Heat Transfer Experiment

Sixth graders have learned that heat transfers from an area of greater concentration to an area of lesser concentration in three ways; radiation, conduction and convection currents.   The experiment  they completed this week tested the conduction theory by using calorimeters(insulated cups) and an aluminum transfer bar.   Equal amounts of hot and cold water were placed in the calorimeters and the temperature of each cup was taken every three minutes.   The aluminum bar that had been placed between the containers demonstrated the transfer of heat from the hotter liquid to the colder liquid.  Students could prove the concept with the change in temperature and could also feel the heat move along the aluminum bar.

Designing Experiments To Test Properties of Matter

One of the new NGSS science standards requires sixth graders to design their own experiments.  This week students pretended to be material scientists that were evaluating a spill site from a railway derailment in Columbus, Ohio.    The train wreck deposited carloads of sand, pepper, and an unidentified toxic material (Epsom Salt), along with pieces of metal from the damaged cars.   Samples of the spill were evaluated for properties of matter that could separate them easily so the spill could be cleaned up and the environment protected.  

After designing an experimental procedure and testing the substances, students found that the iron filings could be removed with a magnet. The salt could be dissolved in water.  The pepper floated in oil and the sand could be filtered out with a coffee filter.  This activity was used as an example of how studying the properties of matter might be useful in real life. 

The Effect of Heat on Kinetic Energy

Students used corn syrup to support a concept they have been learning about in science.  The concept was that if heat is added to molecules, then the molecules will have more kinetic energy.  This is the reason why substances can change from a solid to a liquid and from a liquid to a gas.

Two test tubes were filled with corn syrup of different temperatures.  The cold syrup was 10ºC and the warmer syrup was 30ºC.   A marble was dropped into each test tube and students timed how many seconds it took the marble to fall to the bottom of the tube.  The marble fell an average of 3 times faster in the syrup that was 30ºC after multiple trials.

The results verified the results that students obtained when they used an online computer model that simulated the concept. 

Analyzing the Emancipation Proclamation

"Did Abraham Lincoln decide to issue the Emancipation Proclamation mostly for military reasons or mostly because of his moral principles?"

Sixth graders are using the website "Zoom In" to try to understand why Abraham Lincoln issued the Emancipation Proclamation.    Students are analyzing and taking notes over four primary documents from the 1800's.   Each source can be found in the National Archives and supports a point of view that the students will consider, adopt, and debate in small groups. 

After the debate, students will write a four-paragraph argument essay in response to the lesson question.  Claims will be supported with interpretations of the positions and quotes from the documents.   

Autumn concentrating on the information and forming an opinion.

 Autumn distracted by the photographer!