Science Journal Blog Entry 6: Heat Transfer

Heat Transfer

Moving atoms and molecules create kinetic energy that can be stored within a material. The stored energy is called heat. Most people will refer to an object's temperature as being either hot or cold; when in reality temperature is a measurement of the amount of kinetic energy (movement) the atoms are producing (Woodford, 2018). When atoms move they bump into or collide with other atoms. The faster the atoms move; the more collisions occur and in return create more heat to be stored in the material. Heat can be transferred form one material into another material. Heat transfer occurs in three different ways; convection, conduction, and radiation. Convection occurs in liquid and gases by warmer atoms being less dense so they rise up and then sink once the atom cools. Conduction occurs when materials are in direct contact with each other. Conduction happens best when two solids are in direct contact with each other, but can also take place in liquids and gases. Radiation transfers heat through gases or empty space. Each type of heat transfer is essentially trying to achieve the same thing; create balance between the amount of heat within two or more materials (objects). 

Materials and Design

 The purpose of an insulator is to minimize the passage of heat and to limit rapid temperature changes. Insulators have a wide range of applications and are composed of different materials serving a specific purpose. For example, corrugated cardboard is used as a sleeve for hot beverage cups to protect consumers hands from heat transfer while holding the hot beverage. Fiberglass is used as a building insulator inside of the walls and ceilings to slow the loss or gain of heat depending on the season (Pisupati, 2018). 

For this experiment I selected four different materials (plastic, closed cell styrofoam, heavy duty tin foil, and cardboard) to test which material has the greatest resistance to heat loss. The materials I chose are readily available and had a variety of textures and chemical compositions. Each material was placed on top of a coffee mug and held in place with a rubber band for 30 minutes. Since I only had 3 identical mugs to use, I needed to perform two separate trials to test all four materials. Because of this I used one of the mugs each time as a control group (no cover was placed on this mug). This also allowed me to record the starting temperature of the hot water (72 C). Each test group mug; was identical size, shape, and material; was tested in the same location; tested at the same time of day (air temperature was 28 C); was filled with 1 cup of hot water (See appendix A).  Test group mugs were filled, immediately secured the test material on top of each mug, and started a 30 minute timer. After the 30 minutes the water temperature inside of each mug was recorded by slightly moving the material to create a small enough opening to place the thermometer into the water (See appendix B).

My prediction was that the closed cell styrofoam would be the best insulator. 

Results

The experiment was able to produce reliable results to connect to the course content and real world. 

I was surprised to see that tin foil turn out to the best insulator I tested, smallest temperature change or held the temperature the closest to the starting temperature, during the experiment. Tin foil is made from aluminum, which is the third best conductor (Tillery, Enger, & Ross, 2019). One possible explanation for tin foil holding the warmest temperature (16 C temperature change in 30 minutes) could be due to the reflective characteristics that tin foil possesses. The tin foil reflected the radiation heat waves back into the water to help keep the water at a warmer temperature. This is unlike the other materials which absorbed some of the heat through conduction. Cardboard was the second best material for insulating the water temperature with only an 18 C degree change. My prediction was that the closed cell styrofoam would have been the best insulator. This prediction was generated from the idea that some new homes are being insulated with closed cell spray foam to increase the insulation R-value. Closed cell spray foam has twice the R-value of fiberglass batt insulation. The higher the R-value the more thermal resistant the insulation is to conductive heat transfer (Tigerfoam, 2018).

References

Neese, B. (2019). Three Types of Heat Transfers. Retrieved September 29, 2019, from https:// sciencing.com/three-types-heat-transfers-5422262.html.

Pisupati, S. (2018). Mechanisms of Heat Loss or Transfer. Retrieved September 29, 2019, from https://www.e-education.psu.edu/egee102/node/2053.

TeachEngineering. (2019). Stop Heat from Escaping: Testing Insulation Materials. Retrieved September 29, 2019, from https://www.teachengineering.org/activities/view/cub_energy2_lesson02_activity2.  

Tillery, B. W., Enger, E. D., & Ross, F. C. (2019). Integrated science (7th ed.). New York, NY: McGraw-Hill.

Woodford, C. (2018). Heat - A simple introduction to the science of heat energy. Retrieved September 29, 2019, from https://www.explainthatstuff.com/heat.html.

Understanding R-Values. (2018). Retrieved September 29, 2019, from https://tigerfoam.com/sprayfoaminsulation/inch-by-inch-an-in-depth-look-at-r-values/.

Science Journal Blog Entry 5: Physical Science Inquiry

• 
  
• Which pendulum will come to rest more quickly—
• a lighter pendulum or heavier pendulum?
• 
  
• 
  
• 
  
• 
  

   Using the three different sized washers and the string provided in the course science kit I create a simple pendulum setup in my garage (appendix A). To start the investigation I tied a loop at one end of the string. This loop was then placed around a short length of half inch PVC pipe to become the pivot point for the pendulum. The PVC pipe was then clamped tightly into place using a vice. Each washer (bob) was fixed onto the length of string with a simple clove hitch to hold the washer in place. Care was taken to ensure that all three washers (bobs) were fixed to the string at the same length from the pivot point (44 centimeters). I then collect 5 trials of data for each of the three washers by raising the washer to a set height (amplitude) while simultaneously releasing the washer and starting the stopwatch to measure the time it takes for the washer (bob) to come to a complete stop back at the origin. 

    During this guided inquiry investigation I was able to collect reliable data (see table below) needed to show how changing the mass of a pendulum bob changes the length of time a pendulum with oscillate. As the mass of the pendulum increased so did the length of time needed for the pendulum to come to rest back at the origin. This is as I expected, but was able to discover more information about how a pendulum rotate during oscillation. I did encounter a few interference issues with the pendulum length being too long, but I was able to make the needed adjustments. 

    If I were to complete this investigation with my students I would need to cover some key vocabulary ahead of time. I would also want to discuss how to establish experimental controls to ensure reliable data is collected. Possible fun extensions could have students create a life size pendulum or brainstorm how this investigation could be completed on a playground. 

Appendix A- Pendulum setup

Data collected.

Science Journal Blog Entry 4: Inquiry Lesson (Radiation and Heat Absorption)

How does color affect heat absorption?

    During this inquiry lesson students work outdoors to collect temperature readings every minute from 9 different colors being exposed to solar radiation. It is best to complete this inquiry lesson on a clear sunny day, which can be exciting for students to be doing science outside. Students will collect temperature readings every minute for 20 minutes of heating (in direct sunlight) and 20 minutes of cooling (out of direct sunlight). Each color will absorb(during heating) and release heat (during cooling) at a different rates. Students are asked to create a Google Sheets data table to enter their data (which can also help with creating a graph). Once complete, students will connect how color affects, or plays a role in the application and construction of different materials we buy, wear, and use everyday.

   This lesson was originally created for my 7th grade students, but being that it is summer time I had to use a much younger group of students. This turned out to provide me with a new perspective on the lesson; especially how I can make better, more appropriate modifications for students. Working with a younger group of students also gave me an appreciation for their genuine excitement for learning. It was so great to see kids be curious and ask questions because they were honestly discovering new science concepts.
    Thank you!

Set-up outside with the 9 different colors (in the sun on a 90+ day)

Data collected during the heating period using Google Sheets.

Graph created using Google Sheets.

Science Journal Blog Entry 3: What happens if the polar ice caps melt?

What happens if the polar ice caps melt?

Picture from: https://www.abc.net.au/news/2019-02-26/foreign-correspondent-climate-change-geoengineering/10833878

The melting of the polar ice caps has a ripple effect on the many connected systems on Earth. The most obvious result from the melting ice is a rise in sea levels. Since 1993 global sea levels have risen 3 inches, and the rate is accelerating ( Lindsey, 2018). With 8 of the world's 10 largest cities, and 40% of the US population living in coastal areas the implications of an increase in sea levels could be devastating (Lindsey, 2018). The increase is sea level could lead to more frequent flooding, stronger storm surges, increased erosion, displacement of animals and humans. All of these things cause economic stress on a community.

There is a huge domino effect as a result of melting ice caps. Some of the effects include more solar energy being absorbed by land and water instead of reflected back out into space by the ice (UCAR Center for Science, n.d.). Absorbing more solar radiation leads to the melting of permafrost, which then releases stored greenhouse gases (CO2 and Methane), which then leads to more heat storing potential of the atmosphere, which then melts more ice. The meltwater from the ice caps enters the ocean and becomes part of an ocean current. Ocean currents help distribute heat throughout the world and influence weather patterns (Harvey, 2019). Additionally, the meltwater can slow down ocean currents which are put in motion by the "density driven thermohaline (temperature and salinity)" (Glick, 2017). This is another example of how deeply connected the systems on Earth can be. Each having a role on how well the other runs efficiently. The ripple effect continues.  

Additional questions:

1. How will students be assessed on the content in this experience?
2. How can this experience be differentiated for multiple ability levels?
3. What can humans do to slow down or help reverse the melting?
4. What role will future scientists or other occupations play in controlling the amount of melting ice and climate change?

References

“Climate and Ice.” Climate and Ice | UCAR Center for Science Education, scied.ucar.edu/longcontent/climate-and-ice.

Glick, Daniel. “Global Climate Change, Melting Glaciers.” Global Climate Change, Melting Glaciers, National Geographic, 18 Jan. 2017, www.nationalgeographic.com/environment/global-warming/big-thaw/.

Harvey, Chelsea. “Melting Ice Sheets Could Worsen Extreme Weather.” Scientific American, Scientific American, 7 Feb. 2019, www.scientificamerican.com/article/melting-ice-sheets-could-worsen-extreme-weather/.

Lindsey, Rebecca. “Climate Change: Global Sea Level: NOAA Climate.gov.” Climate Change: Global Sea Level | NOAA Climate.gov, 1 Aug. 2018, www.climate.gov/news-features/understanding-climate/climate-change-global-sea-level.

Science Journal Blog: Entry 2- Enhancing lessons with inquiry

Additional reading for students to supplement the non-Newtonian inquiry enhanced lesson.

Potential Articles for Study:

Are any toothpaste ingredients dangerous to your health? (2019). Consumer Reports. 

Retrieved from https://www.consumerreports.org/dental-oral-care/are-any-toothpaste-ingredients-dangerous-to-your-health/.

Are ‘natural’ toothpastes not as effective? A new report sparks debate. (2018).

Associated Press. Retrieved from https://www.today.com/health/fluoride-free-toothpastes-may-put-people-more-risk-cavities-t135234.

Austin, J. (2019). Dentist’s view of Colgate vs. Crest toothpaste debate. Verywell 

Health. Retrieved from https://www.verywellhealth.com/crest-vs-colgate-the-fight-for-your-oral-healthcare-1058972.

Louis, C.S. (2016). Why a chemical banned from soap is still in your toothpaste. New 

York Times. Retrieved from https://www.nytimes.com/2016/09/07/well/live/why-your-toothpaste-has-triclosan.html.

Science Journal Blog: Entry 1- Reflection on STEM lesson plan template.

STEM Lesson Plan Template Reflection:

This is my first class at Walden University as part of their Graduate Certification K-8 program, therefore it is the first time using this lesson plan template. I encountered some difficulty with understanding what each section of the template required and the amount of detail needed in each section to be adequate. Makes me feel a bit rusty!😬

The lesson plan template is definitely thorough, but to me it is seems a bit cumbersome. There are aspects of the template that I thought helped me keep the focus on students; in particular the 5 E's. It was worthwhile to think through each connection. While completing my weekly lesson plans I usually do not include this level of detail for each step in the lesson, but I do include ideas very similar to that of the 5 E's strategy.The 5 E's strategy just uses different terminology than I normally use in my lesson plans. 

The STEM (or is it STEAM?) lesson that I created centered around student choice, student interest, and real-world connection. "Students are often motivated to learn if they understand the real-world applications of what they are learning" (Traurig and Feller, 2009, p.2.) We have science fair, so why not make a STEM fair! For this lesson I would have students design a STEM activity that is directly connected to a real-world issue (energy consumption, disposable plastics, drones, forces of nature, climate change, etc...) A list of the topics could be provided, but some students will want to find their own. Students will collaborate with at least one other student to design an activity for their classmates to complete during the STEM fair week. This lesson would take 2 weeks to complete, but would replace/update/revitalize several lessons on the scientific method. 

As I attempted to complete the lesson plan template I couldn't help to think about the time constraints place upon teachers during the school year. One would hope that completing this lesson plan template more frequently, and being more familiar with its' requirements would shorten the length of time needed to complete the template. Otherwise, I feel as if it would be demanding, and a real challenge to complete the template for every single lesson I teach throughout the entire school year. 

References:

STEM curriculum for K-12. Teach Engineering. Retrieved July 12, 2019, from       https://www.teachengineering.org/

Traurig, A. & Feller, R. (2009). Preparing students for STEM careers. National Career Development        Association. 

The Science of Summer.

My 6 year loves to ask questions, which makes me proud 😁. It has been really warm and humid in our area for the last few weeks, and we have had several severe thunderstorms as a result. My son noticed the pattern and asked me why are we having so many storms. My reply was simple, EL NINO! But then I launched into the scientific explanation,  to which he replied EL NINO! We laughed and laughed. 

The next day he asked me "Why is it still light outside at 9 o'clock at night?" "Is it El Nino's fault?" This lead to a soccer ball, tennis ball, headlamp demonstration out in the backyard. How cool is it that my 6 year old is asking me science questions? I love it!