Heat conductivity of materials

SC 130 physical science laboratory six has the student scientists working to determine what materials conduct heat and whether some materials are better conductors that other materials. Laboratory six intentionally uses the most trivial and basic materials in terms of equipment, only the thermometers would be problematic in a local elementary or secondary school. In the first half of the laboratory the students measure the temperature rise in a cup of room temperature water connected to a cup with boiling water.

LaToya waits for the the temperature to rise.

The new floor tile required some additional equipment, specifically sponges and buckets. The old, open pore cement floor of past terms tended to absorb the water, and hid the dirt tracks made by zoris and shoes. The new off-white tile does neither. Next term - more sponges and buckets!

Richinia works on a chart to present to the class while Lilly looks on.

This term, as in prior terms, two cups started from a different temperature but ended at the same temperature. This data usually generates the most discussion. The scientifically stronger students usually latch onto the problem that the common maximum temperature will lead to columns of equal height, which does not accurately reflect the greater temperature rise for the water that started at a lower temperature. Probably the nature of the summer doldrums, but the morning lab section was well satisfied with a two column model.

Randy presents his group's chart idea.

This term I had the students brain storm in groups and then each group presented their ideas. All of the groups had arrived at a two column solution. With the scientists in agreement, there was less room for discussion. My attempts to prod them into finding a solution that would distinguish two different changes in temperature rise that ended at a common maximum temperature met with failure. Even my sitting silently did not work, the class simply decided they were done and got up to leave.