Lesson Plan

• Describe how to set up experiments to identify good thermal conductors and thermal insulators.
• Explain the relationship between thermal conductivity and observed temperature changes.
• Analyse experimental data to compare heat‑transfer rates of different materials.
• Apply the heat‑conduction equation to predict heat flow in simple setups.
• Evaluate safety procedures when conducting thermal experiments.

• Metal rod (copper or aluminium) – 30 cm long
• Wooden block or Styrofoam piece – same dimensions
• Bunsen burner or hot‑water bath
• Two thermometers or temperature probes
• Insulating stand, heat‑resistant gloves and tongs
• Stopwatch
• Worksheet with data tables and safety checklist
• Projector for diagrams

Begin with everyday examples – a metal spoon getting hot in soup versus a wooden spoon staying cool – to spark curiosity about heat flow. Review the concept of thermal conduction and the meaning of thermal conductivity (k). Explain that by the end of the lesson students will be able to design, run, and interpret simple experiments that distinguish good conductors from insulators.

1. Do‑now (5’) – Students list everyday conductors and insulators on mini‑whiteboards; teacher checks responses.
2. Theory recap (10’) – Quick review of heat conduction, the equation Q = kAΔT/L, and safety rules using a projected diagram.
3. Demonstration: good conductor (15’) – Set up the metal‑rod experiment, students predict temperature rise, record temperatures at 10‑second intervals.
4. Demonstration: insulator (15’) – Set up the wooden block/Styrofoam experiment, record temperatures at 30‑second intervals, compare with the metal rod data.
5. Data analysis & discussion (10’) – Groups calculate temperature gradients, relate findings to k values, complete worksheet questions.
6. Safety reflection & extension ideas (5’) – Review key safety points and brainstorm extension activities (varying thickness, unknown materials, designing a thermos).

Summarise how the rapid temperature rise in the metal rod confirms high thermal conductivity, whereas the slow rise in the wooden block shows insulating properties. Students complete an exit ticket stating one real‑world application of each type of material and note any questions for further investigation. For homework, assign a short report where they predict the behaviour of a new material (e.g., glass) using the conduction equation.