The purpose of this investigation is to find which materials slow down the cooling process. For the investigation on heat transfer, I chose to test aluminum foil, plastic wrap, wax paper, and a paper towel. I poured 150 mL of boiling (100 degrees Celsius) water into 8 oz styrofoam cups. I covered each cup with the a 13 cm by 13 cm square of each of the materials and secured them with a rubber band. I then let the cups sit on a counter for 30 minutes. After 30 minutes I checked the temperature of water in each of the cups. The results are in the table below: Material 13 by 13 cm squre Aluminum Foil Wax Paper Paper Towel Plastic Wrap Temperature In °C, after 30 minutes. 48°C 44°C 42°C 46°C This investigation covered heat transfer through two methods, first it was through evaporation and radiation. The aluminum foil is the least porous of the materials, therefore it had the least evaporation of the water and cooled at a slower rate. Aluminum foil also has a reflective surface and reflects the heat energy back to the water in the cup, rather than letting the heat escape. If I were to repeat the investigation with different materials, I would probably use different thicknesses of cloth. The cloth with the biggest thickness would probably keep the most heat because it is the one that would allow the least evaporation. This investigation could be done with other items that are not water. I would love to retry this investigation with a non-liquid like uncooked beans, or lentils. I would heat the beans and place them in cups and cover them with various materials. Since beans do not contain much liquid that would evaporate and speed up the cooling process, the temperatures might vary. * What, specifically, would you like students to learn from this experiment? Did you achieve this goal when you engaged in the experiment?

The purpose of this investigation is to find which materials slow down the cooling process.

For the  investigation on heat transfer, I chose to test aluminum foil, plastic wrap, wax paper, and a paper towel.  I poured 150 mL of  boiling (100 degrees Celsius) water into 8 oz styrofoam cups.  I covered each cup with the a 13 cm by 13 cm square of each of the materials and secured them with a rubber band.  I then let the cups sit on a counter for 30 minutes.  After 30 minutes I checked the temperature of water in each of the cups.  The results are in the table below:

Material 13 by 13 cm squre	Aluminum Foil	Wax Paper	Paper Towel	Plastic Wrap
Temperature In °C, after 30 minutes.	48°C	44°C	42°C	46°C

This investigation covered heat transfer through two methods, first it was through evaporation and radiation.  The aluminum foil is the least porous of the materials, therefore it had the least evaporation of the water and cooled at a slower rate.  Aluminum foil also has a reflective surface and reflects the heat energy back to the water in the cup, rather than letting the heat escape.

If I were to repeat the investigation with different materials, I would probably use different thicknesses of cloth.  The cloth with the biggest thickness would probably keep the most heat because it is the one that would allow the least evaporation.

This investigation could be done with other items that are not water.  I would love to retry this investigation with a non-liquid like uncooked beans, or lentils.  I would heat the beans and place them in cups and cover them with various materials.  Since beans do not contain much liquid that would evaporate and speed up the cooling process, the temperatures might vary.

• What, specifically, would you like students to learn from this experiment? Did you achieve this goal when you engaged in the experiment?

The Effect of Large Objects Colliding With Smaller Objects

What happens when large objects collide with smaller objects?

Purpose:  Students will understand Newton's second and third laws of motion in a real world context. 

To answer this question I conducted an investigation using marbles and washers.  I conducted three trials for each type of object, observed, and recorded my results.  the objects were placed 8 cm apart and pushed so that they collided with each other.  The results were what I expected considering Newton's Laws of Motion.  The only exception was the large marble.  Instead of stopping, the large marble rolled to the right.  I attribute this anomaly to the smoothness of the surface it was on and the marble's spherical shape.

When the marbles collided, the small one went in the opposite direction it was coming from and the large marble rolled to the right.

When the washers collided, the small washer went int he opposite direction it was coming from and the large washer stopped moving.

Everything in the experiment went well once I found a nice smooth surface to conduct the investigation.  I had tried previously on the carpet to very different results.  Once I conducted my investigation on the counter, I got the results I expected.

For the students in my classroom, I would allow them to conduct a guided inquiry investigation, providing the materials and the question.  The purpose is simple enough for young elementary school children to come up with their own ideas on how to go about it.  I also believe that instead of marble toy cars and trucks would be more fun. It would also be fun to do with large balls outside on the playground.  The students would have an opportunity to see the investigation in a real world context.