STEMvironment 7-18: Eco House

STEMvironment 7-18: Eco House

Continuing with our theme to create energy efficient homes, the students commenced the building phase of their project, taking into account what they had planned the day before and implementing it. They created real estates, adding windows and functioning doors to their homes. Later, the students were faced with the challenge, “What materials will most efficiently insulate your home?” Brainstorming, they used their knowledge of insulators and conductors to create a hypothesis and experiment to test for the following day.

Ask you student: What is the difference between an insulator and conductor? (Conductors allow energy/heat to pass through them while insulators do not) What materials do you predict will best insolate your home? (Opinion, answers will vary)

Fun Fact: “Well-planned landscaping isn’t just for aesthetics — properly placed trees around the house can save between $100 and $250 annually”

https://energy.gov/articles/top-11-things-you-didnt-know-about-saving-energy-home-summer-edition

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MicroSTEM 7-18: Thermodynamics Part 2

MicroSTEM 7-18: Thermodynamics Part 2

Students continued their exploration in thermodynamics today with another heating experiment. Yesterday, students started with a beaker of ice, which they heated until the water boiled. They created a time versus temperature graph of their collected data in order to observe how phase changes affect temperature. Today, students performed the same experiment with a twist: they added salt to the water. They created another graph, and compared how the salt affected the time vs. temperature curve.

Ask your student: How did adding salt change the way your graph looked? (boiling point increased, reduced the time it took to melt) What do the plateaus on the graph represent? (phase changes)

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Integrated Science 7-18

Integrated Science 7-18

This morning, the students created graphs and examined trends on two data sets. For the first data set, they recorded their reach and their reach when they jumped. Then, the students recorded what temperature and at what time ice turned to water and then to steam when heated up. Afterwards, they observed the effect of adding salt to the water. The students created a class data set and made their own graphs to reach a conclusion for each activity. After lunch, the students had a tour of IN2, IMSA’s innovation center. In the afternoon, they applied their knowledge about how salt changes the temperature of ice and made ice cream! They also continued to work with their groups on their ecosystem projects.

 

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