Chapter 3: Light and Sound, Heat and Electricity

Lesson__ : Conductors of Heat and Electricity

Duration: 5 Days
I.
Objectives:
1. Discuss why some materials are good conductors of heat and
electricity.
II.

A. Materials:

Curriculum Guide
Materials specified in the LM
Learners Materials
manila paper
marker

B. References:
Curriculum Guide, S5FE-IIIc-3, p. 31
Science in Action 6, pp. 201-202
Internet Sources- 4PS2A
C. Process Skills: observing, inferring
D. Value Integration: Concern for ones safety during the activity.
III.
Day 1

Learning Tasks:

A. Engagement:
Let pupils recall what they know about electricity.
Ask:
-Have you ever received a small electric shock from an outlet or from
another person?
-Tell any instances where electricity can be dangerous to people.
B. Exploration
1. Routine Activities
Instruct the pupils to go to their designated group.
Check the materials brought by the members of the group.
Remind the pupils of the precautionary measures in
performing the activity.

C. Explanation:

Background information for teachers:

A conductor is any item or material that provides a path for energy to flow. This
means that electricity and electrical current can move freely around, in and through
a conductor. A wire is a good example of a conductor of electrical energy. Wires
connect appliances to electrical outlets in walls. Electrical current (electrons) flows
through the wires to make the appliances work. In an electric train or a light rail
system, the tracks are actually the conductors of electricity. The electrical current
flows through the tracks and runs the train. Another example of a conductor is an
electric fence. People use an electric fence to keep animals in and strangers out of
a yard. Electrical fences have a strong electrical current running through the wires
that can really hurt the animal or person that touches it.
1. Discussion on the results of the activities.
Activity 1:
1. What happened to the light bulb?
2. Why do you think the light bulb lights up? / does not light up?
3. What objects in the activity are good conductors of electricity?
Why?
Say: In a conductor, electric current flows freely; "Conductor" implies that the
outer electrons of the atoms in the material are loosely bound and free to move
through the material.
Day 2
A. Engagement:
1. Do the routine activities.
2. Recall of concepts learned from the previous activity.
3. Introduce the next activity.
B. Exploration:
1. Give specific instructions to pupils.
2. Monitor the pupils as they perform the activity to make sure
that the instructions are followed well.
3. Wrap up the materials after the activity.
4. Organize the answers for the presentation of outputs.

C. Explanation:

Background Information for Teachers:

Heat can also be transferred from one object to another, or from one
molecule to another through the process of conduction. As one molecule is
heated it begins to move and shake rapidly. As it does so, it passes some of its
heat energy to other molecules around it. Through this process, all the
molecules of an object pass heat from one to another until they are all hot.

1. Allot at least five minutes for each group for the presentation of
outputs.
2. Give feedback to the answer.
3. Discuss the results of the activity.

Activity 2:
1. What happened to old metal hanger that we used to roast the
first hotdog?
2. What happened to barbeque stick that we used to roast the
second hotdog?
Say: As the hotdog cooks, the fire heats the end of the hanger. If we leave the
hanger in the fire long enough, eventually the end we are holding will become too
hot for us to handle. This happens despite the fact that this end was never placed
into the flames. Heat was transferred from the flames to the metal.
.
Gives multiple examples (3 or more) of conduction from classroom experiences
to experiences outside of the
Day 3
A. Engagement:
1.
2.
3.

Do the routine activities.

Recall of concepts learned from the previous activity.
Introduce the next activity.

B. Exploration:
1. Give specific instructions to pupils.
2. Monitor the pupils as they perform the activity to make
sure that the instructions are followed well.

3. Wrap up the materials after the activity.

4. Organize the answers for the presentation of outputs.
C. Explanation:
1.

Allot at least five minutes for each group for the

presentation of outputs.
2. Give feedback to the answer.
3. Discuss the results of the activity.

Activity 3:

Brainstorming: In small groups, have the pupils engage in open discussion.

Remind them that no idea or suggestion is "silly." All ideas should be respectfully
heard. Take an uncritical position, encourage wild ideas and discourage criticism
of ideas. Ask pupils to do Activity 3 on their Learners Materials (LM ), page ___.

Day 4
1. Elaboration
Gathering: Tell pupils that they work in group. Have them accomplish two
of the following activities.
Compile a list of materials that are conductors found in the kitchen.
Have them create a flyer for the local community that describes which
of the items are safe to use around electrical appliances and which are
not.
Compile a list of conductor materials. Have them design a flyer that
describes the use of conductors in electrical energy, where you would
find them around the community, and how to keep yourself safe from
electrical shock.
Draw a picture of a household appliance, labeling the parts of the
appliance that are conductors of electricity.
Design a new bathroom appliance. How would they take electrical
safety into consideration? What parts of the appliance would they
design using materials that are conductors,

Day 5

IV.
Evaluation:
Directions: Read the following questions carefully. Choose the letter of the correct
answer for items 1,2 and 3. And for items 4 and 5, explain your answer.
1. Which of the following materials are good conductors of heat?
A. Ceramic cups, disposable glass
B. Nail, safety pin
C. Glass, pitcher of water
D. Tiles, blanket

2.

All the molecules of an object pass heat from one object to

another until they are all ___.
A.
B.
C.
D.

Cold
Hot
Tiny
Warm

3. A _____________ is any item or material that provides a path

for energy to flow.
A.
B.
C.
D.

Atom
Conductor
Electric
Molecules

4. To choose the best materials for use in electrical applications,

some engineers specialize in understanding the conducting and
insulating characteristics of materials. To carry electricity through
buildings, electrical engineers use copper wire. Why?
5. To keep people from being harmed, they incorporate rubber and
plastics for objects used around electrical current. For example,
electrical tools often have rubber handles and many wires have a
plastic coating. Why?
V.
Assignment:
Bring the following for next activity:

2 glasses

Water

Black construction paper

White paper

Tape or rubber bands

Thermometer

Chapter 3: Light and Sound, Heat and Electricity

Lesson__

: Effects of Heat and Electricity.

Duration: 5 Days
I.

Objectives: Infer how black and coloured objects affect the ability to absorb heat.

II.

A. Materials:

Curriculum Guide S5FE-IIId-4

Materials specified in the LM
Learners Materials
manila paper
marker

B. References:
Curriculum Guide, S5FE-IIId-4, p. 31
Internet Sources:
http://www.sciencekids.co.nz/experiments/lightcolorheat.html
http://www.sciencebuddies.org/science-fairprojects/project_ideas/Phys_p030.shtml#background
http://www.physicsclassroom.com/class/light/Lesson-2/Light-Absorption,-Reflection,-andTransmission
http://antoine.frostburg.edu/chem/senese/101/features/color-complement.shtml
http://en.wikipedia.org/wiki/Color
http://www.teachersdomain.org/asset/lsps07_int_heattrans
fe

C. Process Skills: observing, inferring

D. Value Integration:
1. Cooperation in doing the different activities.
2. Observing proper discipline in performing activities.
3. Observing honesty and accuracy in reporting results.
III.
Day 1

Learning Tasks:

A. Engagement:
Why is it more comfortable to wear light-coloured clothes on a hot summer day?
B. Exploration
Routine Activities
Instruct the pupils to go to their designated group.
Check the materials brought by the members of the group.
Remind the pupils of the precautionary measures in performing the activity.
C. Explanation:
Background Information for Teachers:
Heat Absorption
As heat energy reaches an object it can be absorbed in a similar manner to the way sponges
absorb water. Heat enters an object, warming it. The longer the object is exposed to the heat
source, the more heat is absorbed. Different objects absorb heat at different rates. Some
objects are excellent absorbers, while others are very poor absorbers. Generally, dark
coloured objects absorb better than do lighter colours objects.

Discussion on the results of the different activities.

Activity 1: Heat Absorption A

Day 2
A. Engagement:
Do the routine activities.
Recall of concepts learned from the previous activity.
Introduce the next activity.
B. Exploration:
1. Give specific instructions to pupils.
2. Monitor the pupils as they perform the activity to make sure that the instructions are followed
well.
3. Wrap up the materials after the activity.
4. Organize the answers for the presentation of outputs.

C. Explanation:
Background Information for Teachers:
Colours are NOT all equally heat absorbent. When light interacts with an object, that light can
be absorbed, reflected, or transmitted. Black objects absorb all wavelengths of light, while
white objects reflect all visible wavelengths. They are complete opposites. Other colours
absorb some wavelengths and reflect others, which is what makes them appear different to
the human eye. Colour is a result of the wavelength of light reflected by that object. For
example, an object that absorbs selectively yellow light will not look yellow; it would be a
combination of every other colour besides yellow. The colour you observe is a complement to
the colour the object absorbs.
Discussion on the results of the different activities.
Activity 2: Heat Absorption B

Day 3
A. Engagement:
Do the routine activities.
Recall of concepts learned from the previous activity.
Introduce the next activity.
B. Exploration:
1. Give specific instructions to pupils.
2. Monitor the pupils as they perform the activity to make sure that the instructions are followed
well.
3. Wrap up the materials after the activity.
4. Organize the answers for the presentation of outputs.
C.Explanation:
The sun emits energy in the form of electromagnetic waves. We see part of the electromagnetic
wave as light and we feel part of it as warmth. Darker colors absorb more sunlight than lighter
colors, which is why darker colors get warmer more quickly in the sunlight than lighter colors.
The lighter colors reflect more of the sun's radiant energy, so they remain cooler to touch in the
sunlight.

.Discussion on the results of the different activities.

Activity 3: Heat Absorption C

Ask: How these color characteristics help to melt the ice.

Day 4
D.Elaboration
Chain Note
Pass around a Chain Note worksheet. This is a strategy to determine learners understanding.
At the top of the worksheet is the question: How black and coloured objects affect the ability to
absorb heat? The worksheet gets passed from pupil to pupil. Each pupil responds with one or
two sentences related to the question and passes it on to the next pupil.
When pupil received the paper they must add a new thought or build on a prior statement.
Chain notes provide an opportunity for pupil to examine others ideas and compare them to their
own thinking. Pupils can add facts, definitions, specific ideas, big ideas, analogies, illustrative
examples, and evidence from their own or class experiences to contribute to building the chain.
When completed, the chain notes can be read aloud or projected, allowing for
pupils to give feedback on the statements made by their peers. Pupils should
discuss whether they agree or disagree with the statements and defend their
reasoning. This will also help to determine what misconceptions are still
occurring.

Day 5
VI.

Evaluation:

Directions: Decide whether the statement is true or false and explain/defend your selection.
Use evidence from data, prior knowledge or other sources to analyze your selection.
Statement

True

False

Why I think so?

Colours are NOT all

equally heat
absorbent
Black objects
absorb all
wavelengths of light,
while white
objects reflect all
visible wavelengths.
They are complete
opposites
Dark coloured objects
NOT absorb better
than do lighter colours
objects.
Darker colors absorb
more sunlight than
lighter colors, which is
why darker colors get
warmer more quickly
in the sunlight
The longer the color
object is exposed to
the heat source, the
more heat is
absorbed. Different
objects absorb heat at
different rates.
IV.

Assignment:

Search for the meaning of the following:

1. block
2. absorb
3. sound
4. light
5. transmission of light