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Asia-Pacific Forum on Science Learning and Teaching, Volume 6, Issue 1, Article 7 (June, 2005) Kit Fan CHO Solar energy investigation activities for primary pupils Experience sharing from a teacher of a solar energy school in Hong Kong
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Asia-Pacific Forum on Science Learning and Teaching, Volume 6, Issue 1, Article 7 (June, 2005) Kit Fan CHO Solar energy investigation activities for primary pupils Experience sharing from a teacher of a solar energy school in Hong Kong
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The Greenhouse Construction Activity
After discussing with Dr. Ng, we decided to run the activity as a project-based competition for all Primary 5 classes with 3 to 4 pupils per group. Each group was asked to construct a small greenhouse with a container inside. During the competition, 10 ml of water was poured into the container. Then the greenhouse was placed under the Sun for 20 minutes. The rise in the temperature of the water was the indication of the performance of their greenhouse. Then pupils would present and explain their designs. We encouraged them to change at least one variable and test its effect(s) during their construction. The construction activity was to give a chance for the pupils to apply various investigation skills, rather than to teach them those skills. So, we needed to let them learn the required skills through some other activities. All these activities took 9 periods as summarized below:
Activity 1 (One double period)
Pupils were guided to perform one of the activities of the Young Scientists Award Scheme called “流汗全面睇 (the study of sweating on body temperature)”. It is a close-ended investigation studying the effect of the rate of evaporation on the decrease of temperature. After the experiments, concepts of making hypothesis, defining variable, testing hypothesis, data analysis and making conclusions were introduced. This activity also served the purpose to provide pupils with practice of setting up controlled experiments, reading data and interpreting their findings.
Activity 2 (One single period)
This was a case study activity. The main objective of this activity was to consolidate those investigation skills the pupils had learned in the previous lesson. They were given a short story called “Dr. Ross and Malaria”. They were asked to identify which parts of the story were corresponding to making hypothesis, defining variable, testing hypothesis, data analysis and making conclusions.
Activity 3 (three double periods)
In the first double period, the worksheet “陽光真溫暖 (the sun light is so warm)” of the Young Scientists Award Scheme was distributed. The experiment below was demonstrated to show the action of a greenhouse. In a sunny day, (iii) takes less than 5 minutes to be several degrees warmer than the other two.
(i) a thermometer under the Sun
(ii) a thermometer measuring the internal temperature of a closed paper box
(iii) a thermometer measuring the internal temperature of a closed paper box with a transparent “roof”.After the demonstration, the details of the competition were explained. We encouraged pupils to use simple and cheap materials to make their greenhouses as well as the water containers. We also encouraged them to test their products for at least one variable, such as the size, the number of transparent sides, the colours of the greenhouse and the container etc. Each greenhouse would then be tested in the next lesson for whether it could produce a preset temperature rise which depended on the weather condition.
In the second double period, pupils brought their semi-finished greenhouse to the school and finished their products in the first period. Teachers walked around, asked questions and evaluated pupils’ performances during that period.
Three girls were finishing their greenhouse
In the second half of the double period, the pupils brought their greenhouses to the playground and tested with 10 ml of water. The activity was carried out in late November. We found that it was not difficult to have the temperature of 10 ml of water increased by 8 to 10 degrees Celsius in 20 minutes in a sunny afternoon. Hence, the standard was set at 5 degrees Celsius. In the mean time, all pupils were asked to study and grade their classmates’ designs.
This group found silvery internal walls could give a better warming effect.
In the third double period, each group presented their design and suggested possible improvements. Over 30 pupil products were displaced and voted by all primary 5 pupils for the best appearance (最佳外型獎), the “warmest” (熱力澎湃獎), the most environmental friendly (環保設計獎) and the most creative prizes (最具創意獎).
Copyright (C) 2005 HKIEd APFSLT. Volume 6, Issue 1, Article 7 (June, 2005). All Rights Reserved.
