Alaska Science Performance Standard L2/A8c

Alaska Science
Key Element A8c

A student who meets the content standard should understand the scientific principles and models that state that whenever there is a transformation of energy, some energy is spent in ways that make it unavailable for use (Energy Transformations).

Performance Standard Level 2, Ages 8–10

Students determine heat conductivity of various materials.

Sample Assessment Ideas

Students explain why different types of clothing are worn in different weather conditions.
Students list several heat conductors and heat insulators found in their home; explain the different job that each does.

Expanded Sample Assessment Idea

Expanded Sample Assessment Idea

Students measure the conductivity of different insulation materials as a function of thickness; predict which could be used to build a home for winter or summer use.

Materials heat lamp (or could be done outdoors in the sunlight in summer) thermometer blocks of various materials of differing thickness such as wood, brick or concrete, fiberglass (covered and sealed), wallboard, ice blocks (where available) and so on.) Procedure Students will: Discuss the best way to set up the lamp over the material with the thermometer underneath so that the different measurements can be compared. Discuss what is the best measure to judge insulation—the temperature after a certain time, or the maximum temperature that is reached? Set up each material according to the class design. Measure the temperatures as a function of time; record and graph the data. Compare results with other students in class; graph class data to show different thickness and different materials. Reflection and Revision How could measurements be improved to get more reproducible results? Identify and explain insulation in your home/community that works this way. What happens to the heat in each case? Which is the best material for building? Why? Does it depend on the weather? Is there a difference in insulating against cold rather than heat (imagine if you lived in the desert)? Why or why not?	Levels of Performance
	Stage 4	Student work is complete and shows clear evidence of ability to conduct a reproducible experiment to measure heat conduction. Data and observations are recorded in detail. Student describes an appropriate method to improve the reproducibility of the measurements. Student accurately identifies and explains in detail insulators and conductors used in their home. Building applications for both hot and cold climates are discussed in detail and shows extensive evidence of the transfer of knowledge.
	Stage 3	Student work is complete and shows evidence of ability to conduct an experiment to measure heat conduction. Data and observations are recorded. Student describes a method that affects the measurements, although it may not improve the reproducibility. Student accurately identifies and explains an insulator and a conductor used in their home. Building applications for both hot and cold climates are discussed and shows evidence of the transfer of knowledge.
	Stage 2	Student work may be incomplete and shows limited evidence of ability to conduct an experiment to measure heat conduction. Data and observations are recorded but errors are made. Student may not include suggestion for improving the measurements. Student identifies an insulator or conductor used in their home but may not include an explanation of its use. Building applications, if present, lack detail and show limited transfer of knowledge.
	Stage 1	Student work is mostly incomplete and shows misconceptions regarding experimental design and heat conduction. Data and observations are incomplete or incorrectly recorded. Student identifies an insulator or conductor used in their home. Building applications, if present, are incorrect and show evidence of misconceptions.

Standards Cross-References
( Alaska Department of Education & Early Development Standards)

National Science Education Standards

Heat can be produced in many ways, such as burning, rubbing, or mixing one substance with another. Heat can move from one object to another by conduction. (Page 127)

Heat moves in predictable ways, flowing from warmer objects to cooler ones, until both reach the same temperature. (Page 155)

Benchmarks

Things that give off light also give off heat. Heat is produced by mechanical and electrical machines, and any time one thing rubs against something else. (Page 84)

When warmer things are put with cooler ones, the warm ones lose heat and the cool ones gain it until they are at the same temperature. A warmer object can warm a cooler one by contact or at a distance. (Page 84)

Some materials conduct heat much better than others. Poor conductors can reduce heat loss. (Page 84)

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