Teacher Information

Scientific Inquiry SPARKvue

Objectives
This lab is designed to help students familiarize themselves with SPARKvue while engaging in scientific investigations. By completing these exercises students learn to: Engage in the process of scientific inquiry by making predictions, collecting and analyzing data, and explaining observations Use the most popular and effective SPARKvue tools

Procedural Overview
Students gain experience conducting the following procedures: Setting up SPARKvue to collect data in different types of experiments Using the manual and periodic sampling modes of SPARKvue Using the temperature sensor with SPARKvue to collect temperatures of various body parts in a table display Using the temperature sensor and the graph display to periodically record and display the temperature of warm water that is left to cool in a plain cup and a student-designed cup at room temperature for 3 minutes Designing a way to modify a cup so it keeps hot water warm for as long as possible

Time Requirement
Preparation time Pre-lab discussion and activity Lab activity 10 minutes 5 minutes 40 minutes

aterials and !qui"ment

For each student or group:
Computer with SPARKvue software PASPORT computer interface PASPORT temperature sensor# Cup % #+',m( -.,o/0
*

Materials available in the laboratory to design a

cup that !eeps water hot"

$ot water% &'' m(% maintained at &' )C

Use a PASPORT USB Link, SPARKLink, PASPORT PowerLink, PASPORT AirLink SI, PASPORT Xplorer, or PASPORT Xplorer GLX
2

1ither the fast,response or stainless steel temperature sensor is suitable2

Scientific Inquiry SPARKvue

* "

Use a non-insulated plastic or paper cup. For example: polystyrene, cloth, foil, plastic wrap, wool, water baths, or packing peanuts

#ac$%round
T&e Scientific et&od and Scientific Inquiry

Scientific inquiry is a general term for the numerous ways in which scientists learn about the natural world to produce scientific knowledge. The knowledge produced is supported by evidence collected during the inquiry process. Traditionally, the term scientific method has been used when teaching students how scientists learn about the natural world. However, this term has recently been criticized because it creates the misconception that all scientists follow the same steps (processes) in the same order all the time. In reality, the many methods used to investigate nature in the various sciences are better represented by a broader term, scientific inquiry. Although the sequence and choice of steps used varies from scientist to scientist and from one investigation to the next, a common set of processes is used by scientists to learn about the natural world. Making observations; asking questions; making predictions or posing hypotheses; planning investigations; controlling variables; using systematic, reliable, repeatable, and externally validated techniques; analyzing the data collected; and interpreting and communicating results are among the major processes that are involved in scientific inquiry. Each lab in this manual is designed to guide students through a sequence of scientific inquiry processes that may be used to learn about the world around them. Students learn about scientific inquiry by engaging in inquiry processes, and they develop the skills needed to answer their own questions through scientific inquiry. At the same time, students gain content knowledge by actively engaging in scientific inquiry as opposed to being told about or reading about science. Scientists in the 21st century increasingly rely on technology to enhance data collection and analysis. Technology enables scientists to collect large amounts of data accurately and to display, analyze, and interpret their data more quickly. 'sin% SPARKvue This investigation includes detailed steps on how to set up SPARKvue to collect data in different types of experiments. In the first part of this investigation, students find the temperature of four different body parts. To do this, the student will need to place the temperature sensor on the body part and allow the temperature to stabilize. When ready, the student will trigger SPARKvue to record the data point. SPARKvue allows for this type of data collection in manual sampling mode. Manual sampling mode allows users to see the data value as it changes over time and to record a data point when they are ready. In the second part of this investigation, students measure temperature values every two seconds as a cup of hot water cools. SPARKvue allows for a measurement to be automatically recorded at a specified rate. This type of data collection is called periodic sampling (this is the default mode). Higher sampling rates (taking many data points each second) are needed when changes are expected to occur very quickly. Lower sampling rates are used when changes occur slowly or data is being taken for an extended period of time. The default sample rate for each PASCO sensor is appropriate for the most typical applications of that sensor, reducing the need for the user to change the sample rate before each experiment.

Teacher Information
This investigation also guides students in two different ways to display data (table and graph) and to start and stop data collection, to open and close tool palettes, to perform simple analyses (statistics), and to save data. This combination of methods and tools can be a powerful stimulation for students to develop their own scientific inquiries arising from their natural curiosity about the world around them.

Pre()ab *iscussion
Lead a discussion with your students about what science is and what processes scientists use to learn about the world around them. Lead the discussion with questions such as What is science? and What do scientists do? Students will probably start out with specifics about what different scientists do. Let the ideas emerge, and see if you can find a common thread within the ideas. As students questions about different types of technologies scientists use and how these technologies help them in the different processes. Teacher Tip: Accept all answers and write ideas on the board or overhead projector to remain

displayed during the activity. Ideally, you can lead your students to conclude that science is asking questions, making predictions (constructing hypotheses), conducting experiments, collecting data (gathering evidence), analyzing the data, and drawing conclusions. Let your students know that this is exactly what they will be doing in this laboratory exercise and throughout the year in your class.

)ab Pre"aration
!hese are the materials and equipment to set up prior to the lab.

+, Make cups and insulating material available to each student group. Use what you have on hand as possible insulating materials. Some suggestions include: polystyrene cups, cloth, foil, plastic wrap, wool, water baths, or packing peanuts. -, Make sure that a source of hot water with a constant temperature (~50 C) is available for your students throughout the activity.

Safety
Add these important safety precautions to your normal laboratory procedures"

Do not use the fast-response temperature sensor in water that is 70 C or hotter. Be careful when working with hot water.

"

Scientific Inquiry SPARKvue Sequencin% .&allen%e

!he steps below are part of the #rocedure for this lab acti$ity. !hey are not in the right order. %etermine the proper order and write numbers in the circles that put the steps in the correct sequence.

Part +

anual sam"lin% of body tem"erature

3
Propose an e3planation for the difference between the temperature of your thumb and normal body temperature2

4
Perform an e3periment to test a proposed e3planation for the observed temperature difference2

1
Measure the temperature of your thumb2

5
Analy/e the results of the e3periment to determine whether or not your data supports the proposed e3planation2

2
Compare the temperature of your thumb to normal body temperature for humans2

Part - Periodic sam"lin% of water coolin%

1
Measure the temperature change of warm water as it sits in a cup surrounded by room temperature air2

2
Modify the cup to prevent warm water from cooling as much as it did in the unmodified cup2

4
Analy/e the temperature data to determine the effectiveness of your cup design2

3
Measure the temperature change of warm water held in your modified cup2

Procedure wit& Inquiry

After you complete a step &or answer a question', place a chec mar in the bo( & ' ne(t to that step.

Part +

anual sam"lin% of body tem"erature

Set #p
+, / What is normal human body temperature? If necessary, discuss this with your classmates or consult a textbook and write the answer in the space below.
*+2'

-, /

With the computer running, double-click the SPARKvue icon to launch SPARKvue.

Teacher Information
0, / Connect the PASPORT temperature sensor to the PASPORT interface, and the PASPORT interface to the computer.
Result: The $ome screen appears displaying the current temperature reading2

1, /

Write the room temperature in the space below.

#*2"

2, /

What do you think the temperature of your thumb will be?

*+2'

3, /

Place the end of the temperature sensor on your thumb, and hold it in place with your forefinger. When the temperature reading stabilizes, write the temperature in the space below.
**2.

4, /

How did the temperature of your thumb compare to the value for normal body temperature?

The temperature of my thumb was lower than normal body temperature2

5, Why do you think the temperature of your thumb did not match the value for normal body temperature? Below is a list of ideas that other students have generated. Add at least one additional explanation to the bottom of the list. A. B. C. D. E. 6, / Body temperature depends on the age of the person. Body temperature is not constant, but changes based on the weather. Body temperature is based on gender. Body temperature changes with distance from the body core.
4ody temperature depends on whether or not the body part is covered by clothing2

This investigation will explore "student idea D". You will determine the temperature of body parts as they get closer to the core of the body (thumb, hand, elbow, and armpit).
)ote" 5our teacher may allow you time later to design an e3periment to test the other ideas2

+7, /

Predict how the temperature of a body part will be affected by its distance from the core of the body.

The temperature of body parts farthest from the core will have the lowest temperature% and the temperature will increase as it gets closer to the core body temperature2

Scientific Inquiry SPARKvue

++, Create a table to display temperature. a, Click BUILD.
Result: The 4uild screen opens2

b, In the measurements list on the left-hand side of the screen, click Temperature to select it.
Result: The selected measurement is highlighted2

c, With Temperature highlighted, click the Table button (

).

Result: A table appears in the Preview section -in the upper right,hand corner of the screen02

d, Click OK.
Result: A page is created with a table prepared to display temperature2 )ote" SPARKvue automatically includes time as a column in the table as well% but it is not needed in this activity and can be ignored2

+-, /

Put SPARKvue into manual sampling mode: a, Click the Sampling Options button 8 b, Click Manual; then click OK.
Result: SPARKvue is now in manual sampling mode2 The screen now loo!s li!e this6

) to open the Sampling Options screen.

)ote" 4y default SPARKvue is automatically set up to record temperature data from the temperature sensor two times each second -periodic6 # $/02 7n this e3periment% we only want to record one data point for each body part% and we will tell SPARKvue when we are ready for the temperature to be recorded2 Thus% we put SPARKvue into manual mode% which will monitor and display the measurement but will not record any data points until the *eep button 0 is clic!ed2

&

Teacher Information
'o((ect )ata
+0, / To begin monitoring temperature, click the Start button (
Result: The Start button is replaced by the *eep button 02

).

+1, /

Place the temperature sensor on your thumb, and hold it in position with your forefinger. Allow the temperature to stabilize, and then click the Keep button ( data point. ) to record the

+2, /

Repeat data collection for the palm of your hand, crook of the elbow, and your armpit. In each case, hold the temperature sensor in place using the tip of your forefinger. Click the Keep button ( ) to record these temperatures on SPARKvue.

+3, / +4, /

Click the Stop button ( Save your work:

) to complete data collection.

a, Click the Sharing button ( b, Click SAVE FILE AS.

Result: The Save As window opens2

) to open the Sharing screen.

c, Navigate to a folder where you would like to save the file. d, Enter a filename. e, Click SAVE. f, +5, / Click OK to close the sharing screen.

Copy the temperature data collected in SPARKvue into Table 1.

Table 6 Manual sampling of body temperature

Data Point 1 2 3 4

Body Part

Temperature ( C)

Thumb Hand Crook of elbow Armpit

#82+ *'2+ *"2" *&2#

Scientific Inquiry SPARKvue

Ana(y+e )ata
+6, / Do you see any trends in the data that you collected? Explain any trends you observed in the space below.

5es% the body temperature increases as you get closer to the body core -or trun!02

-7, /

Does your prediction about body temperature match the data that you collected? Explain below.

5es% my predictions were correct2 Recorded body temperature was higher at the armpit than in the hand or thumb2 7t could be that the hands and thumbs are more e3posed to ambient temperature9 therefore% they are cooler than body temperature2 Also% warm blood% traveling from the core to the e3tremities loses heat to the environment9 therefore% hands are colder than the body core2

Part - Periodic sam"lin% of water coolin%

Set #p Run 1: 'ontro(

-+, Predict what will happen to the temperature of warm water (~50 C) that sits in a cup surrounded by room temperature air for 3 minutes.
The temperature of the water will decrease2

--, /

To determine whether your prediction is correct you will run the experiment. To do this, start a new file and then set up a graph display in this new file: a, Click the Home button ( ) to return to the Home screen.

)ote" 7f any changes have been made since last saving the file% SPARKvue will prompt you to save your previous wor!2

b, On the Home screen, click BUILD.

Result: The 4uild screen opens2

c, In the measurements list, click Temperature to select it.

Result: The selected measurement is highlighted2

d, With Temperature highlighted, click the Graph button (

Result: A graph appears in the Preview screen2

).

e, Click OK.
Result: A page is created with a graph prepared to display temperature versus time2

-0, Set the sampling rate on SPARKvue to record one data point every two seconds (periodic: 2 seconds). a, Click the Sampling Options button ( ) to open the Sampling Options screen.

Teacher Information
b, Click the Sample Rate Unit box and select seconds. c, Click the Sample Rate box and select 2.
Result: The sample rate changes to # seconds between samples2

d, Click OK.
)ote" The term :periodic: is used to describe the sampling mode that automatically records data% and the term :sampling rate: is used to describe how often the data will be recorded -once every two seconds in this e3periment02 A high sampling rate -ta!ing many data points each second0 is needed when changes are e3pected to occur very ;uic!ly2 A lower sampling rate is used when changes occur slowly or data is being ta!en for an e3tended period of time2

-1, /

What is sampling rate? What does it mean to have a Sample Rate of 2 seconds?

Sampling rate is the rate at which SPARKvue records the data you are studying2 A Sample Rate of # seconds means that SPARKvue is gathering data once every two seconds2

-2, /

Fill a cup two-thirds full of hot water (~50 C).

'o((ect )ata Run 1: 'ontro(

-3, / Place the tip of the temperature sensor into the water. Hold the temperature sensor in place or tape it to the cup so that it does not fall out of the cup during data collection. Click the Start button ( ).

-4, /

Result: SPARKvue begins recording data2

-5, /

Adjust the scale of the graph to clearly see any changes in temperature: a, Click the Tools button ( ) to open the tool palette. ).

b, Click the Scale-to-fit button ( c, Click the Tools button ( -6, / 07, /

) to close the tool palette.

Continue to collect data for 3 minutes (180 seconds). When 3 minutes (180 seconds) have passed, click the Stop button ( ).

Scientific Inquiry SPARKvue

0+, / Label the data run: a, Click the Tools button to open the tool palette ( b, Click the Select button ( ). ).

Result: The Select button turns orange2

c, Click a point on the plotted data run. d, Click OK ( e, Click the Annotation button (
Result: The on,screen !eyboard appears2

). ).

f,

Type "Control" and click OK. ) to turn off the selection.

%, Click the orange Select button ( &, Click the Tools button (

) to close the tool palette.

Ana(y+e )ata Run 1: 'ontro(

0-, Was your prediction about what will happen to the temperature of warm water (~50 C) that sits in a cup for 3 minutes supported by this experiment?
5es% my prediction was supported2 7 predicted that the temperature of the water would decrease% and it did decrease2

00, Find the maximum temperature and the minimum temperature of the water: a, Click the Tools button ( b, Click the Statistics button (
Result: The Statistics screen opens2

) to open the tool palette. ).

c, Click Minimum and then click Maximum to select both of them.

Result: Selected statistics are highlighted2

d, Click OK.
Result: The minimum and ma3imum values of the data run appear on the graph2

e, Click the Tools button (

) to close the tool palette.

1.

Teacher Information
01, / Record the maximum and minimum temperatures in Table 2.

Table #6 Temperature data for water cooling in a plain cup and a student,designed cup

Type of Cup

Describe the Cup Insulation Design

Maximum Temperature ( C)

Minimum Temperature ( C)

Change in Temperature ( C)

Plain cup

".2"

"<2"

*2'

Studentdesigned cup

=rapped the cup in cotton cloth

".28

"82"

2"

02, Calculate the change in temperature of the water in the cup during the 3 minutes, and record it in Table 2.
)ote" Change in temperature > ma3imum temperature ? minimum temperature2 Change in temperature > ".2" )C ? "<2" )C > *2' )C2

03, Explain why this temperature change was observed.

The temperature of the warm water decreased over time because the temperature of the room was cooler2 $eat moves from hot ob@ects to cold ob@ects% so the heat from the warm water was slowly being transferred to the air2

Set #p Run !: Student/designed cup

04,/ Using the materials provided by your teacher and the knowledge gained in the previous data run, modify the cup you used in the first trial so that it will keep the water as warm as possible when it sits for 3 minutes.

05, Describe the materials you used to modify the cup in Table 2 above. 06, How will you know if the cup you design holds heat better than the cup by itself?
7 will perform the same e3periment that 7 did with the normal cup and compare the results2 Aor this e3ample% if my cup holds heat better% then the change in temperature will be less than *2' )C2

17, Fill your specially designed cup two-thirds full of hot water (~50 C).

'o((ect )ata Run !: Student/designed cup

1+, / Place the temperature sensor into the water. Hold the temperature sensor in place or tape it to the cup so it does not fall out of the cup during data collection.

11

Scientific Inquiry SPARKvue

1-, / 10, / Click the Start button ( ) to begin data collection.

Does the modification to the cup seem to be keeping the water warmer? Explain how you know.

The temperature of the water seems to be dropping more slowly than the control run2

11, / 12, /

After 3 minutes (180 seconds) have passed, click the Stop button (

).

Label the data run with a word or phrase that identifies the change to the cup.

Ana(y+e )ata Run !: Student/designed cup

13, Find the maximum temperature and minimum temperature of the water, and record it in Table 2 above. 14, Calculate the change in temperature of the water in the cup during the 3 minutes, and record it in Table 2.
)ote" Change in temperature > ma3imum temperature ? minimum temperature2 Change in temperature > ".28 )C ? "82" )C > 2" )C2

15, Sketch a graph of both data runs showing the Temperature on the y-axis and Time on the x-axis. Label both data runs.

Modified cup

Control

1!

Teacher Information
16, / Save your work: a, Click the Sharing button ( b, Click SAVE FILE AS.
Result: The Save As window opens2

) to open the Sharing screen.

c, Navigate to a folder where you would like to save the file. d, Enter a filename. e, Click SAVE. f, Click OK.

Analysis 9uestions
+, How did your specially designed cup maintain the initial heat of the hot water compared to the plain (control) cup? What evidence do you have to support your claim?
The cup surrounded by cotton was more effective at maintaining the heat of the warm water than the plain cup2 After sitting in room temperature air for * minutes% the temperature of the water in the plain cup decreased *2' )C% whereas the temperature of the water in the cup wrapped in cotton decreased by only 2" )C2

-, Can you be sure that your modification of the cup was the only reason for the change in temperature? Name two probable sources of error for this experiment.
Bo% 7 cannot be sure that the modification was the only reason for change in temperature2 Some possible sources of error include the volume of water in the cup% which was not ;uantified% and the initial temperature of the water% which was not constant2

0, How did SPARKvue and PASPORT technology improve the data collection and analysis you performed in the periodic sampling of water cooling part of the lab?
SPARKvue and PASPORT technology were able to collect an accurate temperature value once every two seconds% which would be very difficult using a normal thermometer2 SPARKvue technology also created the graph immediately so that the data could be analy/ed immediately2

Synt&esis 9uestions
+se a$ailable resources to help you answer the following questions.

+, Imagine that you just designed the most cost-effective insulated cup in the world! Companies everywhere will want to buy your design. Do you feel comfortable selling this design today? If not, what further steps would you take to ensure confidence in your design?
After one test% 7 could not be confident in the design of my cup2 13tensive testing should be done to ensure that the results are accurate and repeatable2 Other scientists should test my hypothesis to ensure that the design wor!s in other labs under other environmental conditions2

1"

Scientific Inquiry SPARKvue

-, Independent variables are those for which conditions are set by the experimenter. Dependent variables are those for which values depend upon the values of the independent variables. Identify the independent variable and dependent variable used in each part of the lab. Procedure Part 1: Body Temperature Part 2: Water Cooling Independent Variable
body part type of cup -plain cup versus student,designed cup0

Dependent Variable
temperature temperature change

ulti"le .&oice 9uestions

Select the best answer or completion to each of the questions or incomplete statements below.

+, Which of the following is not a part of the inquiry process? A, Making observations #, Posing hypotheses ., Analyzing the data collected *, Making sure your results support your hypothesis -, Why is it necessary to use a consistent technique while collecting data? A, To control the variables #, To change as many variables as you can ., To make sure your results support your hypothesis *, None of the above 0, How would you keep a cup of ice water cold all day? A, Leave the cup in a dark place. #, Make sure the cup does not have a lid. ., Wrap the cup in layers of newspaper. *, Stir the ice water frequently.

Key Term .&allen%e

,ill in the blan s from the list of randomly ordered words in the *ey !erm -hallenge Word .an .

+, Science investigations involve several recognizable processes. Scientific inquiry includes making observations, asking questions, making predictions, and systematically gathering and analyzing data to answer the question or test the prediction. Scientists in the 21st century use technology to improve data collection and analysis.

1$

Teacher Information !:tended Inquiry Su%%estions

Instruct students to compare their data with that of other groups to determine which group designed the most effective insulation for the cup. Be sure to compare the changes in temperature across groups, not just minimum temperatures. Have the students design their own experiment to research. Let students design and conduct an experiment that explores the effects of activity on body temperature

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