WEBVTT

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Within this real-world experiment, students
will be able to discover the difference between

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qualitative and quantitative data, collect,
organize, and interpret data, and use their

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data to explain the transfer of heat energy
and aerodynamic heating.

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For this experiment, students will require
the following materials:

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-a science notebook

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-safety goggles

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-round latex balloons

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-plastic balloon pump

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-handheld infrared thermometer

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-assorted latex balloons

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-assorted materials

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For safety precautions, be sure to

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wear safety goggles to protect your eyes

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and use the infrared thermometer with care.

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To start this experiment, have students engage
in qualitative data which is information that

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describes or defines characteristics,

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allowing students to draw inferences and discover
patterns.

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First, give the latex balloon to each group
and ask students to describe the physical

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attributes of the balloon in their science
notebooks.

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Second, using a balloon pump, one student
in the group should inflate the balloon while

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other students safely use their senses to
gather information about changes in the balloon

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as it inflates.

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Next, have students begin to explore quantitative
data by introducing the different types of

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quantitative data that can be counted or measured.

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First, give each group of students a hand-held
infrared thermometer.

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give them a few minutes to practice using
the thermometer to gather the temperature

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readings of objects around the room, such
as a person's hand or a bottle of water.

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Then, allow students to inflate the balloons,
pumping as quickly as possible

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but not overinflating so the balloons pop.

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Record the temperature reading as the balloon
is inflated.

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When full of air, maintain a firm hold on
the balloon, and quickly allow the air to

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escape, record the temperature as the balloon
deflate.

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Let students conduct several trials and allow
them to create a data chart to represent the

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data collected for each trial.

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Here, students can calculate the mean, median,
and mode for each range and also make inferences

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about the patterns they are seeing.

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Some students might discover that keeping
the infrared thermometer positioned

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at a specific spot on the balloon while inflating
it, is not easy.

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So, we encourage students to use different
materials they can find

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to design a system or apparatus that would
stabilize the balloon while inflating it

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following the steps of the Engineering Design
Process.

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Encourage students to be creative and test
their prototype designs.

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Be sure to let them to reflect on their process.

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By engaging and exploring aerodynamic heat
and the engineering design process with students,

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students are able further to understand aerodynamic
heating

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by creating a similar scenario in this experiment

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Balloons with the greatest temperature difference
between inflation and deflation stages are

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more efficient since heated air spreads over
a larger surface area,

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lowering the temperature faster.

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Be sure to allow students to reflect on their
process of

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designing and modifying their stabilizing
system while also

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explaining, extending, and evaluating their
knowledge of the subject.