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 10 minutes

Pre-lab discussion and activity 5 minutes

Lab activity 40 minutes

Materials and Equipment

For each student or group:

Computer with SPARKvue software Materials available in the laboratory to design a

PASPORT computer interface1 cup that keeps water hot4

PASPORT temperature sensor2 Hot water, 500 mL, maintained at 50 °C

Cup3, 270-mL (9-oz)1Use a PASPORT USB Link, SPARKLink, PASPORT PowerLink, PASPORT AirLink SI, PASPORT Xplorer, or PASPORT Xplorer GLX

2Either the fast-response or stainless steel temperature sensor is suitable.3Use a non-insulated plastic or paper cup.4For example: polystyrene, cloth, foil, plastic wrap, wool, water baths, or packing peanuts

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Scientific Inquiry – SPARKvue™

Background

The Scientific Method 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.

Using 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.

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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-Lab Discussion

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. Ask 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.

Lab Preparation

These are the materials and equipment to set up prior to the lab.

1. 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.

2. 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.

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Scientific Inquiry – SPARKvue™

Sequencing Challenge

The steps below are part of the Procedure for this lab activity. They are not in the right order. Determine

the proper order and write numbers in the circles that put the steps in the correct sequence.

Part 1 – Manual sampling of body temperature

Part 2 – Periodic sampling of water cooling

Procedure with Inquiry

After you complete a step (or answer a question), place a check mark in the box () next to that step.

Part 1 – Manual sampling of body temperature

Set Up

1. 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.

37.0 C

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

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Propose an explanation for the difference between the temperature of your thumb and normal body temperature.

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Perform an experiment to test a proposed explanation for the observed temperature difference.

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Measure the temperature of your thumb.

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Analyze the results of the experiment to determine whether or not your data supports the proposed explanation.

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Compare the temperature of your thumb to normal body temperature for humans.

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

1Modify the cup to prevent warm water from cooling as much as it did in the unmodified cup.

2Analyze the temperature data to determine the effectiveness of your cup design.

4Measure the temperature change of warm water held in your modified cup.

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Teacher Information

3. Connect the PASPORT temperature sensor to the PASPORT interface, and the PASPORT interface to the computer.

Result: The Home screen appears displaying the current temperature reading.

4. Write the room temperature in the space below.

23.4 C

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

37.0 C

6. 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.

33.9 C

7. 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 temperature.

8. 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. Body temperature depends on the age of the person.

B. Body temperature is not constant, but changes based on the weather.

C. Body temperature is based on gender.

D. Body temperature changes with distance from the body core.

E. Body temperature depends on whether or not the body part is covered by clothing.

9. 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).

Note: Your teacher may allow you time later to design an experiment to test the other ideas.

10. 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 temperature.

11. Create a table to display temperature.

a. Click BUILD.

Result: The Build screen opens.

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Scientific Inquiry – SPARKvue™

b. In the measurements list on the left-hand side of the screen, click Temperature to select it.

Result: The selected measurement is highlighted.

c. With Temperature highlighted, click the Table button ( ).

Result: A table appears in the Preview section (in the upper right-hand corner of the screen).

d. Click OK.

Result: A page is created with a table prepared to display temperature.

Note: SPARKvue automatically includes time as a column in the table as well, but it is not needed in

this activity and can be ignored.

12. Put SPARKvue into manual sampling mode:

a. Click the Sampling Options button ( ) to open the Sampling Options

screen.

b. Click Manual; then click OK.

Result: SPARKvue is now in manual sampling mode. The screen now looks like this:

Note: By default SPARKvue is automatically set up to record temperature data from the temperature

sensor two times each second (periodic: 2 Hz). In this experiment, 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

recorded. Thus, we put SPARKvue into manual mode, which will monitor and display the measurement

but will not record any data points until the Keep button ( ) is clicked.

Collect Data

13. To begin monitoring temperature, click the Start button ( ).

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Teacher Information

Result: The Start button is replaced by the Keep button ( ).

14. 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 (

) to record the data point.

15. 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.

16. Click the Stop button ( ) to complete data collection.

17. Save your work:

a. Click the Sharing button ( ) to open the Sharing screen.

b. Click SAVE FILE AS.

Result: The Save As window opens.

c. Navigate to a folder where you would like to save the file.

d. Enter a filename.

e. Click SAVE.

f. Click OK to close the sharing screen.

18. Copy the temperature data collected in SPARKvue into Table 1.

Table 1: Manual sampling of body temperature

Data Point

Body Part Temperature (C)

1 Thumb 28.7

2 Hand 30.7

3 Crook of elbow 34.4

4 Armpit 35.2

Analyze Data

19. Do you see any trends in the data that you collected? Explain any trends you observed in the space below.

Yes, the body temperature increases as you get closer to the body core (or trunk).

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Scientific Inquiry – SPARKvue™

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

Yes, my predictions were correct. Recorded body temperature was higher at the armpit than in the hand or thumb. It could be that the hands and thumbs are more exposed to ambient temperature; therefore, they are cooler than body temperature. Also, warm blood, traveling from the core to the extremities loses heat to the environment; therefore, hands are colder than the body core.

Part 2 – Periodic sampling of water cooling

Set Up – Run 1: Control

21. 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 decrease.

22. 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.

Note: If any changes have been made since last saving the file, SPARKvue will prompt you to save

your previous work.

b. On the Home screen, click BUILD.

Result: The Build screen opens.

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

Result: The selected measurement is highlighted.

d. With Temperature highlighted, click the Graph button ( ).

Result: A graph appears in the Preview screen.

e. Click OK.

Result: A page is created with a graph prepared to display temperature versus time.

23. 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.

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 2 seconds between samples.

d. Click OK.

Note: 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

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Teacher Information

seconds in this experiment). A high sampling rate (taking many data points each second) is needed

when changes are expected to occur very quickly. A lower sampling rate is used when changes occur

slowly or data is being taken for an extended period of time.

24. 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 studying. A Sample Rate of 2 seconds means that SPARKvue is gathering data once every two seconds.

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

Collect Data – Run 1: Control

26. 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.

27. Click the Start button ( ).

Result: SPARKvue begins recording data.

28. 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 ( ) to close the tool palette.

29. Continue to collect data for 3 minutes (180 seconds).

30. When 3 minutes (180 seconds) have passed, click the Stop button ( ).

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Scientific Inquiry – SPARKvue™

31. Label the data run:

a. Click the Tools button to open the tool palette ( ).

b. Click the Select button ( ).

Result: The Select button turns orange.

c. Click a point on the plotted data run.

d. Click OK ( ).

e. Click the Annotation button ( ).

Result: The on-screen keyboard appears.

f. Type "Control" and click OK.

g. Click the orange Select button ( ) to turn off the selection.

h. Click the Tools button ( ) to close the tool palette.

Analyze Data – Run 1: Control

32. 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?

Yes, my prediction was supported. I predicted that the temperature of the water would decrease, and it did decrease.

33. Find the maximum temperature and the minimum temperature of the water:

a. Click the Tools button ( ) to open the tool palette.

b. Click the Statistics button ( ).

Result: The Statistics screen opens.

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

Result: Selected statistics are highlighted.

d. Click OK.

Result: The minimum and maximum values of the data run appear on the graph.

e. Click the Tools button ( ) to close the tool palette.

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Teacher Information

34. Record the maximum and minimum temperatures in Table 2.

Table 2: Temperature data for water cooling in a plain cup and a student-designed cup

Type of Cup

Describe the Cup Insulation Design

Maximum Temperatur

e(C)

Minimum Temperatur

e(C)

Change in Temperatur

e(C)

Plain cup 49.4 46.4 3.0

Student-designed cup

Wrapped the cup in cotton cloth 49.8 48.4 1.4

35. Calculate the change in temperature of the water in the cup during the 3 minutes, and record it in Table 2.

Note: Change in temperature = maximum temperature – minimum temperature.

Change in temperature = 49.4 °C – 46.4 °C = 3.0 °C.

36. Explain why this temperature change was observed.

The temperature of the warm water decreased over time because the temperature of the room was cooler. Heat moves from hot objects to cold objects, so the heat from the warm water was slowly being transferred to the air.

Set Up – Run 2: Student-designed cup

37. 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.

38. Describe the materials you used to modify the cup in Table 2 above.

39. How will you know if the cup you design holds heat better than the cup by itself?

I will perform the same experiment that I did with the normal cup and compare the results. For this example, if my cup holds heat better, then the change in temperature will be less than 3.0 °C.

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

Collect Data – Run 2: Student-designed cup

41. 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.

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Scientific Inquiry – SPARKvue™

42. Click the Start button ( ) to begin data collection.

43. 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 run.

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

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

Analyze Data – Run 2: Student-designed cup

46. Find the maximum temperature and minimum temperature of the water, and record it in Table 2 above.

47. Calculate the change in temperature of the water in the cup during the 3 minutes, and record it in Table 2.

Note: Change in temperature = maximum temperature – minimum temperature.

Change in temperature = 49.8 °C – 48.4 °C = 1.4 °C.

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

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Modified cup

Control

Teacher Information

49. Save your work:

a. Click the Sharing button ( ) to open the Sharing screen.

b. Click SAVE FILE AS.

Result: The Save As window opens.

c. Navigate to a folder where you would like to save the file.

d. Enter a filename.

e. Click SAVE.

f. Click OK.

Analysis Questions

1. 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 cup. After sitting in room temperature air for 3 minutes, the temperature of the water in the plain cup decreased 3.0 °C, whereas the temperature of the water in the cup wrapped in cotton decreased by only 1.4 °C.

2. 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.

No, I cannot be sure that the modification was the only reason for change in temperature. Some possible sources of error include the volume of water in the cup, which was not quantified, and the initial temperature of the water, which was not constant.

3. 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 thermometer. SPARKvue technology also created the graph immediately so that the data could be analyzed immediately.

Synthesis Questions

Use available resources to help you answer the following questions.

1. 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, I could not be confident in the design of my cup. Extensive testing should be done to ensure that the results are accurate and repeatable. Other scientists should test my hypothesis to ensure that the design works in other labs under other environmental conditions.

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Scientific Inquiry – SPARKvue™

2. 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 Independent Variable Dependent Variable

Part 1: Body Temperature

body part temperature

Part 2: Water Cooling type of cup (plain cup versus student-designed cup)

temperature change

Multiple Choice Questions

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

1. Which of the following is not a part of the inquiry process?

A. Making observations

B. Posing hypotheses

C. Analyzing the data collected

D. Making sure your results support your hypothesis

2. Why is it necessary to use a consistent technique while collecting data?

A. To control the variables

B. To change as many variables as you can

C. To make sure your results support your hypothesis

D. None of the above

3. How would you keep a cup of ice water cold all day?

A. Leave the cup in a dark place.

B. Make sure the cup does not have a lid.

C. Wrap the cup in layers of newspaper.

D. Stir the ice water frequently.

Key Term Challenge

Fill in the blanks from the list of randomly ordered words in the Key Term Challenge Word Bank.

1. 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.

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Teacher Information

Extended Inquiry Suggestions

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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