Introduction
Energy, in the form of heat, is constantly being
moved from place to place, from object to object, and ultimately from molecule
to molecule. Heat energy can be transfered from place to place in three
important ways: by conduction, convection, and radiation. This module focuses
on convection, and offers activities that help students understand how
convection works.
Subject: Earth science
Topic: Convection
Grade Level: 6 th
 Standards
Addressed
Sixth Grade Science: Focus
on Earth Science
Standard Set 3 : 3a, 3b, & 3c
Heat
moves in a predictable flow from warmer objects to cooler objects until
all objects are at the same temperature.
Heat flows in solids by conduction
(which involves no flow of matter) and in fluids by conduction and also
by convection (which involves flow of matter).
 Instructional
Objectives
-
Students will construct an apparatus
that will demonstrate how convections occurs in fluids.
-
Students will record observations
in their science notebook, making both qualitative and quantitative entries.
-
Students will be better able to
understand how convection currents within the Earth move the plates of
the lithosphere.
Student
Activities
The
students will perform three experiments that will model the
convection
currents within the Earth. All experiments require
little
in the way of materials and set up is a breeze. There is
an
online search as well.
Activities
Day
1
Cut the paper plate as shown in the figure
1.
Punch a small hole in the center and tie
a piece (35 cm) of string to it. Hold
it over the
hot plate and record your observations.
Vary
the distance above the hot plate, using
a ruler
as a guide. Record in the data table.
.
Figure 1
Initial Observations:
Data Table:
| Distance above heat (cm) |
Observations
|
|
|
|
|
|
|
Day
2
Using a pair of scissors, cut up some
paper into small pieces(if you
have colored paper, it is easier to see).
While preparing that, place
a pyrex measuring cup(4 or 8 cup) filled
with water on a hot plate.
When the water comes to a boil, add some
of the shredded paper
and observe what you see. Record your
observations.
OBSERVATIONS:
Why did the paper move the way it does?
Now, turn off the hot plate, leaving the
water and paper right where it is.
Observe for 10 minutes, recording while
you watch.
OBSERVATIONS:
So, how are the last two experiments related? What did you see that
was the
same in both of them? What was different? Write me a definition of
what you
think convection is?
DAY
3
Visiting
the Web
Visit any 4 of
the following web sites:
http://www.eecs.umich.edu/~coalitn/sciedoutreach/funexperiments/agesubject/earthsciences.html
http://www.uen.org/cgi-bin/websql/lessons/l4.hts?id=7642&core=3&course_num=3060&std=2
http://www.uen.org/cgi-bin/websql/lessons/l4.hts?id=7641&core=3&course_num=3060&std=2
http://www.nexus.edu.au/Divisions/Curriculum/units/html/science/chillout2/act3-8-copt2.htm
http://www.fcps.k12.va.us/RockyRunMS/Convection/currents.htm
http://www.earth.monash.edu.au/~greg/Conv.html
http://www.davison.k12.mi.us/dms/library/cybrary/earth2.htm
http://pubs.usgs.gov/publications//text/understanding.html#anchor172788
http://www.usgs.gov/
As you look through the sites, add to your definition of
convection. Write
notes on things you thought were interesting.
Final Experiment
Using
all you now know, read through the following procedure and
predict
what you believe is going to happen in the 3 cups. Be
very
specific for each cup.
Day
4
Gather the three cups and label them cold,
warm, and hot. Place them
on the white piece of paper. Place 400
ml water in each cup,
making sure that each temperature is in
the correct cup. Let the water
sit for 4 minutes to insure that the water
has stopped moving( be sure to
not bump the table). Add a drop of food
coloring to each cup and record
what you observe.
CONCLUSION
Write a description of convection. Include:
-
a definition
-
vocabulary
-
connections to experiments
-
how accurate was your prediction
Assessment
The following rubric can be
used to score the activities:
4 Exceptional
All proficient criteria and:
Good use of scientific language
Observations both qualitative and quantitative
Pictures have color, accurate
Superior organization
3 Proficient
All pages complete
Work is neat; easy to follow
Definition is accurate, using good language
Pictures represent experiment
Neat, easy to follow
2 Basic
All pages/ work is complete, but minimally
Definition is incomplete, simple word usage
Pictures do not represent experiment
Not neat, hard to follow
1 Minimal
Observations are incomplete
Missing pages/ activities
No pictures
Results
Web
Resources & Supplementary Materials
Introductory Activity
Visit some of these sites
for more science activities and information.
http://www.exploratorium.edu/snacks/convection_currents.html
http://www.eecs.umich.edu/~coalitn/sciedoutreach/funexperiments/agesubject/earthsciences.html
http://www.uen.org/cgi-bin/websql/lessons/l4.hts?id=7642&core=3&course_num=3060&std=2
http://www.uen.org/cgi-bin/websql/lessons/l4.hts?id=7641&core=3&course_num=3060&std=2
http://www.nexus.edu.au/Divisions/Curriculum/units/html/science/chillout2/act3-8-copt2.htm
http://www.fcps.k12.va.us/RockyRunMS/Convection/currents.htm
http://www.earth.monash.edu.au/~greg/Conv.html
http://www.davison.k12.mi.us/dms/library/cybrary/earth2.htm
http://pubs.usgs.gov/publications//text/understanding.html#anchor172788
http://www.usgs.gov/
Enabling
Activity
Culminating Activity
List and link the web resources
for your culminating activity here. Also link supplementary materials such
as PDF files and /or document files.
School Namehttp://cusd.chico.k12.ca.us/%7Eaevans/index.html
School
Location 2090 Amanda Way Chico,Ca.
95928
Your Name
and e-mail address Robert Preston
PowerPoint
rpreston@cusd.chico.k12.ca.us
Last Revised:
03/01/01 |
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