This week’s experiment
provided an adequate foundation for my learners in science class. The materials
chosen provided different outcomes and temperatures for each experiment. As a collaboration we decided to work in 4
different groups each using a different method of pouring hot water into a cup
like substance; therefore, each group were expected to change stations so that
they may all have the opportunity to work with each example. Materials used in the experiment were:
·
Water Pot and Rubber Bands,
·
Stove
·
Styro-foam cup, coffee mug (plastic), porcelain coffee cup, and
glass jar.
·
4 identical mugs
·
Thermometer from Science kit and classroom dept.
We chose these materials
through an understanding that the best way to find an accurate conclusion would
be to use the same type of mug and insulator first before examining the
temperature. To spark the interest of my
learners further into the experiment however, we were eager to know if the
given materials, (for example the mugs were all different) which material would
hold the most heat (i.e., styro-foam, plastic, glass, or porcelain). This became an innovative idea added to the
experiment through discussion and drawing conclusions.
It is very important our 21st
Century learners understand or acquire the knowledge that science requires
in-depth web and library research. With the proper
research and class discussion science can produce positive effects in
regards to learning and engaging our learners; but more importantly, it
encourages each learners’ to create, hypothesize, and record data for each
experiment.
Before we began to consider conducting the experiment
however, we needed a foundation on the different types of heat provided by the
“Newton’s Amusement Land video clip.”
The three different types of heat included in the tutorial were:
·
Conduction
Heat__ which describes matter to matter or particle to particle heat.
·
Convection
Heat__ which describes the movement of matter in a particular setting.
·
Radiation
Heat__ which is a transfer of heat through empty space.
A soup experiment would be an extension or setup for my class to
establish new innovative ideas for my learners.
This experiment would include all examples of the previous, only now the
hot water will become soup. Our mission
would include determining which soup remained the hottest through different mug
materials described previously in the reflection. The inquiry experiment objective would
concern measuring taste and the hottest temperature through conduction,
convection, and radiation heat.
Resources
Buczynski, S. (2006).
What’s hot? What’s not? Science & Children, 44(2), 25–29.
Integrated Science Chapter
4, “Heat and Temperature” (pp. 75–93)
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