Introduction
- The learners are reminded that they had already learnt in topic 3 that heat energy is transferred from warmer objects to cooler objects through convection / conduction / radiation.
Teacher Input 1
- Greet the learners
- Let the learners picture life without jerseys and blankets in winter; a fan in summer; flasks to keep their water / coffee warm; hot water to wash; etc.
- Show the flask, jersey, blanket, fan, etc. [concrete apparatus].
- Let them touch the items and describe each one [colour, material, texture, etc.].
- Ask if they will be able to function normally without the items described above.
- Ask the learners how can you use energy responsibly and efficiently.
- Show Video clip 1: Energy Saving. [3:43 min.].
- Present an overview of heat loss and heat gain by using Presentation 1: Heat loss and gain.
Learner Activity 1
- Learners watch the video clip attentively.
- Learners respond to the questions when the teacher pauses a slide.
- The learners will think, reason and share their answers.
- Complete WORKSHEET A: Heat loss and gain.
- Teacher to use WORKSHEET A: Memorandum to mark the learners’ work.
Teacher Input 2
- Ask the learners to name any insulation material that is known to them.
- Establish if the learners know how these materials prevent heat transfer.
- Let the learners give various examples at home, in nature and at school.
- Present an overview of using insulating materials by using Presentation 2: Using insulating materials [part 1].
- Divide the class into 4 groups [6 – 8 learners].
Learner Activity 2
- The four groups discuss the following:
- Group 1 & 2: types of insulators
- Group 3 & 4: materials that are heat insulators
- Each group chooses a scribe and someone to report back.
- Complete WORKSHEET B: Insulation and energy saving.
- Teacher to use WORKSHEET B: Memorandum to mark the learners’ work.
Teacher Input 3
- Ask the learners if they had ever seen the pink “stuff” [glass fibre wool], that is placed in the ceilings.
- If possible, show them.
- Show Video Clip 2: Thermal Conductors and Insulators - select what is appropriate] [11:16 min.].
- Mention a season at a time [summer, winter, autumn, spring] and find out how it has an influence on the clothes that the learners wear.
- Show Video Clip 3: Inuit Video [2:16]
Learner Activity 3
- Hand out WORKSHEET C: Insulation and energy saving [practical].
- Teacher to use WORKSHEET C: Memorandum to mark the learners’ work.
Teacher Input 4
- Tell the learners that they will work in groups, discuss the following and report back:
- How liquids that we drink, are kept warm/cold.
- Water pipes [special coverings] and filling the wall cavities of buildings.
- Indigenous homes [how they are built, sealed, material used, etc.].
Learner Activity 4
- Discussions in groups and report back
- Show Video Clip 4: GCSE Physics Revision: Vacuum flasks [2:52]
- Complete WORKSHEET D: Research Project [Indigenous homes of the Xhosa and Zulu].
- Teacher to use the assessment rubric of WORKSHEET D: Memorandum to mark the learners’ work.
- Give the learners an opportunity to present their project and display it in the classroom.
Teacher Input 5
- Inform the learners that they will do QUIZ 1 investigating insulation principles.
- Show Video Clip 5: How to Demonstrate Insulation Principles | Science Projects. [4:46 min.].
Learner Activity 5
- Learners watch video clip 5.
- Hand out QUIZ 1: Insulation and energy saving [visual activity].
- Teacher to use QUIZ 1: Memorandum to mark the learners’ work.
Teacher Input 6
- Inform the learners that the revision activity is based on using insulation materials.
- Present an overview of using insulating materials by using Presentation 3: Using insulating materials [part 2].
Revision Activity 1
- Complete QUIZ 2: Insulation, energy saving and energy transfer to the surroundings
- Teacher to use QUIZ 2: Memorandum to mark the learners’ work.
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