The Heat is On

Our experiment this week was using inquiring to investigate heat insulators. I used four identical glass mugs each filled with hot water with a beginning temperature of 132°. After I poured the water in the mugs, I rechecked the temperature again; the process of transferring the hot water from the pitcher to the mugs and gathering my materials lowered the temperature to 128°. I covered the first mug with a plastic Rubbermaid lid. I covered the second mug with a thick, cotton oven mitt. I covered the third mug with aluminum foil and the fourth mug was covered with a magazine, all were sealed tightly. I predicted the foil would retain the highest temperature and let the least amount of heat escape, followed by the Rubbermaid, the oven mitt and finally, the magazine. It was cool in the kitchen and the mugs sat on the counter for approximately 40 minutes due to a distraction.
After 40 minutes, I removed the covers and rechecked the temperature of the mugs. I noticed some condensation on the covers. The glass mug with the Rubbermaid lid was 94°, the cotton oven mitt was 93°, the foil was 94° and the magazine was 92°. I was surprised to find very little variation in the temperatures. The Rubbermaid and the foil were identical, followed by the oven mitt and the magazine, closely following my prediction. I am sure I would have noticed greater variations if I would have used thinner or porous materials. I believe the insulators I chose, were thick and all retained the heat effectively.
Water Temperature and Insulators
Insulators Beginning Temperature Ending Temperature
Rubbermaid 128° 94°
Oven Mitt 128° 93°
Foil 128° 94°
Magazine 128° 92°

I do not think this guided inquiry experiment would be very engaging for my first graders unless I used something a little more interesting, made a personal connection for them and had greater variations in temperature. I think choosing different insulators that they could use to pack their Spaghettios from their lunch in would be more engaging for them. We could use a thermos, a Rubbermaid container, a Chinese take-out box, and for fun, an envelope. We could heat the Spaghettios in the morning and then check the temperatures at lunchtime and see which insulator kept our lunch the warmest.
In extending and making connections with the guided inquiry experiment on heat transfers, students understand the concept of heat transfers with relation to wearing a coat on recess in order to keep body heat in. Guided inquiry could continue with choosing the right hat or gloves to wear on cold days; acrylic, wool, cotton, fleece.

How do different surfaces affect the momentum of marbles?

 
 In our application this week, we participated in a guided inquiry experience to develop a deeper understanding of momentum.  Using marbles, a ramp, ruler and different surfaces (carpet, wood floor, stone tile, slick tile), I rolled marbles down a slope and measured where they came to rest on the changing variable of surfaces.  




Obviously, the marble did not roll very far on the carpet due to the friction of the fibers.  Next, the marble rolled farther on the stone tile, however, the momentum was interrupted by the grooves and irregularities of the tile.  The marble's distance increased yet again on the wood floor, however, the marble traveled the farthest distance on the slick tile and hit the barrier of the wall.  Because of the hands-on activity, data collection and analysis, this would be a fun, easily incorporated experiment to conduct in the classroom that would confirm the concepts of friction and momentum.