© All Rights Reserved

0 views

© All Rights Reserved

- 3 basic methods of solving a heat transfer problem Quiz
- Marcet Boiler
- ansys
- Heat Exchangers (1) REPAIR
- Heat Transfer from Finned Surfaces
- Intercambiador ts
- A Mathematical Model of Heat Transfer in a Rotary Kiln Thermo-Reactor
- Lab 5 - Conduction Finalize)
- Physics Ip
- Detailed Lesson Plan[1]
- BIO120 Lecture03
- Constructal Design Salt-gradient Solar Pond Fields
- Latest Student Teaching Plan
- MEL301_2015_Tutorial02_01
- heat conduction.docx
- che324-2015
- heat transfer lesson
- week_3_heat_transfer_lecture.pdf
- Content Review
- Heat Conduction (Linear)

You are on page 1of 11

INTRODUCTION

The Investigation has been added as a major component of the SBA process in the CSEC Syllabus for

examinations effective 2017. It consists of two parts – the Proposal and the Implementation. The

Proposal is assessed as a Planning and Design while the Implementation is assessed as an Analysis and

Interpretation. This investigation is to be done in Year 2. The format of this investigation is somewhat

different from the norm as it contains a research element which must be done for different components

of the investigation.

Note that both Mark Schemes for the Investigative Process is also the same for each Natural Science

subject.

FORMAT

Mark Scheme p53 CSEC Syllabus 2015

Part A forms the Planning and Design component of the Investigation. It consists of a lab report with the

Headings below:

Hypothesis

o Testable

o Clear statement

Aim

Apparatus / Materials

Method

o Precautions / Assumptions

o Variables

Expected Results / Data Capture

o Statement(s) of expected results to accept or reject the hypothesis

THE IMPLEMENTATION – A&I 20 marks

Mark Scheme p54 CSEC Syllabus 2015

Part B forms the Analysis and Interpretation component of the Investigation. It consists of a lab report

with the Headings and major components of each below:

Introduction

o Research into the problem / observation

Method

o Past tense

Results

o Correct formulae and equations

o Accuracy of Data

Discussion

o Explanation

o Interpretation

o Trends

Limitations

o Sources of Error

o Precautions

o Limitations

Reflection

o Relevance

o Impact

o Justification for adjustments

o Communication of information (Expression)

Conclusion

o Stated

o Related to the Aim

2

© Ron Mahabalsingh 2017

EXEMPLAR

Observation

My grandmother asked me to prepare a cup of tea. I poured the tea into a Ceramic cup and gave it to

her. She told me that she drinks tea in an Enamel cup because the tea stays hot longer than in a Ceramic

cup.

Hypothesis: Tea stays hot for a longer period in an Enamel cup than a Ceramic cup.

Aim: To determine if tea stays hot longer in an Enamel cup than a Ceramic cup.

Enamel cup

500mL beaker

Hot plate

Tea bags

100mL beaker

2 thermometers

Water

2 Stop Clocks

Method:

1. Collect two cups, one Ceramic and the other Enamel, of similar dimensions.

2. Boil approximately 500mL of water.

3. Place one tea bag into each cup.

4. Measure and pour 100mL of boiling water into each cup.

5. Measure and record the initial temperature of tea in the Ceramic cup.

3

© Ron Mahabalsingh 2017

6. Start the stop clock.

7. Measure and record the initial temperature of tea in the Enamel cup.

8. Start the second stop clock.

9. Measure the temperature of tea in each cup every 2 minutes for 20 minutes thereafter.

10. Repeat the experiment to verify your results.

Precaution

Exercise all precautionary procedures regarding heating and transferring liquids. Transfer boiling water

to a smaller container before pouring into the measuring cylinder. Ensure that each cup can comfortably

hold the volume specified in the Method before adding boiling water.

Variables

Controlled: Volume of water used, time allotted for tea to cool, teabag type, instruments used to

measure time and temperature.

Expected Result

The cup that has the smaller temperature difference after 20 minutes keeps tea hot for a longer period.

If the Enamel cup has the smaller temperature difference, then the hypothesis will be accepted. If not,

the hypothesis will be rejected.

Introduction

Heat travels in three different ways: Conduction, Convection and Radiation. The type of material used

and the surface area exposed to the atmosphere for a tea cup is related to how quickly heat is lost.

Thus, tea will remain hot longer in the cup that minimizes heat loss, that is, the smaller temperature

difference in the period being evaluated.

4

© Ron Mahabalsingh 2017

My grandmother asked me to prepare a cup of tea. I poured the tea into a Ceramic cup and gave it to

her. She told me that she drinks tea in an Enamel cup because the tea stays hot longer than in a Ceramic

cup.

In this experiment, the relationship between heat loss and type of insulated cup used is being explored

to determine if the statement made is in fact true.

Method:

1. Two cups of similar dimensions, one Ceramic and the other Enamel, were collected.

2. Approximately 500mL of water was boiled.

3. One tea bag was placed into each cup.

4. 100mL of boiling water was measured and poured into each cup.

5. The initial temperature of tea in the Ceramic cup was measured and recorded.

6. The stop clock was started.

7. The initial temperature of tea in the Enamel cup was measured and recorded.

8. The second stop clock was started.

9. The temperature of tea in each cup was measured and recorded every 2 minutes for 20 minutes

thereafter.

10. The experiment was repeated to verify the results.

Results:

Table 1 showing the Temperature Difference between a Ceramic cup and an Enamel cup (Trial 1)

Final Temperature (0C)

Initial Temperature (0C)

Temperature Difference (0C)

5

© Ron Mahabalsingh 2017

Table 2 showing the Temperature Difference between a Ceramic cup and an Enamel cup (Trial 2)

Final Temperature (0C)

Initial Temperature (0C)

Temperature Difference (0C)

Table 3 showing the Average Temperature Difference for the Ceramic cup and the Enamel cup

Trial 1

Trial 2

Sum = Trial 1 + Trial 2

Average = Sum / 2

Discussion

From this experiment, the type of material a cup is made of and its heat loss via conduction, convection,

thermal radiation and evaporation was determined. Heat transfer by conduction occurs where the hot

liquid (tea) transfers heat to the cooler part of the cup where it is lost as thermal radiation.

The temperature difference of the __________ cup was smaller. This suggests that the __________ cup

retains heat better than the other, that is, it is the better insulator of heat.

Therefore, the __________ cup keeps tea hot for a longer period than the __________ cup since it had

the smaller average temperature difference.

Limitations

1. Loss of heat when pouring the tea into other containers. If the initial temperature of one cup

was lower than the other, the rate of evaporation would be less and therefore it would lose heat

at a slower rate.

6

© Ron Mahabalsingh 2017

2. Unable to obtain two different cups with the exact dimensions. If one cup has a larger surface

area exposed, heat loss by evaporation and convection would be greater than the other.

3. Volume of hot water would differ slightly in both cups. Evaporation of the hot water would

occur when measuring and pouring into the cups leading to imprecise volumes.

Reflection

Based on the results, I can now advise my grandmother on which cup she should use to keep her tea hot

for a longer period. This would be the cup that had the smaller temperature difference after the 20

minute period.

The material of the cup that keeps tea hot longer would have applications for kitchen utensils, heaters

and other appliances where heat retention is necessary.

Other insulated cups could also be compared through experimentation to determine which keeps hot

drinks hot for longer. Also, dimensions of the cup and its rate of evaporation should also be taken into

consideration.

The information from this experiment can be used in two ways. Firstly, insulated cups could also be

tested to determine which keeps cold drinks cold for longer. Secondly, the best insulated cups could be

compared to the vacuum flask to determine how effective they are in retaining heat.

Conclusion

The cup that keeps the tea hot for the longer period is the one with the smaller temperature difference.

7

© Ron Mahabalsingh 2017

MARK SCHEME FOR ASSESSING INVESTIGATIVE SKILLS

(As stated in CSEC Integrated Science Syllabus)

MARKS

HYPOTHESIS 2

Clearly stated 1

Testable 1

apparatus

METHOD 2

Suitable 1

At least one manipulated or 1

responding variable

EXPECTED RESULTS 2

Reasonable 1

Linked to Method 1

SOURCES OF ERRORS

TOTAL 10

8

© Ron Mahabalsingh 2017

B. ANALYSIS AND INTERPRETATION

MARKS

METHOD Linked to Proposal, Change of tense 1

RESULTS 4

Correct formulae and equations: 2

Accurate (2)

Acceptable (1)

Accuracy of data: 2

Accurate (2)

Acceptable (1)

DISCUSSION 5

Explanation - Development of points: 2

Thorough (2)

Partial (2)

Interpretation 2

Fully supported by data (2)

Partially supported by data (1)

Trends - Stated 1

LIMITATIONS 3

Sources of error identified 1

Precaution stated 1

Limitation stated 1

REFLECTIONS 5

Relevance between the experiment and real life (self, society or 1

environment)

Impact of knowledge gain from experiment on self 1

Justification for any adjustment made during experiment 1

Communication of information: (use of appropriate scientific 2

language, grammar and clarity of expression)

All of the time (2)

Some of the time (1)

9

© Ron Mahabalsingh 2017

CONCLUSION 2

Stated 1

Related to the aim 1

TOTAL 20

ANALYSIS AND INTERPRETATION

MARKS

METHOD Linked to Proposal, Change of tense 1

RESULTS 4

Calculation of Average Temperature Difference: 2

Both cups (2)

One cup (1)

Accuracy of data: 2

Accurate (2)

Acceptable (1)

DISCUSSION 5

Explanation - Development of points: 2

Discusses temperature drop by heat transfer (1)

States which cup had the smaller temperature difference (1)

Interpretation 2

States which cup is the better insulator (1)

States that this cup minimizes heat loss (1)

Trends – stated (cup with smaller temperature difference) 1

LIMITATIONS 3

Sources of error identified 1

Precaution stated 1

Limitation stated 1

REFLECTIONS 5

Relevance between the experiment and real life (self, society or 1

environment)

10

© Ron Mahabalsingh 2017

Impact of knowledge gain from experiment on self 1

Justification for any adjustment made during experiment 1

Communication of information: (use of appropriate scientific 2

language, grammar and clarity of expression)

All of the time (2)

Some of the time (1)

CONCLUSION 2

Stated 1

Related to the aim 1

TOTAL 20

Scenarios based on various observations can be created from statements found in The Science

Experiment – Planning and Design Labs on page 22. Labs chosen from this list should take into account

the practicality and the suitability of the Analysis and Interpretation component beforehand.

The Exemplar chosen from this list, “Ceramic cups are better for keeping tea hot…” was modified to suit

the needs of the teacher and the project.

Is there really Iron in breakfast cereal? (pulverize, add water, use a strong magnet)

Does sugary snacks really make kids hyper? (test resting pulse; pulse after snack)

Does soda really rot your teeth? (tarnished pennies, drinks: soda, diet soda, juice, energy drink,

water)

Noticed a farmer watering plants with soap water. Why? Does it affect plant growth?

New ideas could come from observations based on the Environment, Health (with emphasis on Diet,

Lifestyle diseases), Science myths or everyday observations.

11

© Ron Mahabalsingh 2017

- 3 basic methods of solving a heat transfer problem QuizUploaded bymsnaghavi
- Marcet BoilerUploaded byNaveen Footy
- ansysUploaded byrustamriyadi
- Heat Exchangers (1) REPAIRUploaded byJoão Carlos Silva
- Heat Transfer from Finned SurfacesUploaded bykarateca17
- Intercambiador tsUploaded bylcando
- A Mathematical Model of Heat Transfer in a Rotary Kiln Thermo-ReactorUploaded byFrancisco Renteria
- Lab 5 - Conduction Finalize)Uploaded byKhalil Khir
- Physics IpUploaded byDeepak Pandey
- Detailed Lesson Plan[1]Uploaded byOhmark Veloria
- BIO120 Lecture03Uploaded bytapi0ca
- Constructal Design Salt-gradient Solar Pond FieldsUploaded byj_jakko_z
- Latest Student Teaching PlanUploaded byGarett Master
- MEL301_2015_Tutorial02_01Uploaded byPeeyushiRaghav
- heat conduction.docxUploaded byImtiaz Alam
- che324-2015Uploaded byming_zhu10
- heat transfer lessonUploaded byapi-312950824
- week_3_heat_transfer_lecture.pdfUploaded byhahaha
- Content ReviewUploaded bylshaw
- Heat Conduction (Linear)Uploaded byYi Ling Goh
- ASS#3 report.docxUploaded byseraj ibramem
- C108-46(2013)_Standard_Symbols_for_Heat_Transmission.pdfUploaded byAndré Berninzon
- Heat Chap05 063Uploaded byKerem Gönce
- Heat TransferUploaded byTanzeel UR Rehman
- chapter_2 heat transferUploaded bymrm3za
- 1_shueei_2016Uploaded byraghvendra gupta
- HeatTransfer by Conduction OTK 2Uploaded byNurDwiHayatiElbarca
- Experiment 7_Radial ConductionUploaded byCristianChinome
- 311 Lec 2 Conduction (1)Uploaded byAli Ashraf
- Heat transferUploaded bySiba Barik

- Mariner Venus 1967Uploaded byBob Andrepont
- Presentasi PSB Bhs InggrisUploaded byFadhlan
- Topic ArraysUploaded byMarilyn Low
- Safety Standards of the Nucleas Safety Standards Commision (KTA)Uploaded byjuda823
- PPT Matthews RCTUploaded byTheNafinaArchive
- 1964 Competition Press and AutoweekUploaded byAutoweekUSA
- Maruti KTL (2)Uploaded bydeepashu1
- Study of Cement Concrete By Replacement of Cement with Various Pozzolanic Materials & Micro Fe2o3 (Penta Blended Mix)Uploaded byAnonymous kw8Yrp0R5r
- OrionPlatform 2016.1 Administrator GuideUploaded byJavier Khan Sánchez
- Cooling TowerUploaded byKM
- final examination reviewfoUploaded byGothi_93
- o level project C Language.pdfUploaded byNikhil Mishra
- Guitar Open ChordsUploaded bygern
- Sludge Volume Index calculatorUploaded byKostasChris
- WHY I AM DOING MBAUploaded byFarhan Aman
- ARM Processor ArchitectureUploaded bysr_velz
- challan12Uploaded byMukesh Samta
- week 7 final - assignmentUploaded byapi-414181025
- Fact Sheet. Land Application of Sewage Sludge #3Uploaded byfrtklau
- ECTAE1383Uploaded byJose Puc Manzanilla
- 11. Power Plant Engineering by S K Mondal.pdfUploaded bywiki.iiest
- µPA1436AUploaded byGrigore Valentin
- Malabon Swm Ms2002-02g EsUploaded byrahma
- ME364 Casting ProcessesUploaded byjegan_tamil
- GENERIC DRUG IN GLOBAL MARKET AND REGULATORY ENVIRONMENTUploaded byBaru Chandrasekhar Rao
- LogUploaded byĐỗ Thế Duyệt
- Elastomeric Coupling AlignmentUploaded byIgor San Martín Peñaloza
- 4.2 Advanced ClassesUploaded byMert Gurtan
- TC Electronic DBMax Manual EnglishUploaded byPhasebooker
- ne-1022f_smUploaded byRICHIHOTS2