I think the students would have thought about their predictions more if I would have had them write it down. When I had them make predictions in the circle most of the students did not really think about it they just agreed with what the first student said.
If they were brave enough to make their own prediction they did not take time to think about why they made the prediction and they wanted to change it through the discussion.
I really liked the idea of the experiment, but the problem was it had so many variables. I did the experiment as a demonstration, because I did not have enough time for the student to do it themselves. Although it was a demonstration I should have allowed the students to be more involved in the experiment. I should have passed the different spoons around the circle while the students made their predictions.
This would have allowed them to investigate the material more before they made their predictions. Then after I did the experiment I could have passed the spoons around again so the student could feel the temperature of the objects.
This would have given them a hands on idea of which object conducted heat the best. When I performed the experiment I was not careful to avoid variables. I placed the bead on the wooden spoon really high and on the plastic, aluminum and iron spoon I place the bead lower on the spoons.
This variable caused the bead on the plastic spoon to fall off first giving the students the idea that plastic conducts heat better than metal. In an ideal situation I could have allowed the students to do the experiments themselves and they could have discovered the different variables.
Instead I simply tried to define the word variable to the student and they did not understand the concept. I feel that students could learn so much more from this experiment if they had time to make self discoveries.
Another problem that occurred with the experiment was the water had to be extremely hot in order for the butter to melt and the bead to fall. I did not have a place to heat water in the room, so before the lesson started I heated the water in the classroom next door. By the time we got through the introduction of the lesson and the predictions the water was not hot enough to make the butter melt. I should have thought to bring in a thermos of some kind to keep the water hot.
After the experiment the students did a pantomime to demonstrate the speed of heat travel through the different objects. The students stood in line, I told them to think of the bean bag as heat and to show me how fast it would travel down the line if they were a iron spoon, an aluminum straw, a wooden spoon or a plastic spoon. This activity worked really well. The students were enthusiastic and worked together to act out the experiment. If I did this pantomime again I would not have used the bean bag.
The pantomime would have been more realistic if the student did the wave down the line to demonstrate heat travel. The bean bag was easy to use but it demonstrations heat as something separate from the object and this is inaccurate.
I thought the pantomime reinforced the concepts I was trying to get the students to understand. It was also a good form of assessment. At the end of the lesson the students were able to explain the idea of conduction in their own words, but I feel I should have put more emphasis on the vocabulary. I know the students understood that heat traveled throught the object, but I do not think I explained that this travel of heat is called conduction.
I believe that this a good lesson, however, if I would have had more experience working in the classroom I could have presented the lesson better. This was only the second lesson I have ever taught in a classroom. The water particles rise to the top of the surface and travels along. Then if it meets the top of the metal spoon, the heat that the water particles carry, will be absorbed by the metal spoon.
This is conduction in the metal spoon. Hope this helps. What happens to the chemical energy from gas when it is ignited in gas ring on a hob. Because collisions between electrons and other particles in metal enable thermal energy to be transferred more quickly. Because the metal spoon is an insulator the heat of the hot chocolate is transferred to the spoon. It's Because of the conduction. The heat comes from the saucepan is conducted by the spoon, and when it is transferred the spoon will start heating up.
There is no spoon, so the question is meaningless. Energy is transferred by any change in temperature, state of matter, etc. It can always be transferred but not destroyed. Energy is transferred from one type of energy to another. For example when a tennis ball is dropped and it hits the ground some of the kinetic energy from the ball is transferred to sound energy.
During photosynthesis radiant energy is transferred to chemical energy. Energy is transferred into an inclined by effort. Wind energy is transferred by wind mills. Yes, energy can be transferred from one phase to another. Yes, energy can be transferred that way.
Energy can be transferred in many different ways; for instance, heat energy can be transferred by conduction, convection and radiation; energy can be transferred by electrical energy, or by sound, light, or by several other waves; a moving object which has all sorts of types of energy will change its position; etc. Log in. Study now. See Answer. Best Answer. Study guides. Chemistry 20 cards. What is the periodic table. What is gravitational potential energy. How many valance electrons in the element Tin.
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