Reflection: Exploring Heat Transfer Inquiry

Thermal properties and heat transmission can be complex for some to master. Providing students with hands-on activities where they self-select materials to investigate heat and temperature concepts such as insulation, convection, and conduction grants them opportunities to discover and make connections of science with mathematics, engineering, and technology.

This week’s inquiry granted me an opportunity to self-select four materials that I believe to be solid insulators or may lose heat quickly. I selected aluminum foil, plastic, layered oven mitt, and a small sheet of glass. I hypothesized the tin foil, glass, and the layered oven mitt would be the best insulators and the plastic would lose heat the fastest. I used four simple thermometers (identical as the one found in Walden’s science kit) from my classroom. The reason for the additional thermometers would be to gauge each temperature simultaneously, as opposed to measuring the temperature of each cup one at a time. I considered the additional loss of heat which may occur with the passing of time using one thermometer.

Creating a chart to collect the data of the temperatures for each variable followed. Noting the initial temperature after the mugs were covered for thirty minutes, I followed with the monitoring temperatures of the water after the selected insulators were removed (15 minutes after and 30 minutes after). Although the inquiry was exploring insulators, I know my students would want to continue to investigate the temperature once the insulators were removed.

I followed the experiment exactly as written. Four mugs were placed in a row on an even surface and each received three-fourths cup hot water. The top of each mug were covered and secured with the respective materials (aluminum foil, glass, layered oven mitt, and plastic) for a period of thirty minutes. After the thirty minute time elapsed, I removed each of the cover materials from the mugs. The initial temperature for all four read 118 degrees Fahrenheit. My results were not what I expected. With each mug receiving identical temperature readings I believed there may have been an error in my procedures. I repeated the experiment a second time only to receive identical results as the first. Since all objects were exposed to the same ambient conditions (temperature of the water and temperature of the room) and each object was secured to the top of the mug, my results indicate all four materials appear to be good insulators. No detectable transfer of heat energy resulted during my experiment.

This was an excellent example of what may happen in the classroom. After students have been engaged and explore the inquiry they question results and rethink their procedures. This is an opportune time to elaborate and grant students another learning opportunity to revise and retest. “Science must be based on hands-on discovery learning involving practical experiments, personal observations, and an opportunity to collaboratively construct meaning. (Buxton & Provenzo, 2007).

Furthermore, I believe this inquiry would be useful in determining the intuitive ideas students have about temperature and everyday objects. “We need to give students the opportunity to experience science before we start explaining science.” (Gerlach, 2010). Through this inquiry students would recognize that non-heat-producing objects exposed to the same conditions will have the same temperatures, regardless of the material they are made of; anything blocking the flow of heat provides insulation. This inquiry would involve students in “explorations which promotes active learning, connections to real-world situations, and the development of scientific-process skills and habits of mind.” (Glen, 2010).

There are several activities I found to further engage my students and connect to literature. Jan Brett’s, The Mitten, (1989) came to mind. Page Keeley created a formative assessment probe, The Mitten Problem, (2005) with the purpose of eliciting students’ ideas and understanding of heat energy. As I researched further, I realized these two go hand in hand (no pun intended). Beginning this science concept with literature, as did Buczinski, is an excellent means to bring the class together and discuss a small piece of what will be a large puzzle. Keeley’s assessment would grant me great insight into my student’s background knowledge on the relationship of heat energy and temperature. Keeley offers additional resources and article to further extend this concept as well.

What I would like my students to take away from this experiment (concept) is to determine a means to make global connections exploring heat transfer. What connections exist between global warming and the transfer of heat? These answers are unknown to me. This I do know: a significant open inquiry has emerged, where the teacher and students cooperatively collaborate to generate hypotheses, procedures, and experiments via year-long research, implementing math, science, technology, engineering, and pure ingenuity.

References:
Buxton, C. A. & Provenzo, E.F., Jr. (2007) Teaching science in elementary & middle school: A cognitive and cultural approach. Thousand Oaks, CA: Sage Publications

Gerlach, J.W. (2010, March). Elementary Design Challenges. Science and Children, 47, 43-47.

Glen, N.J. (2010, April/May). Dress for the Weather. Science and Children, 47, 32-35.

Keeley, P., Eberle, F., & Farrin, L. (2005). Uncovering Student Ideas in Science 25 Formative Assessment Probes. Arlington, VA: NSTApress.

Engaging in Guided Inquiry: As the Pendulum Swings

With the passing of every week I find myself diving deeper into the inquiry of science, the disciplines they encompasses and then quickly realize how the world is changing…with the passing of each day.

The guided inquiry question I selected was which pendulum will come to rest more quickly—a lighter pendulum or heavier pendulum. The materials I utilized from Walden’s science kit during this inquiry were a nylon string (one meter in length; 39.37 inches) and three different masses of steel washers (with diameters of 0.5, 1.0, and 1.5 inches). I created a data table to record findings and used a stopwatch to determine the period of time for each pendulum. Initially many thoughts came to mind as I prepared this inquiry specifically relating to the variables involved (length of string and masses of the steel washers). I enhanced this inquiry with an extension activity to create a means of differentiating instruction for student’s ability levels. Groups would not only explore the masses of the pendulum, but how the length of the pendulum affects its swing as well. This additional variable would provide students with a means to extend the exploration of this concept.

My exploration began by constructing the first pendulum with the one meter nylon string. I attached it first to the large, steel washer (1.5 inches in diameter). I tied one end to the washer and taped the second end of the string to a pencil. I then attached the pencil to a table with tape which would allow the pendulum to freely swing. Pulling back on the string I allowed the pendulum 20 seconds of falling time (with a timer), counting the amount of swings. I determined each time the pendulum returned to the position it began would be one full swing. I logged this information on my data sheet. I continued the same process with the remaining steel washers (1.0 inches and 0.5 inches in diameter), logging this information as well.



Although the point I am about to make references the extension activity, I would like to note my reasoning for beginning with the larger washer. Observation has taught me the majority of my students this year consider beginning with smaller manipulatives and continuing with larger ones. I also believed this to be one variable my students might consider as well. Scientifically, investigations must be written in a way to reproduce the original inquiry. To tie an end of the string to each washer required more string for the larger one. Beginning with the larger washer would allow me to consider the amount of string to use for all three washers. Tying the nylon string to the larger washer used two and one half inches of string. To balance out the amount of string utilized on both ends, I measured and used two and one half inches of string when tying it to the pencil; a total of five inches. The pendulum was now 34.37 inches in length.

The results from each of the three inquiries were identical. In a twenty second period of time, each steel washer completed 11 periods. The masses of each were different, the release point, time allotted, and length of the pendulum remained constant, 34.37 inches. As I observed each pendulum after the 20 second period of time, it was the lightest pendulum which came to rest first, followed by the middle weight and concluded with the heaviest pendulum. What I discovered is it takes less opposing forces to slow a lighter pendulum even though the three pendulums had the same oscillation periods.

This inquiry was quite engaging and did assist in my understanding of this concept. All aspects of the inquiry went well. Continuing with the extension activity and the ability to manipulate more than one variable, granted me greater knowledge into how friction and gravity affect objects in motion. My initial challenges focused on accurately tying the exact amount of string to each washer. Tying the washer itself would pose a challenge to many of my students whose fine motor skills are still developing. Determining the release height and how to release the pendulum came into consideration as well during this inquiry.

This guided inquiry would greatly benefit students and tap into their learning styles and interest levels. Students could describe the motions of each pendulum, compare and contrast and graph their results. I believe this would be an excellent means to review historical perspectives and educate students on Galileo’s views and findings of the pendulum; measuring falling time by using his pulse will certainly captivate them.

Continuing with this inquiry I realized how easily integrating yo-yo’s as a pendulum would engage students as an extension activity. The Science NetLinks web site offers a very detailed extension where students design and create their own yo-yo’s. “The engineering component of STEM education puts emphasis on the process and design of solutions” (Lantz, 2009) and allow for greater understanding of concepts. This lesson offers a myriad of ideas to assist students in their knowledge of force and motion, change of speed, comparing masses, and the effect of gravity through exploring a yo-yo. “When students gain experience with problem solving, they have the potential to invent new ways of doing things.” (Capobianco & Tyrie, 2009).

After completing this inquiry I was motivated in so many ways. I created a 5E instructional lesson plan (Hammerman, 2006) incorporating force and motion, the pendulum, and the yo-yo. Although this school year is coming to a close, I will implement this inquiry next year.

References:

Capobianco, B. M., & Tyrie, N. (2009). Problem solving by design. Science & Children, 47(2), 38–41.

Hammerman, E. (2006). Modified five Es lesson plan format. In Becoming a Better Science Teacher (pp. 81–87). Thousand Oaks, CA: Corwin Press.

Lantz, H. B. (2009). What should be the function of a K–12 STEM education? SEEN Magazine, 11(3).

Yo-Yo Motion. (2006, August 16.). Science NetLinks. Retrieved May 14, 2010, from http://www.scienclinks.com/lessons_printable.php?DocId=456.