Using the sun to heat water

Using the sun to heat water

Pencil and paper
Overview
Using this Resource
Connecting to the Curriculum
Marking Student Responses
Solar energy from the Sun can be used to heat water.
 
Your task:
 
a) Set up an investigation that uses solar energy to make 200 mL of cold tap water heat up as much as possible in 30 minutes. You will need to measure the initial water temperature. You may use some, or all of this equipment:
 
Black can
White can
Aluminium foil
(300 mm × 500 mm)
 
Thermometer
Cardboard to mount the aluminium
(300 mm × 20 mm)
 
Clock to time 30 minutes
Sunny place Shady place  
 
b) Complete the table below to identify the gear you used and the reason why you used this gear.
 
Gear chosen Reason for use
 
 
 
 
 
 
 
 
 
  
 
c) 
Measure the temperature rise of the water.
 
Initial temperature  _______________ oC
 
Final temperature   _______________ oC
 
Temperature rise   _______________ oC
Task administration: 
[Equipment: Black can; white can; aluminium foil; thermometer, tap water; cardboard; clock or watch.]

Each student could compare their results with others', and discuss conclusions that could be reached from looking at all the investigations.

Level:
5
Curriculum info: 
Science, Investigating in science, Physical World
Keywords: 
physical inquiry, energy, solar energy, heat absorption
Description of task: 
This practical task is about heat absorption. From a given list students choose the equipment they would use to heat cold tap water as much as possible. Students complete the investigation, explain why each piece of equipment was selected, and record their results.
Curriculum Links: 
Science capabilities
The capabilities focus is brought about by the conversations you have and the questions you ask.
 
Capability: Gather and interpret data
This resource provides opportunities to discuss the different ways students gathered their data, and why they used this method e.g., validity of the methodology.
 
 
Science capabilities: 
Gather and interpret data
Answers/responses: 
b) Students may state they have used the white can for comparison purposes. This is acceptable. 

  • black can used
  • sunny place chosen
  • aluminium foil placed to reflect heat energy onto the can
Reason for choosing can, e.g., black absorbs heat better than white.
Reason for aluminium foil, e.g., the shiny surface can reflect.
c) Temperature rise calculated/measured (difference in temperature is accurate from their data).