This activity is a 2 part lab activity where students record properties of various bars of soap, and make models of molecules as they are cooled or heated. Students develop a new experiment changing one variable.

This article lists common misconceptions about light, heat, and the sun. It provides formative assessment probes and information about teaching for conceptual change.

Elementary grade students investigate heat transfer in this activity to design and build a solar oven, then test its effectiveness using a temperature sensor. It blends the hands-on activity with digital graphing tools that allow kids to easily plot and share their data. Included in the package are illustrated procedures and extension activities. Note Requirements: This lesson requires a "VernierGo" temperature sensing device, available for ~ $40. This item is part of the Concord Consortium, a nonprofit research and development organization dedicated to transforming education through technology. The Consortium develops digital learning innovations for science, mathematics, and engineering.

With the help of simple, teacher-led demonstration activities, students learn the basic concepts of heat transfer by means of conduction, convection, and radiation. Students then apply these concepts as they work in teams to solve two problems. One problem requires that they maintain the warm temperature of one soda can filled with water at approximately body temperature, and the other problem is to cause an identical soda can of warm water to cool as much as possible during the same thirty-minute time interval. Students design their solutions using only common, everyday materials. They record the water temperatures in their two soda cans every five minutes, and prepare line graphs in order to visually compare their results to the temperature of an unaltered control can of water.

In this video segment adapted from ZOOM, two solar cookers are tested against a control to see which can cook a "s'more" faster.

The author explains heat transfer and how it applies to living in extremely cold environments.

The phenomenon is thermal expansion of copper. This demonstration allows an observer to see the effect of heating (and cooling) a copper tube. When heated, the copper tube lengthens and thickens. When cooled, the tube shrinks. The lengthening of the rod rotates a toothpick with an attached flag to make the expansion visible and measurable.

The students discover the basics of heat transfer in this activity by constructing a constant pressure calorimeter to determine the heat of solution of potassium chloride in water. They first predict the amount of heat consumed by the reaction using analytical techniques. Then they calculate the specific heat of water using tabulated data, and use this information to predict the temperature change. Next, the students will design and build a calorimeter and then determine its specific heat. After determining the predicted heat lost to the device, students will test the heat of solution. The heat given off by the reaction can be calculated from the change in temperature of the water using an equation of heat transfer. They will compare this with the value they predicted with their calculations, and then finish by discussing the error and its sources, and identifying how to improve their design to minimize these errors.

This activity is an entire-class lab experiment that refreshes the concepts of sinking and floating, while introducing the concepts of bouyancy and density using the fizz from sprite (carbon dioxide gas) and raisins.

Watch warm water float on top of cold water in this video segment adapted from ZOOM.

In this activity, students perform an experiment to determine the heat of a reaction.

OBJECTIVES:At the end of the topic students will be able to:1) Students will be able to understand the effects of heat on the states of matter.2) Students will gain in depth understanding of the concept of thermal expansion and contraction of solids.3) Students will apply the concept of thermal expansion and contraction of solids in their day-to-day life.Standard:7th Standard  and aboveContent Analysis:New Terms i) Change of state of a substance                  ii) Expansion and contraction of solidsDefinition:The changing of solids into a liquid and a liquid into a gas on heating is called a change of state of a substance.Concept:For a substance to undergo a change of state, heat must either be given to it or taken away from it.Examples:1) When we place the ice on a table it gets converted into a liquid.2) On heating water, it gets converted into the vapour that is the gaseous form.3) On cooling the hot water it gets converted into the liquid form. When we place a lid on the top of the hot water, water droplets are formed on the surface of the lid that is condensation takes place.4) When we put water in a refrigerator it becomes ice after sometime.Expansion and contraction of solids:On heating most solids expand that is their length or volume increase. While on cooling solids contract.Examples:1) If the tin lid of a bottle is struck on too tightly, we often dip it in warm water to help open the bottle.2) If two metal bowls have got struck one inside the other, we place them in hot water. This helps to separate the two bowls easily.Experiment:When the metal wire is heated it expands. That is, its length increases. As a result it pushes the pointer. If we stop heating the wire it cools slowly and contracts and the pointer goes back to its original position. Thus we see that solids expand when heated and contract when cooled.

Grumpy Professor Hank admits to being wrong about how everything is chemicals. But he now wants you to listen as he blows your mind with a new sweeping statement: everything (yes, really everything this time) is energy. What?!

This week, Hank takes us on a quick tour of how thermodynamics is applied in chemistry using his toy trebuchet as an example because he is a proud nerd.

Chapters:
Everything Is Energy
Forms of Energy
Potential Energy
Chemical Energy
Energy Is Constant & Law of Thermodynamics
System & Surroundings
Energy Transfer
Work
Heat
Trebuchets

Students evaluate various everyday energy conversion devices and draw block flow diagrams to show the forms and states of energy into and out of the device. They also identify the forms of energy that are useful and the desired output of the device as well as the forms that are not useful for the intended use of the item. This can be used to lead into the law of conservation of energy and efficiency. The student activity is preceded by a demonstration of a more complicated system to convert chemical energy to heat energy to mechanical energy. Drawing the block energy conversion diagram for this system models the activity that the students then do themselves for other simpler systems.

The students participate in many demonstrations during the first day of this lesson to learn basic concepts related to the forms and states of energy. This knowledge is then applied the second day as they assess various everyday objects to determine what forms of energy are transformed to accomplish the object's intended task. The students use block diagrams to illustrate the form and state of energy flowing into and out of the process.

Demonstrations explain the concepts of energy forms (sound, chemical, radiant [light], electrical, atomic [nuclear], mechanical, thermal [heat]) and states (potential, kinetic).

This lesson covers concepts of energy and energy transfer utilizing energy transfer in musical instruments as an example. More specifically, the lesson explains the two different ways in which energy can be transferred between a system and its environment. The law of conservation of energy will also be taught. Example systems will be presented to students (two cars on a track and a tennis ball falling to the ground) and students will be asked to make predictions and explain the energy transfer mechanisms. The engineering focus comes in clearly in the associated activity when students are asked to apply the fundamental concepts of the lesson to design a musical instrument. The systems analyzed in the lesson should help a great deal in terms of discussing how to apply conservation of energy and energy transfer to make things.

This article highlights children's literature about light, heat, and energy sources for use in the elementary classroom.

This article aligns the concepts of Essential Principle 2 of the Climate Sciences to the K-5 content standards of the National Science Education Standards. The author also identifies common misconceptions about heat and the greenhouse gases effect and offers resources for assessing students' understanding of interactions among components of the Earth system. This article continues the examination of the climate sciences and climate literacy on which the online magazine Beyond Weather and the Water Cycle is structured.

Explore the concept of evaporative cooling through a hands-on experiment. Use a wet cloth and fan to model an air-conditioner and use temperature and relative humidity sensors to collect data. Then digitally plot the data using graphs in the activity. In an optional extension, make your own modifications to improve the cooler's efficiency.