NSTA Article Review Learning Activity 4

Ashley Miller
ECED-7260 Investigating Science Methods and Materials
Dr. Stacey Britton
October 1, 2023

I read the article How Does a Thermos “Know” to Keep Hot Liquids Hot and Cold
Liquids Cold? by Bill Robertson. The author detailed heat transfer processes using a physical
analogy and the use of a common household object, a thermos. He explained the process of heat
transfer by using a group of people; one group composed of heat energy and one group of people
composed of cold energy. Each group pretending to be hot or cold objects imitated the
movement of hot/cold particles (back-and-forth motion). They were asked to move amongst each
other in the same sway-like motion and observed how the hot and cold groups bumped into each
other thus explaining the process of heat transfer from hot to cold or vice versa. He also
discussed the idea of how thermoses keep things hot and cold with a layer of insulation that
prevents air from cooling hot things down or warming cool things up.
This article helped me understand the content for my SLP by providing easy-to-grasp
examples that I can incorporate into my lesson when I introduce the standard to my students. I
love the engaging question that the author used as the title of the article. It provides a level of
engagement and critical thinking at the very beginning because it allows students to make
connections prior to learning the content. I also like the physical analogy that the author used to
explain the flow of heat transfer. I can group my students into two groups with one group
representing hot particles and the other representing cold particles. I can record their movement
and show the students the video to have them observe how both hot and cold energy transfer to
one another. I could also have two thermoses one comprised of a hot liquid and one with a cold
liquid. I can allow students to feel each thermos make observations or predictions about the
contents and decide what would happen if I removed the lid and allowed air to flow inside. This
could help students understand heat spreads to cooler areas quickly which results in the hot
liquid cooling down and the cold liquid warming up.
My “ah-ha” moment after reading this article relates to the transfer of cold materials. I
have taught this unit twice being that this is my third year as a 3rd-grade teacher, but I always
streamlined my lesson focusing solely on the transfer of heat and not making the comparison of
how cooler air plays an equal role in heat transfer. This article clarified the concept that cold
materials interact with heat transfer processes by either absorbing heat from warmer objects,
influencing fluid movement, or emitting less thermal radiation, all of which contribute to the
overall heat exchange in a system.
References
Robertson, B. (2018). Science 101: How does a Thermos “know” to keep hot liquids hot and
cold liquids cold? Science and Children, 055(08).
https://doi.org/10.2505/4/sc18_055_08_66