Experiment: Guided Scientific Inquiry
As part of a physics unit on heat transfer and insulation, I tested several everyday kitchen materials to explore how well they retained heat in a mug of hot water. My goal was to bring physical science to life through real-world application. We all try to keep coffee hot or leftovers warm at some point! The four materials I selected were the following:
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Plastic wrap
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Aluminum foil
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Silicone
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Thick cotton dish towel
These materials are commonly found in the kitchen and are often used in food storage or heat retention, making them ideal for a relatable science experiment.
I poured equal amounts of hot water into four ceramic mugs, each covered with a different material. To control heat loss from steam, I secured each covering with a rubber band. After 30 minutes, I measured the water temperature in each mug.
Plastic wrap performed best, retaining the most heat. Aluminum foil came in second, followed closely by the thick cotton dish towel. Silicone retained some heat but was the least effective of the four.
This experiment highlighted how materials either discouraged or allowed the three types of heat transfer:
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Conduction: Since all materials were in direct contact with the mug, conduction was inevitable. However, materials like plastic wrap and foil likely slowed the rate at which heat passed through their surfaces.
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Convection: Covering the mugs discouraged convection by trapping the warm air and steam inside. The plastic wrap’s tight seal likely played the biggest role in limiting this type of heat loss.
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Radiation: Materials like foil may have reflected radiant heat back into the mug.
These observations align with Tillery et al.'s (2022) description of materials with insulating properties that reduce heat transfer by minimizing conduction and convection.
Extension: Adding Problem-based Inquiry and Engineering Inquiry
I would enhance the activity with problem-based learning through a real-world challenge.
The following is background information for students: You’ve been hired by a kitchenware company to design a reusable cover that keeps food warm and reduces waste. What material will you choose and why?
The driving question is: How can our company, The Artisan Utensils, design a reusable product to keep drinks and foods hot that can cover a 9” x 9” dish?
To make it more engaging, students could create prototypes, brand their “product,” and present their findings to a mock panel or as a science fair exhibit. This fosters science understanding and develops creativity, collaboration, and communication skills—essential 21st-century competencies.
Outcomes for the Problem-Solving, Scientific Inquiry Lesson
The goal of this lesson is for students to understand the concept of heat transfer and insulation through firsthand experience. I also want students to develop scientific inquiry skills, which involve asking questions, designing controlled variables, analyzing results, and drawing conclusions that have real-world applications.
This experiment sparks curiosity and fosters environmental thinking. It encourages rich discussions about how simple changes in our kitchens can reduce waste. For example, suppose a dish towel secured around a dish with a rubber band competes with aluminum foil in retaining heat. In that case, consumers may be very willing to purchase kits of reusable insulators for food and drinks.
Reference
Tillery, B. W., Enger, E. D., & Ross, F. C. (2022). Integrated science (8th
ed.). McGraw-Hill.
