Explorando La Ciencia Con Sensores y Analisis de Video

Exploring Science with
Coach and €Sense
Heat and Temperature
Light
Sound
April 2007, version 4.0
Hardware and software are distributed by the CMA foundation. The CMA foundation is affiliated
to the AMSTEL Institute of Universiteit van Amsterdam.
AMSTEL Institute/CMA Foundation

Kruislaan 404, 1098 SM Amsterdam, The Netherlands
Telephone: +31 20 5255869
Fax: +31 20 5255866
E-mail: cmainternational@science.uva.nl
Internet: http://www.cma.science.uva.nl/english
© CMA / AMSTEL Institute, Amsterdam,
Text:
Ewa Kędzierska, Piet Molenaar
©2007 Foundation CMA/AMSTEL Institute, Universiteit van Amsterdam

Table of Contents
PART I - TEACHER’S NOTES ................................................................................................................ 5
1. COMPUTER BASED ACTIVITIES FOR SCIENCE INVESTIGATIONS .............................................................................. 5
2. EXPLORING SCIENCE ACTIVITIES ........................................................................................................................ 5
2.1. The most important feature – graphs ...................................................................................................... 5
2.2. Learning objectives which can be reached in presented activities.......................................................... 6
2.3. Student’s worksheets .............................................................................................................................. 6
PART II - PUPIL’S WORKSHEETS ......................................................................................................... 7
EXPLORING HEAT AND TEMPERATURE .............................................................................................. 7

WORKSHEET 1. HOT! COLD! WARM!....................................................................................................................... 8
WORKSHEET 2. TELL A STORY ABOUT TEMPERATURE ............................................................................................ 10
WORKSHEET 3. MUM, MY TEA IS COLD .................................................................................................................. 12
WORKSHEET 4. ANIMAL FAMILY ............................................................................................................................ 13
WORKSHEET 5. WHAT IS HEAT? WHAT IS TEMPERATURE?..................................................................................... 15
WORKSHEET 6. WARMING UP AND COOLING DOWN ............................................................................................... 17
WORKSHEET 7. HOW TO COOL DRINKS FASTER?................................................................................................... 19
WORKSHEET 8. HOW TO KEEP WARM? ................................................................................................................. 21
WORKSHEET 9. HOW IS HEAT TRANSPORTED? ...................................................................................................... 23
WORKSHEET 10. HEAT ABSORPTION .................................................................................................................... 25
EXPLORING LIGHT ............................................................................................................................ 27
WORKSHEET 1. HOW BRIGHT? ............................................................................................................................. 28
WORKSHEET 2. HOW DOES LIGHT TRAVEL? ......................................................................................................... 30
WORKSHEET 3. TELL A STORY ABOUT LIGHT ......................................................................................................... 32
WORKSHEET 4. FLASHING LIGHT .......................................................................................................................... 34
WORKSHEET 5. HOW MUCH LIGHT PASSES THROUGH? .......................................................................................... 36
WORKSHEET 6. REFLECTED LIGHT ....................................................................................................................... 38
WORKSHEET 7. THE BRIGHTNESS OF COLORS....................................................................................................... 40
WORKSHEET 8. DOES THE BRIGHTNESS CHANGE THE FURTHER AWAY?.................................................................. 41
EXPLORING SOUND .......................................................................................................................... 43
WORKSHEET 1. HOW LOUD?................................................................................................................................ 44
WORKSHEET 2. TELL A STORY ABOUT SOUND ....................................................................................................... 47
WORKSHEET 3. MAKE SOUND VISIBLE .................................................................................................................. 49
WORKSHEET 4. ANALYSIS OF VOICE SOUNDS ........................................................................................................ 51
WORKSHEET 5. ANALYSIS OF INSTRUMENTS SOUNDS ............................................................................................ 53
WORKSHEET 6. HOW DOES SOUND TRAVEL? ........................................................................................................ 55
WORKSHEET 7. WHAT IS THE BEST WAY TO STOP SOUND? .................................................................................... 57
WORKSHEET 9. DOES SOUND GET MORE QUIET FURTHER AWAY? .......................................................................... 59
Exploring Science - Exploring Heat and Temperature 3

4 Exploring Science - Exploring Heat and Temperature
Part I - Teacher’s notes
1. Computer based activities for science investigations
Observations and measurements are central features of practical activities in science.
Traditionally, students are taught to use different measuring instruments. Then they record
their collected data in a table and plot them in the form of a graph.
Now all these activities can be easily performed with a computer. What are the benefits of
doing these activities with a computer?
Many of the benefits arise from the computer’s facilities to:
- collect data from many different sensors (simultaneously, if necessary)
- display data as numbers, meters, graphs, and tables
- process (perform calculations on) and analyze data.
Computers perform all these tasks quickly and accurately, easily dealing with large quantities
of data collected over either very short or very long periods of time. Displaying data as it is
being collected reinforces the link between an experiment and its results, so students get a
better feeling for quantities and their changes.
It is very easy to work with Activities in the Coach 6 (Lite) program. The instructions for the
students can be very simple and their attention focuses on science investigations.
Manipulating the computer does not take a lot of time and attention.
2. Exploring Science Activities

Exploring science consists of the following Coach Projects:
• Exploring Heat and Temperature
• Exploring Light
• Exploring Sound
• Own Lab.
These projects contain twenty nine Coach activities for €Sense and its temperature, light and
sound sensors. The activities are designed for students between 11-14 years old.
In these activities students explore and investigate phenomena involving light, sound, heat
and temperature. Students get a number of problems that have to be solved by taking
measurements with sensors.
The Own Lab Activity, included in the Coach project ‘Measurements in Own Lab’, allows
students to setup and perform their own experiments with €Sense.
2.1. The most important feature – graphs

The traditional process of plotting graphs of experimental results leaves little time for pupils
to consider the meaning of the graphs. Computer measurement activities create many
opportunities for exploring data and help to focus student attention on the interpretation of
graphs. One of the most important features of these activities is that every measurement is
directly presented in graph. This visual representation of the data helps pupils to understand
the relationship between a phenomenon (a real measurement) and its graphical
representation. Experiments are easy to repeat so students have enough time to observe
phenomena, check their own predictions and interpret results.

Learning with graphical presentations is very important. A great deal of information can be
conveyed efficiently with graphs. Students have highly developed visual skills, and it has
been found that visual activities have a large influence on cognitive development. It is also
important that there be very little delay between the physics experiment and the visual
information. Then there is a connection between the science and the graphs, increasing the
chances for students to achieve understanding of science concepts.
There are at least three levels of interpreting graphs. At the first, qualitative level, the graph
shape may be inspected, identifying trends and interesting features. Students can try to
explain what may be going on in an experiment. Very important also is the effect of scale on
the shape of the graph (concept: the rate of change). At the second, semi-quantitative, level,
students compare graphs and explain similarities and differences. Finally, the quantitative
level of interpreting graphs involves obtaining information from graphs, reading values and
performing simple calculations.
2.2. Learning objectives which can be reached in presented activities

Using computers with sensors supports doing science investigations, which involve
collection of information, planning, measuring, hypothesizing and analyzing. In Exploring
Science students are involved in all these areas.
The more specific learning objectives which can be reached in the activities are:
• students should be able to set up the equipment, to use IT equipment and to be
responsible for the equipment.
• students should know how to work with the program (start the program, projects and
activities, make measurements, print information etc.)
• students should be able to perform an activity, describe what they are doing, give and
follow the instructions, ask questions, and work in-groups.
• students should be able to use the information from graphs/diagrams:
- read values from a graph,
- zoom a part of a graph,
- determine the scale of a diagram,
- interpret data.
• students should be able to make a report of an activity in which they record and discuss
what they have done.
2.3. Student’s worksheets

Each student’s worksheet is started with easy introductory observations, questions and
experiments to introduce a problem for investigation. Then the experiments using the
computer and sensors performed.

Part II - Pupil’s worksheets
Exploring Heat and Temperature
Activities:
1. Hot! Cold! Warm!
2. Tell a story about temperature
3. Mum, my tea is cold
4. Animal family
5. What is heat? What is temperature?
6. Warming up and cooling down
7. How to cool drinks faster?
8. How to keep warm?
9. How is heat transported?
10. Heat absorption

Worksheet 1. Hot! Cold! Warm!
Hot! Cold! Warm! Cold! Can you tell which is which? Can you explain these terms?
Observation
Obtain three pans. Fill one with cold water, another with lukewarm water, and the third one
with water that is as hot as your hand can bear. Place one of your hands in the cold water
and the other in the hot water. After a few minutes place both hands in the lukewarm water.
1. With both hands in the lukewarm water, do they feel different from one another?
Yes/No
2. Describe the feeling of the lukewarm water as sensed by each hand.
The right hand
The left hand
3. Try to guess the temperature of the water in each of the pans of water. Check your
guesses with a thermometer. How accurate were your guesses?
As you can probably see, you are not a very

precise thermometer. With your hands you can
not exactly tell how warm things are.
For the temperature measurement you need a
thermometer. In this activity you are going to
measure temperature of different objects with the
computer and the temperature sensor.
Remember to keep water far from the computer.

1. Start the project ‘Exploring heat and temperature’ and the activity ‘Hot! Cold! Warm!’.
Connect the external temperature sensor to €Sense (as shown in Coach).. When the
temperature sensor is connected correctly the measured temperature is shown on the
sensor icon.
The measured by the sensor temperature is also displayed on a meter and as a digital
value. Temperature is measured in 0C (Celsius or centigrade)
The temperature measured by the sensor is _____________ 0C.
2. Now you are going to measure temperature of different objects. After each measurement
fill in the proper cell in the table below.
I measure Temperature 0C
in cold water
in lukewarm water
in hot water
in the air
in your hand
in glove with a hand inside
under my arm
Does the temperature sensor need some time to warm up or cool down? How can you
see this?
Explain in your own words what temperature is.

Worksheet 2. Tell a story about temperature
Does energy radiated from the sun raise the temperature of
the world during the day?
Imagine a summer day, how do you think temperature will

change during such a day? Start your story at 4.00 am and
finish at 11.00 pm.
In this activity you are going to tell a story about the

temperature change. You will tell this story based on a
graph that you would see on the computer screen.
(Remember to keep water far from the computer!)
1. Start the project ‘Exploring heat and temperature’ and

the activity ‘Tell a story about temperature’.
Connect the external temperature sensor to €Sense.
(Remember to keep water far from the computer).
2. In one of the panes on the screen you see the diagram

“Temperature in 0C”. Along the horizontal axis you see the time in seconds and along the
vertical axis you see the temperature in 0C. Look at the red cross on the vertical axis.
The cross goes up when the temperature __________________________________
The cross goes down when the temperature ________________________________
3. Take two containers, one with cold

water and one with hot water.
Hidden from your view, a classmate
will dip the temperature sensor slowly
in and out of these two containers.
Your job will be to look at the
temperature graph and guess which
container the temperature sensor was
placed in first.
When your classmate is ready to

begin, click the green Start button to
record the temperature.
Sketch the temperature graph from the computer screen on these axes.
When was the temperature graph dipped into the hot and cold water? Label those points
on your diagram.
Write a story about the temperature.

4. In England and the United States temperature is measured in 0F (Fahrenheit degrees). It
is easy to convert a temperature reading from one scale to another if you have a formula
to follow.
The temperature graph recorded during the experiment can be presented in 0F. Click the
Panel Window button. A new diagram labeled “Temperature in 0F” appears on the screen.
Now look at both graphs.
What is the difference between the scales of these two graphs?
Is there any difference between the red and the blue measuring curves?
Extra:
The formula for converting a Celsius reading (TC) to the Fahrenheit scale is:
⎛9
TF =⎝ TC + 32⎞⎠ F
0
The formula for converting a Fahrenheit reading (TF) to the Celsius scale is:
5
TC = (TF − 32)0C
9

Worksheet 3. Mum, my tea is cold
You have a cup of hot tea, but you are busy playing a computer
game. You want to finish the game before drinking tea. After ten
minutes you drink your tea.
Is your tea still warm? Yes/No
What happened to your tea? Do you know why?
While your tea was cooling, what do you think happened to the
air around it?
In this activity you will measure the temperature of a cup of tea as it cools down.
1. Start the project ‘Exploring heat and temperature’ and the activity ‘Mum, my tea is cold’.
2. Take a plastic beaker. Fill the beaker with hot tea and place the temperature sensor
inside. Remember to keep liquids far from the computer.
Look at the sensor icon and read the beginning temperature of the tea____________ .
3. Do you know how the temperature is

changing when the tea is cooling? Draw
a prediction graph in Coach.
4. Start the measurement by clicking the

green Start button.
Draw both graphs (in blue your

prediction, in red your measurement) in
the diagram.
What is the difference between these two

graphs?

Worksheet 4. Animal family
As you probably know, animals are warmer than
their surroundings and they constantly lose heat
energy through their surfaces. Sometimes baby
animals die from the cold at temperatures adults
live in without any problem.
Try to explain why a baby animal cools off more

quickly than an adult animal.
In this activity you will compare the temperatures of a baby animal and an adult to see which
animal is getting colder first.
1. Start the project ‘Exploring heat and temperature’ and the activity ‘Animal family’.
Connect the external temperature sensors to €Sense.
2. Take a large and a small container. These containers will represent an adult animal and a
baby animal.
3. Place the temperature sensor in the large container and fill it with hot water. Click the
Start green button to measure the temperature. The measurement takes 5 minutes.
4. To be able to compare (in one diagram) results from the first experiment with the results
of the second experiment you have to store your first data run in the diagram. You do it by
right-clicking the diagram, selecting first Copy Column an then T.
5. Repeat the experiment but now for a small container. Place the temperature sensor in the
small container and fill it with hot water. Take care that the water temperature at the
beginning is the same as for the large container (for example in both experiments use hot
water from a thermos). Click the Start green button to measure the temperature.

Using two different colors draw the
resulting graphs in the right diagram.
What was the temperature at the beginning

of the measurement in both containers?
What was the temperature at the end of

the measurement for:
Adult animal: ________________

Baby animal:________________
What animal gets cold faster? Explain how

you know this.

Worksheet 5. What is heat? What is temperature?
The thermometer or the temperature sensor is a tool we
can use to study heat, but it does not measure heat. It
measures temperature.
The difference between heat and temperature may be
shown by a simple example. You can put one drop of
boiling water on your skin without harm or pain. Each drop
of boiling water has a temperature of 100 0C, but one drop
contains very little energy. A drop of boiling water has a
high temperature but it has little heat. Only when many
drops are put together there will be much heat.
Heat can come from many places and usually (but not
always) it makes things hotter. What kind of heat sources
do you know?
Do you know in what units heat is counted?
In this activity you will learn about the difference between heat and temperature.
1. Start the project ‘Exploring heat and temperature’ and the activity ‘What is heat? What is
temperature?’ Connect the external temperature sensor to €Sense.
Experiment 1
1. Take a pan and fill it with 100 ml water.
Place the temperature sensor in the
water and cover the pan with foil. The
cover prevents heat from being lost to
the air.
2. Start to heat the pan and click the
green Start button to start the
measurement. You are going to
measure the water temperature for 3
minutes.
When the measurement is finished
draw a graph with a red pen.
3. Now fill the same pan with 200 ml
water. The water should have the same
beginning temperature as for the
measurement. Place the temperature sensor inside the pan and cover the pan with foil.

4. Heat the pan in exactly the same way for exactly the same time (three minutes) as in the
first experiment. Start the measurement by clicking the Start button. Draw a resulting
graph with a blue pen.
The beginning temperature in both experiments was: __________
Has the same amount of heat gone into the pane in each experiment? Yes/No
Explain why_______________________
After heating the 100-ml sample the end temperature is: __________
After heating the 200-ml sample the end temperature is: __________
The change of temperature (in 3 min) for 100-ml is: __________
The change of temperature (in 3 min) for 200-ml is: __________
Try to explain in your own words the difference between these two experiments.
Experiment 2
1. Put the broken ice in a pan with water.
Place the temperature sensor inside the
ice. Stir it slowly.
2. Start the measurement. Record the
temperature while the pan is heated on a
hot plate.
3. Draw a graph. What happens to the ice
and water during the experiment?
Try to explain what happens to the

temperature during the experiment?

Worksheet 6. Warming up and cooling down
Fill the test tube with crystals of Stearic acid. Place the test tube in a water
bath. Warm up the water bath and observe what happens to the Stearic
acid.
Describe what happens to the Stearic acid?
Did the Stearic acid melt immediately, or did it take some time?
In this activity you will measure the temperature of the Stearic acid as it
cools down.
1. Start the project ‘Exploring heat and temperature’ and the activity
‘Warming up and cooling down’. Connect the external temperature
sensor to €Sense.
2. Place the temperature sensor inside the test tube with melted Stearic
acid. If necessary, warm up the water bath a little bit to melt all the
Stearic acid around the temperature sensor. With this temperature
sensor you will measure the temperature of the Stearic acid.
3. Prepare a second, cold, water bath.
4. Remove the Stearic acid tube from the warm water bath and place it in
the cold water bath. Click the green Start button to start the
measurement. You are going to record the temperature of the Stearic
acid for 10 min. Stir the Stearic acid continuously.
5. Draw the resulting measurement graphs

in different colors in the diagram.
Look at the graph of the cooling Stearic

acid. Describe how the temperature is
changing.

What happens to the Stearic acid when the graph is flatter?
An interesting thing happens in lakes and other bodies of water when the air temperature
drops below the freezing point of the water.
You know that ice forms on the surface of lakes and the ice floats in water.
Water does not act like other substances as it approaches its freezing point. Water contracts
and becomes denser as it is cooled to
4 0C. From 4 0C to 0 0C, it begins to
expand again. As water expands it
becomes less dense than the water
surrounding it and rises to the top
again. It continues to expand as it
freezes at the surface. The sheet of ice
at the surface acts as an insulator. It
prevents the escape of heat from the
water below the ice. Fish and other
animals are able to live under the
sheet of ice during the winter.

Worksheet 7. How to cool drinks faster?
When the water is warm and the air is warm, why
should you be cold when you come out of the
water?
1. Place a drop of perfume on your arm.

Describe what you feel.
2. You have a beaker of really hot chocolate.

You would like to drink it as soon as possible.
What do you do to help your drink cool off?
I cool my chocolate by:
1______________________________ 3_____________________________
2______________________________ 4_____________________________
In this activity you will try to find the ways which can speed up the process of cooling.
1. Start the project ‘Exploring heat and temperature’ and the activity ‘How to cool drinks
faster?’ Connect the external temperature sensor to €Sense.
Experiment 1
1. Dip the temperature sensor into some perfume (after-shave, perfume or methanol) and lift
it out to allow evaporation. Click the green Start button to start the measurement.
What happens to the temperature?
2. Wave the wet temperature sensor around in the air. Does it get colder or warmer? Do
you know why?
Experiment 2
1. Pour hot water into a thermos. You will use this water in several experiments, and in every
experiment the beginning water temperature should be the same.
2. For each experiment, pour the same amount of hot water from the thermos into a beaker.
Cool the water in different ways, but for the same period of time (250 s).
3. Fill in the table on the next page.

The way of cooling down The temperature at the The temperature at the
beginning is end is
Leaving a spoon in the drink
Placing a lid on the drink
Using a fan
....................
....................
What is the fastest way of cooling your hot drink? How do you know?
What happens to heat when the drink cools down? Try to explain every case.
Some more investigations

1. When you do anything energetic, like running
round the school field, you get warm or even
really hot. How does your body cool you
down? How can you cool yourself down?
(You can study this problem by measuring the
temperature of your hand while keeping the
hand inside a closed plastic bag).
2. Do you know how elephants keep cool? They
use the surface area of their large ears as
heat radiators. (You can study this problem
by measuring the temperature inside a can of
water. The can should be wrapped in
aluminum foil and have two large “ears” made
also from aluminum foil).
3. If you got wet in the rain would your wet
clothes make you warmer or would they make
you colder?
(You can study this problem by measuring the
temperature inside a wet glove.)

Worksheet 8. How to keep warm?
It is winter. You are going to walk during a very cold day.
How would you dress for such a day?
If you want to keep yourself warm, which is better—one

thick sweater or several layers of thinner clothes?
As you know from your own experience (and also saw in

the previous activity) when you want to keep water hot, you
keep it in a thermos.
Do you know why water inside a thermos stays warm?
In this activity you are going to find out the best way of
keeping things warm.
1. Start the project ‘Exploring heat and temperature’ and the activity ‘How to keep warm?’.
2. Pour hot water into a thermos. This water will be used in a few experiments, and in every
experiment the beginning water temperature should be the same.
3. Take a container. Place the temperature sensor inside the container and pour hot water
from the thermos into it.
4. Click the green Start button to start the temperature measurement. Measure the
temperature as the water in the container cools down.
6. Repeat the experiment but now wrap the container loosely in cotton wool, and then place
it in a carton box.
7. Place the temperature sensor in the container and pour hot water from the thermos into it
(in this way the beginning temperature for both experiments is the same). Click the green
Start button to start the temperature measurement.

8. Draw the resulting graphs from both
experiments.
Which of the containers is getting cool

faster?
When will the insulated container

reach the same temperature as the un-
insulated one?
9. Now you are going to repeat the experiment but you will use different insulators. Fill in the
table below.
Insulator The beginning The end temperature The end

temperature for of un-insulated temperature of
both containers container insulated container
Wool
Cotton fabric
Elastic bands
...............
................
What is the most effective insulator?
How do you know it?
What happens when you wrap the container in an aluminum foil?

Worksheet 9. How is heat transported?
When you are near a fire or a radiator, or when you touch a
spoon that has been inside a hot pan you experience the
effect of heat transfer. How does the heat get from one
place to another?
Explain how your house is heated in the winter. How is heat

transported to all rooms?
Place a wooden spoon and a metal spoon in a pan of hot

water. Do you notice a difference when you touch the
spoons?
Why does one spoon feel so much hotter than the other?
Is the following sentence true or false? (Give some examples.)
In normal conditions, heat energy always moves from a warmer to a cooler object.
In this activity you will investigate how heat can be transported from one place to another.

the activity ‘How heat is transported’. Connect the
external temperature sensor to €Sense.
2. Fill one container with water. Place the container on a

plate heated by the burner. Heat the water until it boils.
3. Fill a Styrofoam cup with 50 ml of cold water. Cover the

cup. The cover prevents heat from being lost to the air.
4. Position a U-shape piece of copper as shown in the

picture. One end of the copper wire should be placed in
the boiling water and the other end should extend
through a hole in the cover of the cup to the cold water.
Insulate the part of the copper rod that is not in the
water by wrapping it with fabric. You can also use a
piece of electric wire in which its isolation is removed at both ends.

5. Place the temperature sensor into the cold water through another hole.
6. Between containers set up the barrier to

protect the Styrofoam cup from the
burner.
7. When you are ready, click the Start

button to measure temperature in
Styrofoam cup. Keep water boiling in the
first container.
8. Draw the resulting graph with a red pen.
9. Repeat the experiment but instead of

copper use a U-shape piece of plastic.
10. Draw a graph of the temperature in the Styrofoam cup with a blue pen.
In which case is the water inside the Styrofoam cup warmer at the end of the
measurement?
How was heat transported to the water?
Which material is a better heat conductor?
Do you know other materials which are good heat conductors?

Worksheet 10. Heat absorption
Radiation from the sun tans our skin, lights up our world,
heats the ground and indirectly heats the air around us. The
sun is not only a source of light but also a source of heat
energy.
Take two small cartons, one painted white and the other
painted black. Place one hand inside the white box and the
other one inside the black box. Find a sunny place. Let
sunlight warm the boxes.
(If you don’t have cartons you can use white and black
pieces of fabric and place your hands under the fabric.)
• Do your hands feel the same temperature? Describe

what each hand feels:
The hand in the white box
The hand in the black box
• Which box absorbs more heat energy? Explain why you think that.
In this activity you will learn that the different colors absorb different amounts of heat energy.

the activity ‘Heat absorption’. Connect the external
temperature sensor to €Sense.
2. Wrap the temperature sensor in white paper.
3. Place the sensor in a sunny place or at the small

distance from an electric bulb.
4. Click the Start button to start a measurement.

6. Repeat the experiment but now wrap the temperature
sensor in black paper.
7. Click the Start button to start a measurement. Take care

that the beginning temperature of the temperature
sensor is the same in both experiments.
8. Draw the two resulting graphs in different colors in the

diagram.
Did the sensors warm up at the same

rate?
Which of the sensors got warmer?
9. Try the investigation again using other colors of papers (or fabrics) like pink and green,
yellow and dark blue etc. Answer the following questions based on your investigations:
Which color clothes would you wear to stay cool on a hot sunny day?
Which color clothes would you wear to stay warm on a bright winter’s day?

Exploring Light
Activities:
1. How bright?
2. How does light travel?
3. Tell a story about light
4. Flashing light
5. How much light passes through
6. Reflected light
7. The brightness of colors
8. Does the brightness change further away?
Exploring Science - Exploring Light 27

Worksheet 1. How bright?
A night lamp in your bedroom does not give a lot of light, so you can fall asleep with it. Sunlight
is much stronger. It is so bright that if you look at the sun it hurts your eyes.
Here are eight light sources:
the Sun the Moon lightning a fluorescent lamp,
a car reflector an electric bulb a torch a candle.
Put the light sources in order from brightest to weakest. Start with the Sun, which is the
brightest light source. Fill the table below.
Place The light source
1 Sun
In this activity you are going to measure the brightness, or in other words light intensity, of
different light sources with the light sensor.
1. Start the project ‘Exploring light’ and the activity ‘How bright?’. The light sensor icon is
already on the €Sense panel.
2. On the screen you see a digital number. This is the light intensity (brightness) measured by
the light sensor. The light intensity is measured in %.
28 Exploring Science - Exploring Light

A light intensity of 0% means there is no light.
A light intensity of 100% means there is a lot of light.
Direct the light sensor at the brightest light. Read how strong the light is.
The light intensity is _____________________%.
3. Cover the sensor with your hands while it is pointing towards the light.
The light intensity is _____________________%.
4. Now you are going to measure the light intensity of the following light sources. Keep the
light sensor at the same distance from each light source (for example, measure brightness
3 cm away from the light source). Fill in the table below.
The light source The light intensity %
A candle
A torch
A light bulb
...............
................
................
Which of the light sources gives the most light?
Do you know why you have to keep the light sensor at the same distance from each light
source?

Worksheet 2. How does light travel?
If you have ever seen the beam of light from a flashlight you probably have noticed how light
travels. Look at the photos. They will help you answer questions.
Does a beam of light seem to bend around corners?
Does light zigzag its way to an object?
Make a cross from a card. Stick the cross to the wooden rod as it is shown on
the picture. Take a lamp or other light source and direct its light at the cross.
Arrange it so that a clear shadow of the cross appears on a screen or on a
white wall. (If it is too light in the classroom, make it darker by closing
curtains)
Hold a piece of string so that one end touches the lamp and the other end
touches the edge of the shadow. The string should be pulled tight.
Try different places on the edge of the shadow.
Write down what you found out.
Finish the following sentence: The light beam travels ______________________________.
You are going to observe how light travels. You will measure the light intensity around a light
source.
1. Start the project ‘Exploring light’ and the

activity ‘How does light travel?’. The light
sensor icon is already placed on the
€Sense panel.
2. Place a candle in the middle of a circle.
Divide the circle as shown on the
picture. You are going to record the light
intensity at different points around the

circle.
3. Place €Sense with the light sensor at one of the circles and point it at the candle.
Remember to keep the light sensor at the same distance from the candle during the
measurement.
4. In this measurement you will use the manual mode. First click the green Start button. On
the screen, another green manual measurement button (with the hand) appears. When you
are ready to make a measurement, click this button. At this moment the reading of the light
intensity is taken and you have to type a number of the reading.
5. Move the light sensor one interval around the circle and repeat the procedure: click the
green button to take the light intensity measurement and type the number of this
measurement. When you have finished making measurements click the red button. Fill in
the table below based on the table on the screen.
Number Light intensity
How is the light intensity changing around the candle?
Does light come from the back and the sides of the candle (or another light source)?
6. Finish the sentence: light spreads out in _____________ from a light source.
7. Explain why we have to use reflectors or lamp shades.

Worksheet 3. Tell a story about light
It is a sunny day in June, but clouds appear from
time to time. Around 16.00 o’clock the sky
becomes darker and heavy rain clouds appear. It
starts to rain at about 16.30. At 18.30 it is sunny
again.
On this day you decide to record the light intensity
of sunlight with the light sensor. The light sensor
hangs outside a window and it is pointed towards
the sky. Draw how the light intensity changes
during this day. The graph starts at 6.00 o’clock in
the morning.
Write down a story about your graph.
In this activity you are going to tell a story about the changing of the light. You will tell this story
based on a graph you see on the screen.
1. Make three identical cloud shapes: one from a white

card, one from grey thin paper and one from black
transparent foil.
2. Start the project ‘Exploring light’ and the activity ‘Tell a

story about light’. The light sensor icon is already placed
on input 1 of €Sense.
3. Point the light sensor at the light source (a lamp or a

window). In one of the windows on the screen you see a digital number. This is the light
intensity measured by the light sensor.
4. Pass the white cloud in front of the light sensor. Write down the light intensity measured at
this moment. Do the same for two other clouds.
The light intensity measured with no clouds is __________________________
The light intensity measured for the white cloud is __________________________

The light intensity measured for the grey cloud is __________________________
The light intensity measured for the black cloud is __________________________
5. Look at the graph now. Along the horizontal axis you see the time in seconds and along the
vertical axis you see the light intensity in %. Look at the red cross on the vertical axis.
The cross goes up when the light intensity__________________________________
The cross goes down when the light intensity________________________________
6. Now you are going to play a game with your classmate. Hidden from your view, the
classmate will pass different clouds: the white, the grey or the black in front of the light
sensor. You will look at the graph on the screen and guess which of the clouds your
classmate used. When your classmate is ready, click the green Start button to record the
light intensity.
7. Draw a measurement graph in the diagram.
8. Tell which of the clouds was placed in front of the light sensor and when. Write down your
story.

Worksheet 4. Flashing light
The computer screen produces light. Put your eyes near the
computer screen and look carefully. Do you see anything
unusual?
Is the light flashing? Yes/No
In this activity you will investigate the light coming from the computer screen and other light
sources.
1. Start the project ‘Exploring light’ and the activity ‘Flashing light’. Connect the light sensor to
input 1 of €Sense (as shown in Coach).
2. Look at the diagram on the screen. Time is measured in milliseconds.

(A thousand milliseconds add up to one second).
The measurement time is very short and takes ________________ ms.
3. Direct the sensor at a white part of the computer screen. Start the measurement by clicking
the green Start button.
Is the light from the computer screen flashing? Yes/No
4. If the computer screen flashes (goes up and goes down) ______________ times in the
measurement time.
The graph goes down when there is more / less light.

The graph goes up when there is more / less light.
5. Read the light intensity from the graph (zoom in if necessary.)
When the light is brightest then the light intensity is _________________ %.
When the light is least bright then the light intensity is _________________ %.
6. Now you are going to find other light sources which are also flashing. Repeat
measurements and fill the table below.

The light source The light:
(Mark the best answer)
O is constant
The computer screen O flashes 1 time per second
O more often than 1 time per second
O is constant
An electric bulb O flashes 1 time per second
O is constant
A TL lamp O flashes 1 time per second
O is constant
A torch O flashes 1 time per second
Which of the light sources gives flashing light?
Which of the light sources gives constant light?
7. In this activity you have discovered that light can flash even when it looks constant. Why
can not you see the flashing light with your eyes?
8. The computer screen turns on and off very quickly. The light intensity decreases to zero
percent, where there is no light. The TL lamp flashes also but the light intensity does not
reach zero percent. What does that mean?

Worksheet 5. How much light passes through?
In the summer the sun can be very bright.
Sunglasses help protect you from bright sunlight.
But some sunglasses are better than others.
Collect different sunglasses. Try every pair of

sunglasses.
Which pair of sunglasses appears to be most

effective?
Why?
With some materials you can block light. In this activity you will try to find the material which is
best at blocking light. With the light sensor you will measure how much light can pass through
different materials.
1. Start the project ‘Exploring light’ and the activity ‘How much light passes through?’.
Connect the light sensor to input 1 of €Sense (as shown in Coach).
2. In this experiment you should try to make a fair test for all materials. Point the sensor
towards the light source.
3. Place the piece of materials to test in front of the light sensor and read how much light
passes through it.
4. Test different materials like: glass, wood, card, foil, different fabrics, different papers. Fill in
the table below.
Material The intensity of light passing through
Glass
Wood
Plastic foil

Material The intensity of light passing through
................
.................
..................
..................
Which material is the best at blocking out lights? Is thick or thin material better?
5. As you probably have observed in your activity there are three types of materials.
Materials that you can see through are called transparent.
Materials that do not allow the passage of light are called opaque materials.
Some materials cannot be seen through, but do allow some light to pass through them.
Such materials are called translucent materials.
Place each of tested material in one of the columns.
Transparent materials Opaque materials Translucent materials
Which material would be the best for a window blind?
Which material would you use for a bathroom window?
Which material should be the best for a parasol?

Worksheet 6. Reflected light
Place a pan almost full of water near a window so
that sunlight falls on it. Look for a bright spot on
the wall or ceiling. Explain why the bright spot
appears on the wall (or ceiling).
Strike the side of the pan with the hand just hard
enough to cause the surface of the water to form
ripples. What happens to the spot of light? Is the
spot still bright and sharp?
In this activity your are going to find out what kind of materials can reflect light.
1. Start the project ‘Exploring light’ and the activity Reflected light’. Connect the light sensor to
input 1 of €Sense (as shown in Coach).
2. Take a bright lamp which illuminates your table well.
3. Put the samples of different materials (foil, mirror, shiny and dull fabrics of the same color,
fluorescent materials) on the table.
4. Fix the light sensor so that it points towards the sample. To make a fair test you must keep
the sensor at the same distance from the sample for each measurement (10 cm, for
example). Use the light sensor to measure the intensity of light reflected from each
sample. Fill in the table.

Material Intensity of reflected light in %
Wood
Glass
Foil
Red foil
Red paper
…...
Which surface reflects the most light? ______________________________________
What kind of material is the best to wear in the dark if you want to be easily visible? Why?

Worksheet 7. The brightness of colors
In a famous experiment, Isaac Newton allowed a
beam of light to enter a darkened room and strike
a screen. When a prism was placed in the path of
the light beam, a band of rainbow-like colors was
projected on the screen. He found that if the
colored beams from the prism were passed
through another prism, the result was white light
again. Repeat Newton’s experiment. Describe the order of colors you see in the spectrum.
In this activity you will investigate the brightness of different colors.
1. Start the project ‘Exploring light’ and the activity ‘the brightness of colors’. Connect the light
sensor to input 1 of €Sense (as shown in Coach).
2. Take a bright lamp which illuminates your table well.
3. Put samples of different colors (papers or fabrics) on the

table.
4. Fix the light sensor in such a way that it points towards

the sample. To make a fair test you have to keep the
sensor at the same distance from the sample for each
measurement (for example 10 cm). With the light sensor
you can measure how much light is reflected from each
color sample. Fill in the table.
Material Intensity of reflected light in %
Black
White
Red
Green
Yellow
……..
Which color is the brightest? ___________________________________________
What color clothes should we wear in the dark if you want to be easily visible?

Worksheet 8. Does the brightness change the further away?
As you already know, light spreads out in all directions from a
light source.
Take a book and open it. Illuminate your book with a lamp. If
there is still not enough light to comfortably read the book, what
could you do to get better illumination for your book?
Now bring the book closer to the lamp. How does this affect the
illumination?
In this activity you are going to investigate connection between the distance from a lamp and
light intensity.
1. Start the project ‘Exploring light’ and the activity ‘Does the brightness change further
away?’ Connect the light sensor to input 1 of €Sense (as shown in Coach).
2. You are going to type values for the distances between the light bulb and the €Sense light
sensor and the program will measure the light intensity.
3. Position the light sensor so that it is facing the light bulb and the distance between the light
sensor and the centre of the bulb is 5 cm.
4. First click the green Start button to start a measurement. Then click the Manual Start. At
this moment the reading of light intensity is taken. You have to type the distance between
the lamp and the sensor.
5. Move the light sensor 3 cm further away from the centre of the bulb. Repeat procedure:
click the Manual Start button to measure the light intensity, and then type the distance
value.
6. Move the light sensor 3 cm further several times, measuring light intensity each time. When
you have finished, click the red stop button.
7. Look at the graph on the screen. Draw this graph in the diagram.

8. Describe how the light intensity changes when the distance between the light sensor and
the light source increases.

Exploring Sound
Activities:
1. How loud?
2. Tell a story about sound
3. Make sound visible
4. Analysis of voice sounds
5. Analysis of instruments sounds
6. How does sound travel?
7. What is the best way to stop sound?
8. Does sound get quieter further away?
Exploring Science – Exploring Sound 43

Worksheet 1. How loud?
There are sounds around you all the time. Sometimes you do not notice them but you can
hear them if you listen carefully. If you sit quietly and close your eyes, you will be able to hear
many sounds.
Sounds can be soft or loud, high or low, pleasant or unpleasant. You are going to describe
different sounds. Fill in the table.
Sound source How loud Pleasant

(numbers from 1 to 10) Yes, No, Sometimes
A ticking clock
A growing plant
A piano
A drum
Clapping hands
Screaming
44 Exploring Science – Exploring Sound

People whispering
A plane above your house
Can you trust your ears to decide how loud these sounds are?
Which one is the loudest? Which one is the quietest?
In this activity you will use the €Sense sound sensor to measure how loud sounds are. The
unit for measuring sound is the decibel (dB).
10 dB means rustling, 50 dB means quiet conversation, 110 dB is a loud rock-group, 140 dB
will seriously damage your ears.
1. Start the project ‘Exploring sound’ and the activity ‘How loud?’.
The sound sensor icon is already place on the €Sense panel.
2. For this activity you will use three alarm clocks (or buzzers).
3. Place the alarm clock 5 cm from the sound sensor.
4. Click the green Start button. Look at the graph.
5. Write down the recorded sound level of one alarm clock (how
many decibels) in the table below.
6. Now use two alarm clocks and start measurement again.
7. Do it once more for three alarm clocks.

Object Sound level in dB
one alarm clock
two alarm clocks
three alarm clocks
How is the sound level changing when the number of alarm clocks is growing?
8. Measure the sound level of different sound sources (see the table on the first page of this
activity).
Which object gives the loudest sound? _________________________________
Which object gives the quietest sound? _________________________________
9. Compare your results with your predictions from the observations.

Worksheet 2. Tell a story about sound
When you listen to a radio or a tape recorder you listen to
the sound. You hear the sound changing. How can you
explain the changing of the sound?
Turn on the radio and try to find a music station. Listen to

the music for two minutes. Tell a story about the changing
of the sound (write this story in your own words).
In this activity the computer will help you to tell a story

about the changing of the sound level.
1. Start the project ‘Exploring sound’ and the activity ‘Tell

a story about sound’. The sound sensor icon is already
place on the €Sense panel.
2. Place the radio 10 cm from the sound sensor and turn it on.
3. Start the measurement by clicking the green Start button.
4. Slowly turn the volume control in one

direction, and then a bit faster in the
other direction.
5. When your measurement is finished draw

the resulting and tell a story about this
graph (when the sound level increases
and when it decreases).
How can you see if the increase or decrease is fast or slow?
6. Now the volume changes will be made by your teacher (or from a tape).

7. First remove your data from the diagram by right clicking and selecting the Erase all
Values option.
8. Listen carefully and make your prediction about the sound level. Draw a prediction graph
in the diagram pane on the screen.
- right click the Diagram pane and select Sketch,
- draw the prediction by dragging the mouse,
- finish by right clicking the pane and selecting Stop Sketching.
9. Repeat the sound again and now record it by clicking the Start button.
10. Draw your prediction graph with a blue pen and your measurement graph with a red pen
in the diagram below.
Are there differences between the prediction and the measurement graphs? Explain
them.

Worksheet 3. Make sound visible
How are sounds made? You know that sounds may be soft or loud, high or low, pleasant or
unpleasant. But all kinds of sounds are made in the same way. First you will observe how
sounds are made.
1. You can see how sounds are made if you look at a drum.
Tiny pieces of paper may be put on the drum.
What happens after the drum is hit? What makes the pieces
move?
2. Hit the tuning fork with a small stick. You can hear the sound.
Touch the ends of fork lightly with your fingers. What do you feel?
Now hit the tuning fork once more and put the ends of the fork into a glass
with water. What happens to the water? Explain it.
3. There are many kinds of sounds, and all of them are

made by vibrations. Yet there are some differences in
vibrations that can make one sound different from
another one.
Place a ruler over the edge of the table. Pull down the
ruler and let it go. It is vibrating. It makes a sound.
Investigate what happens when you place the ruler in
different positions and let it vibrate. Describe the
differences.
With the sound sensor connected to the computer

you can make sound visible.
1. Start the project ‘Exploring sound’ and the

activity ‘Make sound visible’. The sound sensor
icon is already place on the €Sense panel.
2. Place a tuning fork near the sound sensor.
3. Hit the tuning fork and click the green Start
button.

4. Look at the graph. You see peaks and valleys. (When it is necessary, zoom out the
graph). You can see vibrations recorded with the sound sensor.
5. In the graph here one vibration is
selected. The time of one vibration is
called the period of vibrating.
How frequently a vibration occurs is
described by its frequency. The
frequency and the period are the
inverse of each other.
1
frequency =
period
The unit of frequency is Hertz (Hz).

This indicates the number of vibrations per second. The frequency of 1 Hz means one
vibration per second.
With the help of the computer, scan the time for several vibrations and calculate the
period of one vibration:
Period of vibration = __________ s (remember, the computer shows time in milliseconds)

Frequency = ___________ Hz
6. Draw the result of your first measurement

with a blue pen. Take a tuning fork with
another pitch. Strike the fork and start the
measurement again. In the same
diagram draw the new result with a red
pen. What is the difference between
these two graphs?
7. Remove the data from the graph (Erase

all Values option). Now hit the tuning fork
softly and start the measurement again.
Draw the graph with the blue pen. Then
hit the fork harder and record the
measurement once more. Draw the
graph with the red pen. Explain
differences between these two graphs.

Worksheet 4. Analysis of voice sounds
You can hear when sounds are high or low, loud or soft. You can also hear different voice
sounds. For example: say aaaaaa (from the word ‘are’), or say oooo (from word ‘or’), eeeee
(from ‘see’) or other vowels.
Keep your fingers against your throat and make a
vowel sound. You can feel your throat vibrate.
Now put earplugs in your ears and stand behind
somebody. Keep your fingers pressed softly
against his or her throat. Have your partner make
different sounds while you investigate the feelings
of the sounds.
Can you feel if the sound is hard or soft? Yes/No
Can you feel if the sound is high or low? Yes/No
Can you feel the difference between different

sounds? Yes/No
In this activity the computer will help you to make your voice sounds visible.
1. Start the project ‘Exploring sound’ and the activity ‘Analysis of voice sounds’. The sound
sensor icon is already place on the €Sense panel.
2. You are going to record different voice sounds. Say AAAAA (from word ‘are’). Click the
green Start button while you are making the sound.
3. Look at the graph. Again you see peaks and valleys, but they are shaped differently now.
(When it is necessary zoom out the graph). Can you see that the same form comes back?
4. A tuning fork gives a pure tone, while the voice sounds give a more complicated vibration
pattern. Draw one vibration pattern of your measurement.
5. Now you will investigate vibrations of different vowels. Sing a high and then a low vowel
(keep the sound sensor at the same distance). Draw the resulting graphs

What is the difference between a high and a low vowel?
6. Now have different people (a boy and a girl) sing the same vowel. Draw graphs.
BOY (MAN) GIRL (WOMAN)
Can you see differences between the graphs?

Worksheet 5. Analysis of instruments sounds
Collect different instruments: guitar, violin, flute, xylophone, etc.
Listen to their sounds. Are these sounds more pleasant then the sound of a tuning fork or a
school bell? Yes /No
Tones of a tuning fork are pure tones with one frequency. Sounds of musical instruments
usually consists of a number of tones with different frequencies. For people such a
composition of tones sounds nicer than a pure tone.
In this activity you will record the sounds of a guitar string and different tones from an organ
pipe.
The pitch of a string depends on string length, string thickness and string tension. A guitar
has six strings with the same length and different thicknesses. All of a guitar’s tones are
played on these strings. Higher tones can be played by making the vibrating part of the string
shorter. You can shorten the vibrating part by pressing against the string with your fingers.
1. Start the project ‘Exploring sound’ and the activity ‘Analysis of instrument sounds’. The
sound sensor icon is already place on the €Sense panel.
2. Play a sound on the guitar string. At first, allow the entire length of the string to vibrate,
and then only two third of the length. To make the string shorter press against the string
with your finger. What differences do you hear between these sounds?
3. Now repeat this procedure but record the guitar’s sound with the computer. Draw both
graphs. Explain differences.

4. Play a tone on an organ pipe. Do you know how the vibrations are made in an organ
pipe?
5. Play a tone on an organ pipe. Click the

green Start button to start a measurement.
Draw a graph.
Do you remember the graph of a tuning

fork’s sound? What is the difference
between these two graphs?
Do you remember the graph of a voice’s

sound? What is the difference between
these two graphs?
6. Record sounds when you play soft or loud tones on the organ pipe. Draw the graphs.
Can you see differences between these two graphs?

Worksheet 6. How does sound travel?
Robert Boyle, an English scientist who lived three hundred
years ago, performed this experiment.
Boyle hung a watch in a bottle. He could hear the watch
ticking. Then he pumped much of the air out of the bottle.
Now he could not hear the watch ticking. When he let air
into the bottle again, he could hear the watch again.
1. Repeat Boyle’s experiment. Instead of the watch use an

alarm clock or an electric bell. Use a vacuum pump to
remove air. What do you hear when there is no air
inside?
Allow air to re-fill the jar. What do you hear now?
2. Knock at one end of a table while your classmate listens with an ear against the other end
of the table. Can your classmate hear you knocking? Why?
Can you explain how the sound from next door gets to your ears?
What is necessary for sounds to travel?
If all air in the classroom were replaced with water, could you still hear?
Can you hear through walls?
In this activity you will use the sound sensor to find out what sound can travel through.
1. Start the project ‘Exploring sound’ and the activity ‘How does sound travel?’. The sound
sensor icon is already place on the €Sense panel.
2. Choose a noisy sound source.

3. Place €Sense sound sensor 20 cm from the sound source. Click
the green Start button. Explain what the sensor detects.
4. Repeat the experiment but now place the sound source on one
side of the door. Close the door. Place €Sense on the other side
of the door. Explain what the sensor detects now.
5. Find out if sound can travel through other materials. You can use
for example rubber pipe to sensor, glass, two cans with a string,
balloon with water etc.
Remember never to place the sound sensor in water. Keep the
computer far away from water and wet hands.
Material Do sound travels through?
Wood
Glass
Water
..........
..........
..........
6. Describe once more what is necessary for sounds to travel.
7. Look at the picture and explain how you can hear

sound.

Worksheet 7. What is the best way to stop sound?
Sometimes sounds from the traffic or the room

next door can keep us from sleeping. Sounds
can also distract us from what we are doing. Do
you know how you can stop sound?
Can sounds be dangerous to you?

Yes/No/Sometimes
When can sound be dangerous?
How can people protect themselves against loud noises?
In this activity you will use the sound sensor to find the best way to stop sound.
1. Start a project ‘Exploring sound’ and activity ‘What is the best way to stop sound?’. The
sound sensor icon is already place on the €Sense panel.
2. Place the sound source inside a shoe box and start a measurement by clicking the green
Start button.
3. This will be your control measurement. You will compare all other measurement to this
one. Be very silent during the measurements.

4. Cover the sound maker with different materials (like cotton wool, different fabrics, egg
cartons, newspaper etc) and each time record the sound which is coming to the sound
sensor. Record the results of your measurements in the table below.
Insulators How much sound

Amplitude in %
Without insulator
..................
....................
......................
....................
.....................
5. What happens when you use insulating materials?
6. Which material stops sound most effectively?
7. Which material is the worst at stopping sound?
8. Get two sound sources: one should make a high-pitched sound and the other should
make a lower sound. Which kind of sound (high or low) is easier to stop?

Worksheet 9. Does sound get more quiet further away?
A plane is flying above your house. At first you
hear a quiet sound and then it gets louder but
finally it becomes quiet. First the plane is far
away and then it comes closer to you and then at
the end it is going farther away.
Below, you see the graph of the sound level
coming from the plane.
Describe the graph.
After how many seconds is the sound the strongest?
Explain the difference of the graph from 0 to 20 s and from 20 to 60 s.
In this activity you are going to see what happens to the sound level when the distance
between the sound source and the sound sensor is growing. You will measure the sound
from an alarm clock (or another noisemaker).
1. Start the project ‘Exploring sound’ and the activity ‘Does sound get quieter further away?’
The sound sensor icon is already place on the €Sense panel.
2. Place the alarm clock near the sensor. You are going to move the clock away from the
sensor as far as you can, and then bring it back to the sensor.
3. First you will try to predict what will happen to the sound level in such an experiment.
Choose the Sketch option and drawn your prediction.

4. When you are ready, click the green
Start button and move the clock away
from and then back toward the sensor.
5. Draw your prediction with a blue pen

and your measurement with a red pen
in the right diagram.
What is the difference between your
prediction and your measurement?
6. Repeat your measurement but move the clock faster this time.
7. The distance between the sensor and the sound source becomes larger. Explain what
happens to the sound level.

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Exploring Science with

Coach and €Sense

Heat and Temperature

AMSTEL Institute/CMA Foundation

©2007 Foundation CMA/AMSTEL Institute, Universiteit van Amsterdam

EXPLORING HEAT AND TEMPERATURE .............................................................................................. 7

Exploring Science - Exploring Heat and Temperature 3

2. Exploring Science Activities

2.1. The most important feature – graphs

Exploring Science - Exploring Heat and Temperature 5

2.2. Learning objectives which can be reached in presented activities

2.3. Student’s worksheets

6 Exploring Science - Exploring Heat and Temperature

Exploring Heat and Temperature

Exploring Science - Exploring Heat and Temperature 7

2. Describe the feeling of the lukewarm water as sensed by each hand.

The right hand

The left hand

As you can probably see, you are not a very

Remember to keep water far from the computer.

8 Exploring Science - Exploring Heat and Temperature

The temperature measured by the sensor is _____________ 0C.

in glove with a hand inside

Explain in your own words what temperature is.

Exploring Science - Exploring Heat and Temperature 9

Imagine a summer day, how do you think temperature will

In this activity you are going to tell a story about the

1. Start the project ‘Exploring heat and temperature’ and

2. In one of the panes on the screen you see the diagram

The cross goes up when the temperature __________________________________

The cross goes down when the temperature ________________________________

3. Take two containers, one with cold

When your classmate is ready to

Write a story about the temperature.

10 Exploring Science - Exploring Heat and Temperature

Exploring Science - Exploring Heat and Temperature 11

Is your tea still warm? Yes/No

What happened to your tea? Do you know why?

3. Do you know how the temperature is

4. Start the measurement by clicking the

Draw both graphs (in blue your

What is the difference between these two

12 Exploring Science - Exploring Heat and Temperature

Try to explain why a baby animal cools off more

Exploring Science - Exploring Heat and Temperature 13

What was the temperature at the beginning

What was the temperature at the end of

Adult animal: ________________

What animal gets cold faster? Explain how

14 Exploring Science - Exploring Heat and Temperature

Do you know in what units heat is counted?

Exploring Science - Exploring Heat and Temperature 15

The change of temperature (in 3 min) for 100-ml is: __________

The change of temperature (in 3 min) for 200-ml is: __________

Try to explain what happens to the

16 Exploring Science - Exploring Heat and Temperature

Describe what happens to the Stearic acid?

3. Prepare a second, cold, water bath.

5. Draw the resulting measurement graphs

Look at the graph of the cooling Stearic

Exploring Science - Exploring Heat and Temperature 17

18 Exploring Science - Exploring Heat and Temperature

1. Place a drop of perfume on your arm.