January/February 2018 – Vol. 31 No. 2

Thermal Protection- Science with Blowtorches!

Posted: Wednesday, December 10th, 2014

by Joanne Cozens Michael

STEM… the final frontier. Okay, not really, but it is our students’ future and it is up to us to get them as prepared as possible. One of the issues many educators face when teaching STEM is finding something that can cover multiple strands of the STEM “rope”. A few years ago, I attended Space Camp for Educators in Huntsville, Alabama, and was introduced to an amazing lesson sure to inspire engineering and creativity, get those STEM juices flowing, and captivate even the most reluctant of learners!

The lab is called “Thermal Protection”. The basic idea is to protect a screw that is hot-glued onto a wooden dowel from getting so hot that the glue melts, and the screw falls off. Protecting it from what? A blowtorch! I primarily do this with 5th grade students because my school goes up to 5th grade, but it can be done with students as young as 3rd grade. A colleague does this with his high school seniors- everyone loves it! It can also definitely be done as part of a family science night with parents helping.

Before the students arrive, you will need to prep the dowels. A dowel ½-inch in diameter works well, and only needs to be six inches long. Place a drop of hot glue on one end, and stick a screw, flat side-down, into the glue. The type of screw doesn’t really matter, but it shouldn’t be longer than two or three inches. You will also need to assemble some “protection materials”: non-insulated copper wire, aluminum foil, tin foil (if available), and any other metals that are (relatively) easy to shape or cut a hole into. I normally prep my aluminum foil for my students by cutting it into strips about four inches long by however wide the roll of foil is. The wire can be any length. You will also need to have some way to hold the dowel while the blowtorch is being used. A ring-stand from the high school chemistry department works beautifully, and most have a screw-clamp on them that will hold the dowel without issue. The clamp will need to be positioned about 2/3 of the way up the stand, and when the dowel is in place, the torch’s flame is about four inches from the screw – hot enough to cause the heat to radiate quickly from the flame to the screw, and melt the glue, but not so hot that it would cause injury or danger to anyone. I place newspapers down on the table that the stand is on and then a large piece of aluminum over them, to protect the table from melted glue or bits of metal that may fall off.

To introduce the lab, I show them footage of a NASA rocket launch and explain that in order to get the rocket up past Earth’s atmosphere, it obviously has to have an incredible amount of thrust that can only be attained by a chemical reaction producing insane amounts of heat as a by-product. The payload inside can have humans, food, various experiments, oxygen tanks, or other vital things that need to stay protected at a certain temperature, but the outside must be strong enough to withstand the launch, any meteorites or space debris that it may come into contact with, and be able to survive re-entry into Earth’s atmosphere. Metal has proven to be one of the best materials to use. From there, I bring out the ring stand, with a dowel/screw already attached, but no protection on the screw. I place the blowtorch in the correct spot, and have a student time how long it takes for the glue to get so hot that the screw falls off. That number is the benchmark for the class. The time is generally 30 seconds or so (not too long of a time!).

From that point, their mission is simple: using the various metals, create a “thermal shield” to protect the glue from heating up too quickly. This could very easily become a unit project in which students can research the heat conductivity of the various metals used, the best order of the metals to be placed on the screw, if certain metals should not be used at all, and/or the shape that best reflects the heat. They can weigh the materials, and use that data against the rest of the class’ data.

The highlight is obviously testing day. I set a time limit for how long the torch is on the dowel of three minutes, just to make sure we can get through all of the experiments in one session. The students that succeed over the baseline are deemed “thermal champions”, while the others can have a chance to improve their time. Depending on how your class/unit is structured you can have the students go back and reengineer their thermal protection. For example, they might alter the order of metals, shape of metals (was it better concave or convex? Folded over, or a single sheet? Crumpled up in a ball?).

One of the many reasons why I love this lesson is that it gives every single student the chance to be a star in front of their peers. It is generally pretty easy to reach the baseline time. The only exception I have experienced is when they’ve placed so much “protection” on their screw that it is too heavy, and just a little bit of heat is enough to pull the screw off – another engineering lesson in itself! I have had students that struggle to comprehend lessons on a daily basis just soar in this activity- to see their faces shine brighter and brighter as they see the seconds, and then minutes, tick by, and their screw holding steady under the intense heat of the blowtorch. It is these kinds of experiences that give students the encouragement they need to pursue other STEM activities, and possibly a future career. And all from using a blowtorch in class!

Written by Joanne Michael

Joanne Michael

Joanne Michael is a K-5 Science Specialist for Manhattan Beach Unified and is a CSTA member.

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Accelerating into NGSS – A Statewide Rollout Series Now Accepting Registrations

Posted: Friday, January 19th, 2018

Are you feeling behind on the implementation of NGSS? Then Accelerating into NGSS – the Statewide Rollout event – is right for you!

WHO SHOULD ATTEND
If you have not experienced Phases 1-4 of the Statewide Rollout, or are feeling behind with the implementation of NGSS, the Accelerating Into NGSS Statewide Rollout will provide you with the greatest hits from Phases 1-4!

OVERVIEW
Accelerating Into NGSS Statewide Rollout is a two-day training geared toward grade K-12 academic coaches, administrators, curriculum leads, and teacher leaders. Check-in for the two-day rollout begins at 7:30 a.m., followed by a continental breakfast. Sessions run from 8:00 a.m. to 4:15 p.m. on Day One and from 8:00 a.m. to 3:30 p.m. on Day Two.

Cost of training is $250 per attendee. Fee includes all materials, continental breakfast, and lunch on both days. It is recommended that districts send teams of four to six, which include at least one administrator. Payment can be made by check or credit card. If paying by check, registration is NOT complete until payment has been received. All payments must be received prior to the Rollout location date you are attending. Paying by credit card secures your seat at time of registration. No purchase orders accepted. No participant cancellation refunds.

For questions or more information, please contact Amy Kennedy at akennedy@sjcoe.net or (209) 468-9027.

REGISTER

http://bit.ly/ACCELERATINGINTONGSS

DATES & LOCATIONS
MARCH 28-29, 2018
Host: San Mateo County Office of Education
Location: San Mateo County Office of Education, Redwood City

APRIL 10-11, 2018
Host: Orange County Office of Education
Location: Brandman University, Irvine

MAY 1-2, 2018
Host: Tulare County Office of Education
Location: Tulare County Office of Education, Visalia

MAY 3-4, 2018
Host: San Bernardino Superintendent of Schools
Location: West End Educational Service Center, Rancho Cucamonga

MAY 7-8, 2018
Host: Sacramento County Office of Education
Location: Sacramento County Office of Education Conference Center and David P. Meaney Education Center, Mather

JUNE 14-15, 2018
Host: Imperial County Office of Education
Location: Imperial Valley College, Imperial

Presented by the California Department of Education, California County Superintendents Educational Services Association/County Offices of Education, K-12 Alliance @WestEd, California Science Project, and the California Science Teachers Association.

Written by California Science Teachers Association

California Science Teachers Association

CSTA represents science educators statewide—in every science discipline at every grade level, Kindergarten through University.

The Teaching and Learning Collaborative, Reflections from an Administrator

Posted: Friday, January 19th, 2018

by Kelly Patchen

My name is Mrs. Kelly Patchen, and I am proud to be an elementary assistant principal working in the Tracy Unified School District (TUSD) at Louis Bohn and McKinley Elementary Schools. Each of the schools I support are Title I K-5 schools with about 450 students, a diverse student population, a high percentage of English Language Learners, and students living in poverty. We’re also lucky to be part of the CA NGSS K-8 Early Implementation Initiative with the K-12 Alliance. Learn More…

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Written by NGSS Early Implementer

NGSS Early Implementer

In 2015 CSTA began to publish a series of articles written by teachers participating in the California NGSS k-8 Early Implementation Initiative. This article was written by an educator(s) participating in the initiative. CSTA thanks them for their contributions and for sharing their experience with the science teaching community.

2018 CSTA Conference Call for Proposals

Posted: Wednesday, January 17th, 2018

CSTA is pleased to announce that we are now accepting proposals for 90-minute workshops and three- and six-hour short courses for the 2018 California Science Education Conference. Workshops and short courses make up the bulk of the content and professional learning opportunities available at the conference. In recognition of their contribution, members who present a workshop or short course receive 50% off of their registration fees. Click for more information regarding proposals, or submit one today by following the links below.

Short Course Proposal

Workshop Proposal Learn More…

Written by California Science Teachers Association

California Science Teachers Association

CSTA represents science educators statewide—in every science discipline at every grade level, Kindergarten through University.

CSTA’s New Administrator Facebook Group Page

Posted: Monday, January 15th, 2018

by Holly Steele

The California Science Teachers Association’s mission is to promote high-quality science education, and one of the best practice’s we use to fulfill that mission is through the use of our Facebook group pages. CSTA hosts several closed and moderated Facebook group pages for specific grade levels, (Elementary, Middle, and High School), pages for district coaches and science education faculty, and the official CSTA Facebook page. These pages serve as an online resource for teachers and coaches to exchange teaching methods, materials, staying update on science events in California and asking questions. CSTA is happy to announce the creation of a 6th group page called, California Administrators Supporting Science. Learn More…

Written by Guest Contributor

From time to time CSTA receives contributions from guest contributors. The opinions and views expressed by these contributors are not necessarily those of CSTA. By publishing these articles CSTA does not make any endorsements or statements of support of the author or their contribution, either explicit or implicit. All links to outside sources are subject to CSTA’s Disclaimer Policy: http://www.classroomscience.org/disclaimer.

Find Your Reason to Engage

Posted: Monday, January 15th, 2018

by Jill Grace

I was recently reflecting on events in the news and remembered that several years ago, National Public Radio had a story about a man named Stéphane Hessel, a World War II French resistance fighter, Nazi concentration camp survivor, and contributor to the United Nation’s Universal Declaration of Human Rights. The story focused on a book he had published, Time for Outrage (2010).

In it, Hessel makes the argument that the worst attitude is indifference:

“Who is in charge; who are the decision makers? It’s not always easy to discern. We’re not dealing with a small elite anymore, whose actions we can clearly identify. We are dealing with a vast, interdependent world that is interconnected in unprecedented ways. But there are unbearable things all around us. You have to look for them; search carefully. Open your eyes and you will see. This is what I tell young people: If you spend a little time searching, you will find your reasons to engage. The worst attitude is indifference. ‘There’s nothing I can do; I get by’ – adopting this mindset will deprive you of one of the fundamental qualities of being human: outrage.  Our capacity for protest is indispensable, as is our freedom to engage.”

His words make me take pause when I think of the status of science in the United States. A general “mistrust” of science is increasingly pervasive, as outlined in a New Yorker article from the summer of 2016. Learn More…

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Written by Jill Grace

Jill Grace

Jill Grace is a Regional Director for the K-12 Alliance and is President of CSTA.