Lesson 9WarmTeacher Notes1. Lesson OutlinePeople who live and work in the Antarctic region have to deal with temperatures which canreach far below zero and which are made even more extreme by gale force winds.For the crew of and sailors like Dame Ellen MacArthur who brave the icyseas there is also the additional challenge of keeping dry.This lesson allows pupils to investigate what makes a good insulator and how these propertiescan be used in clothes to keep people alive in the harshest of environments.HMSEndurance3. Age GroupYears 4, 5 and 6.4. TimingThis lesson should take approximately two hours to complete.2. Learning ObjectivesBy the end of the lesson, pupils should be able to:Work effectively within a small group/team.Discuss within a group/team.Communicate effectively with others.Start to appreciate that some materials are better thermal insulators than others.Notice some of the similarities between materials which are good thermal insulators.Know that heat is a form of energy.????????Develop an understanding that heat energy always flows from 'hot' to 'cold'.Use and develop practical skills and start to understand their relevance to science.Teacher Notes2008KeepingWarmTeacher Notes25. Curriculum LinksEngland (National Curriculum)Key Stage 2 Science???????Sc3: 1a,b; 2cEngland (QCA Schemes of Work)Unit 4C: Keeping warmMaterials from Earth: Level BProperties and Uses of Energy: Level A,B,CMaterials and their Properties: 1.2Living Things: Ourselves eMaterials: Properties a,c,dScotland (5-14 National Guidelines)WalesNorthern IrelandEnvironmental Studies: ScienceKey Stage 2 ScienceKey Stage 2 Science and Technology6. KeywordsThe following is a list of keywords that will be used in this lesson:a device for measuring temperature.???conductor -insulator -thermal -a material through which heat will pass easily.a material through which heat finds it difficult to pass.to do with heat.? thermometer-Keeping7. Equipment & MaterialsTeacher ResourcesPractical Activity Resources????A large globe and/or world map.Pictures of snow and ice in the Antarctic and some of the kit worn bythe crew from the Resource Gallery either printed out or displaying on the classwhiteboard.This lesson is supported with resource sheets which show pupils how they can test materialsfor their thermal insulation properties. The list below shows the equipment and materialsnecessary to provide one set of apparatus.A small plastic bottle (about 20 cm tall). In order to make pupils' results comparable allgroups performing the experiment will need to use the same type of bottle.Sticky tape and scissors.HMSEndurance,???????????A map of Deception Island (available at http://www.deceptionisland.aq/map.php) fordisplaying on the class whiteboard.A thermometer (alcohol based).A stop watch/egg timer.Access to a selection of different materials. Suggestions might be:NewspaperCotton woolTin foilA range of materials from old clothesBubble wrapPlastic bagsA copy ofResourceSheet9.1-KeepingtheHeatInTeacher Notes3WarmKeepingTeacher Notes4OurChangingClimateTeacher Notes48. Lesson StructureIntroductionI. Explain the role of . You may want to use some of the imagesincluded in the Resource Gallery on this website to help illustrate this. You may alsowant to use a globe or map to show pupils where Antarctica is in relation to the UK.HMSEndurance???Ask pupils to spend one or two minutes working in pairs to think about the kindof weather conditions in Antarctica and what special equipment people whowork or live there might need in order to survive.The key point that pupils need to appreciate is the need to keep warm. For thecrew of and sailors like Dame Ellen MacArthur anotherimportant need is the need to keep dry, as wet clothing is not generally as goodan insulator as dry clothing.Tell pupils that heat is a form of energy and it will always flow from a hightemperature to a low temperature, and not the other way round. You can showthis using coloured pens on a board or paper. This is why, when you jump into acold swimming pool, the heat energy from your warm body flows into the coldwater, leaving you feeling cold.I. Inform pupils they will be working in pairs to take on the roles of extreme weatherclothing designers. They have been assigned the task of designing a new, all-weatherjacket for the crew of .The task will be divided into two parts.II. The first part will involve them in selecting the materials for the jacket. This is doneexperimentally by wrapping their plastic bottle in a material or combination of materials,filling it with warm water and then taking temperature measurements every few minutesto see how quickly the temperature drops.guides them through this process.The warm water can be straight from the tap, but bearing in mind that normal humanbody temperature is 37C it would be useful to have water as close to that temperatureas possible.An enterprise element can be introduced into this task by giving pupils tokensrepresenting money and having them buy samples of material from a 'shop' set up inthe classroom. This can have the effect of making pupils think more carefully aboutwhich samples to choose, rather than grabbing a handful of everything.HMSEnduranceHMSEnduranceResourceSheet9.1-KeepingTheHeatInMain ActivityWarmKeeping???????If time is an issue, each pair could test just one or two different samples and allthe results could be 'pooled'.If the two parts of the lesson are being split over a number of days it canprovide an opportunity to ask pupils to look at what materials are goodinsulators and see what they may have in common. They can then use thisinformation to select other materials from home which they think may be goodinsulators.III. The second part of the task involves pupils using the experimental information from thefirst part of the task to actually design a useable jacket.To do this they will have to take into account practicalities such as whether or not it will becomfortable, will it be washable, will people want to wear it etc? You can write these onthe board to remind them.Pupils will then have to present their experimental findings to the rest of theclass and explain how they used them to inform the final design of their jacket.Summarise key points ie;Heat is a form of energy.Heat energy always flows from 'hot' to 'cold'.There are some materials which will greatly slow down the movement or'transfer' of heat energy. These are called .It is possible to spot things in common between good thermal insulators and usethis information to predict what other materials might make good insulators.Conclusionthermal insulatorsTeacher Notes59. Differentiation????Adapt discussion sessions to suit ability and age group.Provide extra support during group activities for those pupils who requireit.More able pupils could be introduced to the term for the slope of theirline.Less able pupils could simply take one temperature measurement after 5minutes and plot bars for each tested material the higher the temperatureremains after 5 minutes, the better the material is as an insulator. For this to bea fair test, the initial temperature of the water will need to be the same for eachdifferent test.gradientWarmKeepingTeacher Notes611. Risk assessmentSome safety advice is included in this lesson plan, however, it is the responsibility of thesupervising teacher to carry out all risk assessments with regard to this activity and to makesure that any such risk assessment complies with the requirements of the particular institutionin which it is being conducted.10. Extension Work??The design of the jacket could be extended to bring in cross-curricular work withArt and Design and also Design and Technology.Pupils could carry out research on different types of clothing that allow people tofunction in harsh weather conditions. This could be carried out over the internetor by sending off for catalogues from manufacturers of mountaineering or sailingequipment.WarmKeeping12. Find Out MoreTeachersPupilswww.visitandlearn.co.uk www.royalnavy.mod.ukwww.antarcticconnection.com/antarctic/weather/climate.shtmlwww.coolantarctica.com/Antarctica%20fact%20file/science/clothing_in_antarctica.htmwww.antarctica.ac.uk/living_and_working/daily_life/clothing.phpwww.bbc.co.uk/schools/ks2bitesize/science/materials.shtmlwww.antarctica.ac.uk/images/in_pictures/clothing.phpwww.visitandlearn.co.uk/topicalfactfiles/polarclothing5.aspHttp://www.discoveringantarctica.org.uk/multimedia/flash/5_whatnot.htmlandLots of information about HMS Endurance and its work in Antarctica.Information about the Antarctic climate.Essential tips on how to dress for Antarctic survival.More background on what to wear on the ice capInformation and activities specifically for KS2. If possible this would make a useful precursorto the experiment in the lesson plan.British Antarctic Survey clothing picture gallery.Information on Antarctic clothing from the Visit and Learn website.Fun interactive based on dressing a scientist in the correct Antarctic clothing.HMSEnduranceYouareatopteamofextremeweatherclothingdesignersandyouhavejustbeenaskedbytheCaptainoftodesignanew,all-weatherjacketfortheship'screw.HMSEnduranceResource Sheet 9.1The Heat InEllensquickfactsaboutkeepingwarmDid you know that when you get cold, the blood vessels in your skin getsmaller (constrict). This reduces the amount of heat lost through your skin. Italso reduces the overall volume of your circulatory system.This makes your blood pressure increase. Your body then tries to reduceblood pressure by getting rid of any fluid it doesn't need.Sothat'swhywhenyougetcold,youwanttopee!The crew of need a new all-weather jacket that they canwear above deck on board ship and when they go ashore in the Antarctic.The jacket will need to do the following:keep crew members warm in temperatures down to minus40Ckeep crew members dry when spray from the sea comes overthe side of the shipbe comfortable to wearbe highly visible so crew members can be seen easilyI look forward to seeing what you come up with!HMSEndurance????WarmKeeping KeepingHere are your instructionsChoosing Your MaterialsBefore you actually design your jacket you need to decide which materials touse.These materials need to make the amount of heat energy being lost from a crewmember's body as small as possible. They need to beIn your classroom you will have lots of different types of materials to use buthow do you know which are good insulators?Try following the steps on the next page to help you find out.thermal insulators.Step1Choose one material andwrap it around the plasticbottle your teacher has givenyou.Make sure that you cover thebase and the sides and asmuch of the top as you can.Step2Fill the bottle with warm water.Then put a thermometer in thetop and block the top with aball of cotton wool. Take thetemperature and start yourtimer.ThermometerCotton wool plugTest materialTest materialWarmKeepingResource Sheet 9.1The Heat InKeepingStep3Take the temperature of the water every three minutes for nine minutesand write it down in the tables on the back of this sheet. Do this for asmany different materials as you have time for.WarmKeepingResource Sheet 9.1The Heat InKeepingName of material:Description of material:Thickness of material (mm):Time(minutes) Temperature(C)0369Name of material:Description of material:Thickness of material (mm):Time(minutes) Temperature(C)0369Step4Plot a line graph of your results.If the line joining your points is steep this means that your water is coolingvery quickly and your material is not a good thermal insulator.If the line joining your points is not steep it means that the water is coolingslowly and you have a good thermal insulator.WarmKeepingResource Sheet 9.1The Heat InKeepingStep6Hopefully now you have some information about the kind of materials youmight use in your jacket. In the box below write down what they are andwhy you have chosen them.Step5If you have time choose a mixture of materials to wrap around your bottleand do the experiment again. Don't forget to put new water in the bottle.NameofMaterial WhyyouhavechosenthismaterialWarmKeepingResource Sheet 9.1The Heat InKeepingQuestion1How will your jacket keep people warm?Designing Your JacketChoosing the materials to make sure that the crew of staywarm is just one part of the task.Answering the questions below will help you to design your jacket.HMSEnduranceQuestion2How will your jacket keep people dry?Question3How will your jacket be comfortable to wear?WarmKeepingResource Sheet 9.1The Heat InKeepingQuestion4How will your jacket make crew members visible at night and in badweather?Now you have answered these questions draw a picture of the jacket onthe crew member below.