will be hot from the sun. Think about how the black driveway became so hot.

How do you think the heat moved?

_________________________________________________________________________________
_________________________________________________________________________________
What do you think the molecules looked like during this movement?
_________________________________________________________________________________
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Think about all three of these examples. How are they similar? How are they different? (How is the
heat moving, what is happening to the molecules, etc)
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 Nicole Denny SCI319 10/23/2017

Moving Heat Answer Guide

*Worksheet should be graded based on completion out of 8 points*
1. (Example of conduction) How do you think the heat moved?(1)
Heat moves through direct contact of a warmer object to a cooler object.
What do you think the molecules looked like during this movement?(1)
When an object is warmed its particles bump into nearby particles and make them
vibrate as the energy spreads. The warm particles that are moving very fast start to
slow as they transfer their energy to the cold molecules that begin to speed up.

2. (Example on convection) How do you think the heat moved?(1)

The molecules physically move into an area of different temperature and warms the
area.
What do you think the molecules looked like during this movement?(1)
The particles of the warm object take the place of cold particles. The cold particles
are pushed away.

3. (Example of radiation) How do you think the heat moved?(1)

Heat energy is gained through electromagnetic ways coming from the heat source (the
sun) and is absorbed by the cooler object.
What do you think the molecules looked like during this movement?(1)
The molecules absorb the heat and energy from the heat source (the sun, fire) through
the electromagnetic waves and begin to move quickly.

Think about all three of these examples. How are they similar?(1) How are they
different?(1)
They are similar in that they are all transferring heat from a warm object/source to a cold object.
They are different in that they are three different types of energy transfer. One example heat was
transferred through direct contact, another the heat was transferred through warmer molecules
physically moving cooler molecules out of the way, and the third was heat transferred from
electromagnetic waves.

____/8
 Nicole Denny SCI319 10/23/2017

Name: ______________________________
Date: ______________________________
Group Members: ________________________________________
Thermal Investigation

Every morning your teacher’s coffee is cold by the time they get to work! They need your help to
design a way for the coffee to lose less heat from thermal energy transfer. You will be put into
groups of four. Each group will be presented with the same materials.
Your device can be built around or on the cups/beakers, although keep in mind that whether the
device is touching the cup or around the cup may change the form of heat transfer you are
preventing. You will be given time to collaborate with your group members on material choice
and design before starting to create their device. Make sure you DO NOT SEAL YOUR
CONTAINER PERMINANTLY, we will be pouring water into the cup to test your devices
ability to hold heat. Water will be provided by the teacher once all groups finish making their
devices.
Planning: List the ideas your group comes up with in the space provided.
(When planning how you will make your device consider: material type, construction, ability to
hold heat.)

Answer the following questions about your device and its purpose in the spaces provided.

What is causing the coffee to lose its heat?

Should you use conductors or insulators to stop the thermal energy transfer?

Is your device being built on or around the cup?

What kind of thermal energy transfer are you trying to prevent?

Does color of the material matter? Why of why not? What does color affect?

What will the molecules of water (hopefully) look like when using your device?
 Nicole Denny SCI319 10/23/2017

Draw a picture of your prototype, label the materials being used.

Once you are finished creating your device your teacher will pour water into your cup. Make sure to take
an initial temperature measurement of the water. You will take additional measurements after one, five,
and ten minutes. Use the stop watch to help you keep track of when you will take your measurements.
Use the table provided to record the waters temperatures at the varying times.

Time (Minutes) Temperature (Degrees Celsius)

Initial Measurement
One Minute
Five Minutes
Ten Minutes

Temperature change: (Final – initial temperature) __________________________

Was your device affective at stopping the thermal energy transfer? Why or why not?
 Nicole Denny SCI319 10/23/2017

Thermal Investigation Answer Key

Worksheet is graded for completion. Given a grade of credit or no credit
What is causing the coffee to lose its heat?
The coffee is losing its heat from convection and conduction
Should you use conductors or insulators to stop the thermal energy transfer?
Insulators
Does color of the material matter? Why of why not? What does color affect?
The color of the material does not matter in this instance. It would matter if we were testing
radiation. Ex: darker colors absorb more heat from radiation more rapidly.
What will the molecules of water (hopefully) look like when using your device?
The molecules will hopefully be moving at a fast uniform speed. This would indicate that the liquid
is staying the same warm temperature.
 Nicole Denny SCI319 10/23/2017

Name: ______________________________
Date: ______________________________

Thermal Energy Transfer Quiz

Please put your name and today’s date at the top of this paper. Complete the quiz individually with no
notes or textbook. Write your responses on the line provided. If you need more room to write feel free to
write on the back, but please indicate you have done so. When you are finished turn your quiz over and
silent read/draw.
1. What are the three types of thermal energy transfers?
______________________________________________________________________________
2. What is the following a definition for?
-The transfer of energy from one object to another because of difference in temperature.
________________________________________________________________________
3. What type of thermal energy transfer is a hot air balloon rising when its heater is turned
on an example of?
________________________________________________________________________
4. What type of thermal energy transfer is Ms. Denny burning her hand on a hot bowl of
soup and example of?
________________________________________________________________________
5. What is thermal energy transfer? (In your own words)
________________________________________________________________________

The following questions are true/false statements. If you think a statement is completely true, put
a T on the line next to the statement. If you think the statement is completely false, put an F on
the line next to the statement.
____ 6. The transfer of heat always goes from an object of cooler temperature to an object of warmer
temperature.
____7. An insulator is a material in which an electric current cannot flow freely.
____8. In a cold substance the molecules are moving very slow.
____9. Thermal energy transfers that happen through radiation can only happen when it involves the sun.
____10. Copper is an example of a conductor.
 Nicole Denny SCI319 10/23/2017

Thermal Energy Transfer Quiz Answer Sheet

1. What are the three types of thermal energy transfers? (One point)

Conduction, convection and radiation (gave a hint for radiation in #9)

*need all three to get point*

2. What is the following a definition for? (One point)

-The transfer of energy from one object to another because of difference in temperature.

Heat

3. What type of thermal energy transfer is a hot air balloon rising when its heater is turned
on an example of? (One point)

Convection

4. What type of thermal energy transfer is Ms. Denny burning her hand on a hot bowl of
soup and example of? (One point)

Conduction

5. What is thermal energy transfer? (In your own words) (One point)

When two objects are combined or come in contact with one another, their molecules will
transfer energy (heat). The colder objects molecules will speed up motion as their
temperature increases and the warmer objects molecules will slow down as their
temperature increases. Heat moves from an area of high temperature to an area of low
temperature.
__F__ 6. The transfer of heat always goes from an object of cooler temperature to an object of warmer
temperature. (Hot moves to cold) (One point)
__T__7. An insulator is a material in which an electric current cannot flow freely. (One point)
__T__8. In a cold substance the molecules are moving very slow. (One point)
__F__9. Thermal energy transfers that happen through radiation can only happen when it involves the
sun. (Radiation transfers can happen from fire too) (One point)
__T__10. Copper is an example of a conductor. (One point)

_____/10 points