Students in American schools are most likely familiar with the Fahrenheit system, but the science community uses the metric system to measure. Therefore, it is important for students to learn about different temperature scales, and devices used to measure. We would discuss different ways the students are familiar with taking temperatures, and what they measure; pool thermometers, oven thermometers, and other measuring devices. After students have identified what they're familiar with, make comparisons to the metric system (Celsius).
For example, have different temperatures in Celsius and Fahrenheit and ask the students to make predictions about what type of weather they would see. If it was 32 C (which is 89.6 F) outside, would the students be dressed in winter clothes, or would they be at the beach? Discuss the difference in measurement scales, ie., water boils at 100 C, and your body temperature is approximately 9
8.6 F, but your body is not about to boil.
As a class we collected samples of objects we believed would represent a range of temperatures. We collected snow, water from the drinking fountain, and warm water from the bathroom faucet.
We then used the temperature probes to collect temperatures digitally. We had two probes, one measuring in Fahrenheit, and the other measuring in Celsius. We put both probes in the same cup and measured the temperature of its contents. We used a program named Logger Pro to create graphs of the temperatures collected, in both Celsius and Fahrenheit. This would help to clarify Celsius and Fahrenheit measure temperatures the same using two different systems. For example, the freezing point of water in Celsius is 0 C and the freezing point of water in Fahrenheit is 32 F. Though these numbers appear to be different, they are equivalent measurements.
Using the temperature probes to gather measurements firsthand enhanced our lesson. Students were able to measure one object using two measurement systems simultaneously. They were able to track the results using Logger Pro, and create visual graphs representative of their data. Students are more likely to retain their knowledge because of their hands-on involvement, rather than just listening to a lecture.
For example, have different temperatures in Celsius and Fahrenheit and ask the students to make predictions about what type of weather they would see. If it was 32 C (which is 89.6 F) outside, would the students be dressed in winter clothes, or would they be at the beach? Discuss the difference in measurement scales, ie., water boils at 100 C, and your body temperature is approximately 9
8.6 F, but your body is not about to boil.As a class we collected samples of objects we believed would represent a range of temperatures. We collected snow, water from the drinking fountain, and warm water from the bathroom faucet.
We then used the temperature probes to collect temperatures digitally. We had two probes, one measuring in Fahrenheit, and the other measuring in Celsius. We put both probes in the same cup and measured the temperature of its contents. We used a program named Logger Pro to create graphs of the temperatures collected, in both Celsius and Fahrenheit. This would help to clarify Celsius and Fahrenheit measure temperatures the same using two different systems. For example, the freezing point of water in Celsius is 0 C and the freezing point of water in Fahrenheit is 32 F. Though these numbers appear to be different, they are equivalent measurements.
Using the temperature probes to gather measurements firsthand enhanced our lesson. Students were able to measure one object using two measurement systems simultaneously. They were able to track the results using Logger Pro, and create visual graphs representative of their data. Students are more likely to retain their knowledge because of their hands-on involvement, rather than just listening to a lecture.
