CURRICULUM LINKS

• Students observe the effects of heat moving from one object to another, e.g. the feeling when hands are placed on warm or cold materials.
• Describes everyday interactions between objects that result from contact and non-contact forces.
• Source: NESA Science K–10 inc. Science and Technology K–6 - Stage 2
• Source NESA Science K-10 Syllabus - Stage 2 2018

METHOD

Start and end each session with a visible thinking learning task - what I used to think and what I think now - to help implement the Five Formative Assessment Strategies to improve student learning.

Student scientists are divided into one or more small groups collecting responses to two questions:

1. Students work in small groups. These groups are of two types:
   1. One (or more) 'hot' group(s).
   2. One (or more) 'cool' group(s).
2. To record data, each group creates their own version of three very simple tables/spreadsheets:
   1. a 'measured temperature' table/sheet
   2. a 'hot' table/sheet
   3. a 'cold' table/sheet
3. Materials of suitable size, thickness and durability should be selected and described in the experimental notes for each material used (a simple description/photograph might be sufficient).
4. Students scientists set up their selected materials on a table in the playground at least 15 minutes before inviting people to touch/test. Why?
5. During recess, student scientists groups ask other students to touch each of the materials and state which of the materials that they think feels coldest and which of the materials they think feels warmest.
6. Student scientists record their results into their results table:
   1. Students scientist in the 'hot' group(s) record the item that people say is warmest.
   2. Students scientist in the 'cool' group(s) record what material people say is coldest.
   3. Each group should take a photograph of their general location (including how their items have been laid out) at the start and at the end of their experiment. Why?
   4. Each of the groups MUST measure and record the temperature of each item (using an infra-red thermometer) at the start and at the end of their experiment. These measured temperatures should be recorded in a third, separate table. Why?
   5. Students should agree about the minimum number of records they need to collect in their table(s) so that their results are useful. Why?

PROCEDURE Part 1.

*NOTE: At start and end of the experiment, each group should measure and record the temperature of the table-top on which their test items were placed. Each group should make sure that their table/items are not placed in direct sunlight. Why?

PROCEDURE Part 2.

OPTIONAL: Enter your data into a Google form or spreadsheet in real time (via wifi laptop), or record using pen and paper and then transfer data from paper to spreadsheet at end of experiment.

Scientists in the 'hot' group invite students to briefly touch each item and then ask: 'Which item do you think feels WARMEST?' and enter the reply into a table.

Scientists in the 'cool' group invite students to briefly touch each item and then ask: 'Which item do you think feels COLDEST?' and enter the reply into a table - In the top row, tick the box of the item people say is COLDEST:

Each group should make notes resulting from their discussion about the following list of items:

1. The tables can simply be created and results entered using pen and paper, and then transferred later into a Google sheet.
2. Students should discuss, clarify and agree about the role of each member of their group before they carry out their experiment.
3. Students should think about the location where and how they will set up their experiment, and try to identify (and avoid) any factors that might affect their results.
4. The paper could be a from a bathroom paper-towel or kitchen roll. A soft-cover book or paper plate/cup (note: many books/cups are unsuitable as they have a plastic coating).
5. The metal could be a tray, a foil dish or pizza, a saucepan or any metal box/container.
6. The plastic could be a plastic ruler, food container or any similar item.
7. The wood should be unpainted - you could us a wooden ruler, cutting-board or any wood off-cut.
8. Is there anything important missing from the above list?

OPTIONAL EXTENSIONS

• Create a Google form/sheet and use your school ICT technology to enter data in real-time using a DoE network connected laptop computer or similar.
• Make a video, a slide-show, pod-cast or similar to interview a student/parent about your experiment.

RESULTS + DISCUSSION + CONCLUSION

Students combine discuss/graph/analyse the results that they obtained. For example: