A Hot Hand*

Teacher Version(.doc)

Student Version(.doc)

• Grade Level(s):  6th, 7th
• Primary Focus: Math; NC Standard Course of Study Areas: 6th 1.07, 5.04
  • (Key Concepts:  Averages, percentages, and temperature vs. time graph)
• Secondary Focus: Science; NC Standard Course of Study Areas:7th, 4.01
  • (Key Concepts: Temperature and internal body regulation)
• Computer/Technology Skills: Calculators, Probeware, Data Visualization; NC Standard Course of Study Areas: 6th: 3.01, 3.08; 7th: 1.10, 3.01, 3.02
• Essential Question:  Who has the hottest hand? How does hand temperature compare with “normal” human temperature?
• Summary of Activity:  Students will learn how to use a graphing calculator with a temperature probe, find palm temperature and find an average for the lab group.
• Cognitive Teaching Strategies: Students will see how the temperature probe graphs temperature change over time. They will examine a graph and find the point for highest temperature.  Students will also practice finding an average.
• Materials:
  • Stainless Steel Temperature Probe (1 per group)
  • Water at room temperature
  • 1 small beakers (per group)
  • TI graphing calculator (1 per group)
  • EasyLink cable
  • Paper towel
  

Procedure:

1. Prepare a beaker with room temperature water for each group.  Each group will need paper towels too. 
2. Attach the temperature probe to the EasyLink. Attach the EasyLink to the calculator. The calculator should turn on and launch EasyData software.
3. EasyData
   1. Start the EasyData application, if it is not already running.
   2. Reset the application by selecting file->new.
4. Measure the temperature of the palm.
   1. Select Start from the top row of calculator buttons. Hold the Temperature Probe with the tip in the center of the hand.  Watch the temperature vs. time graph until the temperature levels off.
   2. Record the highest temperature to the nearest 0.1oC.
   3. Use the arrow keys to examine data point along the curve. The time and temperature will be displayed below the graph.
   4. Select Main to return to the main screen
5. Prepare the Temperature Probe for the next run.
   1. Cool the probe by placing it into the beaker of room temperature water. Wait until the probe levels off at the temperature of the water.
   2. Use a paper towel to dry the probe. Be careful not to warm the probe as you dry it.
6. Repeat Steps 4 & 5 for each person in the group.

Instructional Strategies:

1. This experiment can be used as the first to introduce the use of the calculator and probes.
2. To emphasize graphing, you may ask your students to sketch the graph from the calculator.
3. To introduce spreadsheets, you may ask your students to enter their highest temperature in a class spreadsheet and then demonstrate how the spreadsheet can be used to calculate the class average.

Additional Resources for this Lesson:

1. Temperature Regulation of the Human Body (from the Department of Physics and Astronomy at Georgia State University) gives some of the reasons from physics and biology for changes in body temperature.  It also refers to the Fahrenheit and Celsius temperatures. 

Re-teaching and Enrichment Strategies:

Determine the whole class average for highest hand temperature.

Data Collection and Analysis:

HYPOTHESIS:

DATA:

Student Name	Highest temperature
	oC
	oC
	oC
	oC
Team average	oC

QUESTIONS:

1. Calculate your team average for the highest temperatures. Record the results in the data table.
2. How do your highest temperatures compare?
3. Who has the hottest hand? 
4. What is a “normal” body temperature in degrees Celsius?  How do your temperatures compare?

*Adapted from: Volz, D., & Sapatka, S. (2000). Middle School Science with Calculators. Beaverton, OR: Vernier Software & Technology.

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How Low Can You Go?*

• Grade Level(s): 8th
• Primary Focus: Science  NC Standard Course of Study Areas: 8th, 4.05
• Secondary Focus: Math; NC Standard Course of Study Areas: 8th 4.01, 4.03
• Computer/Technology Skills: Calculators, Probeware, Data Visualization; NC Standard Course of Study Areas: 8th: 1.02, 1.10, 2.06, 3.01, 3.04
• Essential Question:  What is the temperature for the melting of ice?  Why is salt used when people are worried about sidewalks or roads freezing? Why do homemade ice cream freezers use salt?
• Summary of Activity:  Students will measure the temperature of ice melting, add salt and measure the effects, then design an experiment to find a salt-ice combination to produce a low temperature.
• Cognitive Teaching Strategies: Students will observe the shape of the graph for melting ice and compare this with the temperature-time graph for a melting salt-ice mixture.  Students should be given the opportunity to compare the melting of ice and freezing of water.
• Materials:
  • Stainless Steel Temperature Probe (1 per group)
  • TI graphing calculator (1 per group)
  • ice
  • salt
  • Small beaker (per group)
  • balance
• Technology Components and Software:

Part I: Procedure

1. Each group will need 100 ml of crushed ice and 0.5 g of salt (measure out in a cupcake paper).
2. Attach the temperature probe to the EasyLink. Attach the EasyLink to the calculator. The calculator should turn on and launch EasyData software.
   1. Start the EasyData application, if it is not already running.
   2. Reset the application by selecting file->new.
   3. Select  from the Main screen, then select Time Graph…
   4. Select  on the Time Graph Settings screen.
   5. Enter 10 as the time between samples in seconds and select .
   6. Enter 60 as the number of samples and select .
   7. Select  to return to the Main screen.
   8. How many minutes will this experiment run?
3. Measure the temperature of melting ice.
   1. Put 100 ml of ice into a 250 ml beaker. Place the Temperature Probe into the ice . Select Start from the top row of calculator buttons. Stir the ice with the probe. Watch the temperature vs. time graph until the temperature levels off.
   2. Record the temperature to the nearest 0.1oC.
   3. Use the arrow keys to examine data point along the curve. The time and temperature will be displayed below the graph.
   4. Select to return to the Main screen

Part II:  The Effect of Salt on Ice’s Melting Temperature

1. Add 5.0 grams of salt to the ice water and stir. Continue stirring until the temperature stops dropping.
2. Record the lowest temperature reached.
   1. When the temperature stops dropping, select  to end data collection.
   2. A graph of temperature vs. time will be displayed. Use  to examine data points along the curve. As you move the cursor right or left, the time (X) and temperature (Y) values of each data point are displayed above the graph.
   3. Record the lowest temperature reached (to the nearest 0.1°C).
   4. Select  to return to the Main screen.

Instructional Strategies:

1. This experiment could be done in a unit along with labs on boiling of water and freezing of water.
2. To emphasize graphing, you may ask your students to sketch the graph from the calculator.
3. Measure out 5 g of salt for students in advance.

Additional resources for this lesson:

1. Making Ice Cream! (from teachers.net) gives some proven ideas from classroom teachers for making ice cream in food storage bags. Be sure to discuss with the students the use of the salt in the recipe.
2. “Why do they use salt to melt ice on the road in the winter?” (from How Stuff Works) provides a discussion of the use of salt on roads and the temperature range for best effect. 

Re-teaching and Enrichment Strategies:

Finding the “Coldest” Mixture

1. Make and test a plan for finding the coldest possible temperature using 5.0 grams of salt and the materials used in Parts I and II. Outline your plan in the Contest Plan section below.

The Coldest-Temperature Contest

1. Set up the equipment as in Part I.
2. Put the amounts of water and ice you found to be best in Step 8 into the 250 mL beaker. Note: All student groups should do this part of the experiment at the same time.
3. Get 5 grams of salt from your teacher. Add this salt to the water and ice. Place the Temperature Probe into the water, ice, and salt mixture and then select .
4. Stir until your coldest temperature is reached. Then select  to end data collection.
5. Compare your results with your classmates.

Data Collection and Analysis:

HYPOTHESIS:

DATA:

Normal melting temperature of ice	°C
Coldest salt and ice-water temperature (Part II)	°C

 

QUESTIONS:

1. What is the effect of adding salt on ice’s melting temperature?
2. Did all the lab groups get the same two temperatures?  What is your explanation for this result?
3. When the weather service predicts that water on the roads will freeze in the night, highway crews go out and sprinkle salt on the roads.  Based on what you’ve observed in this experiment, why do you think salt can make the roads safer?

*Adapted from: Volz, D., & Sapatka, S. (2000). Middle School Science with Calculators. Beaverton, OR: Vernier Software & Technology.

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Schoolyard Study *

Teacher Version(.doc)

Student Version(.doc)

• Grade Level(s): 6th, 7th, and 8th
• Primary Focus: Science  NC Standard Course of Study Areas: 6th: 3.05, 6.01, 6.05, 7.02; 7th: 3.05; 8th, 4.06
• Secondary Focus: Math; NC Standard Course of Study Areas: 6th: 4.03, 4.06; 7th: 2.01, 3.01; 8th: 4.01
• Computer/Technology Skills: Calculators, Probeware, Data Visualization; NC Standard Course of Study Areas:
• Essential Question: How is the shaded area of the schoolyard different from the sunny area?  Do differences affect the living organisms in the area?
• Summary of Activity: Our environment is important to all of us. In this activity you will investigate your schoolyard as an environment. Scientists study large areas by looking at samples. One way to sample an environment is to look at data along a straight line called a transect. In this experiment, you will gather data along a transect in your schoolyard.
• Cognitive Teaching Strategies: It may be helpful to give the students examples of a good transect in the schoolyard so they know what to look for.  Students should be able to explain why they picked their transect and describe the differences they expect to find in the opposing areas. 
• Materials:
  • Stainless Steel Temperature Probe (1 per group)
  • Light Sensor
  • TI graphing calculator with EasyData application(1 per group)
  • EasyLink interface
  • 2 rubber bands
  • 10 meters of string
  • meter stick
  • ruler

Part I: Making a Transect

1.  Make your transect.
      a.   Stretch 10 meters of string in a straight line across an area of your schoolyard.  You will be collecting data along this line called a transect.  Choose a stretch with as many different conditions as possible (e.g., shade vs. sun, asphalt vs. grass).
      b.   In the Data table, write a description of each location you choose to study along the transect.
      c.   Record observations of any living things you see at the chosen locations.
      d.   Measure and record the distance (in m) from the beginning of your string to each location.
2.  In the space provided on Data Collection and Analysis page, make a sketch of your transect.  Label each location on the sketch.

Part II: Measuring Temperature

3. Connect the Temperature Probe to the EasyLink interface and the calculator.

4. Set up EasyData for data.
     a.  Start the EasyData application, if it is not already running.
     b.  Make sure the calculator displays Temperature (°C) in the top box.  No collection will take place, simply read the data from the screen and record it in the Data table.

5.   Measure the surface temperature at one end of the string.  Place the tip of the Temperature Probe in the ground.  Wait for the temperature reading on the calculator screen to stabilize before recording it.  Note: If there is direct sunlight on the probe tip during data collection, the readings will be too high. To prevent this, use your hand to shade the tip of the probe.

6.   Fasten the Temperature Probe to a ruler using two rubber bands as shown in Figure 1. The probe tip should be at the 5 cm mark on the ruler. Measure the temperature 5 cm above the surface at the same location. Wait for the temperature reading on the calculator screen to stabilize before recording it.

7.   Repeat Steps 5–6 for each location you chose in Step 1.

 

Part III  Measuring Reflected Light Intensity

8.   Connect the Light Sensor to the EasyLink interface and the calculator making sure that the switch is in the 0-150,000 lux position.
9 .  Set up EasyData for data.
     a.  Start the EasyData application, if it is not already running.
     b.  Make sure the calculator displays Light 150000(LX) in the top box.  No collection will take place, simply read the data from the screen and record it in the Data table.

10. Using two rubber bands, fasten the Light Sensor to the ruler as shown in Figure 2. The tip of the sensor should be at the 5 cm mark.
11.   Measure and record the intensity of the reflected light 5 cm above each location you chose in Step 1. Make sure that neither you nor the ruler shade the area below the Light Sensor.

 

 

 

Instructional Strategies:

1. This lab works best with students in groups of two or three.  Make sure students understand that they are measuring the light being reflected from the ground and that the temperature being measured is air temperature not ground or soil temperature.  Ground temperature may be added as outlined in the next two sections.  Discussing different types of environments and possible findings before conducting the experiment may allow students to pick better areas and reach better conclusions based on data. 

Additional resources for this lesson:

1. This is a lab that can be adapted to use with the Temperature probes.  It focuses on ground temperature at different depths in the soil as opposed to different environments. http://www.iscienceproject.com/labs/pdf_labs/6336_groundtemperature.pdf
2. Alliant Energy has information on their website discussing ground temperature in the context of a geothermal heating and cooling unit. http://www.alliantenergygeothermal.com/stellent2/groups/public/documents/pub/geo_how_001211.hcsp
3. HowStuffWorks.com has great information on both temperature and light.  http://science.howstuffworks.com/light.htm

Re-teaching and Enrichment Strategies:

• As mentioned above, ground temperature (particularly at different depths) could be added to this experiment.  This could lead to a discussion concerning different types of energy, especially those used to heat our homes.
• This lab can be used with the soil study lab to complete a thorough study on the environment on the transect.  The study may also be conducted over time showing changes along the transect during different months and seasons.
• Prepare a poster that presents your results.
• Prepare one or more bar graphs from your data.
• Do additional transects in different areas and compare results.

Data Collection and Analysis:

HYPOTHESIS:

 

SKETCH OF TRANSECT:

DATA:

Distance (m)	Description	Temperature (at surface) (°C)	Temperature (at 5 cm) (°C)	Temperature Difference	Light intensity (lux)

QUESTIONS:

1. In the space provided in the data table, subtract to find the difference between the temperature on the surface and the temperature 5 cm above the surface at each location.
2. Which location had the greatest difference between its two temperatures? The smallest difference?
3. Give possible reasons for the results in Question 2.
4. Which location had the highest reflectivity? The lowest?
5. Give possible reasons for the results in Question 4.
6. Look at your reflectivity and temperature data. Do your results follow a pattern? Explain.

*Adapted from: Volz, D., & Sapatka, S. (2000). Middle School Science with Calculators. Beaverton, OR: Vernier Software & Technology.