scientific thinking programme project report 2013 · web viewscientific thinking programme...

Scientific Thinking Programme Project Report 2013

School: Junyuan Secondary School

Team 1 Members: Quek Guang Xuan, Bryan Cheryn Lim Jie YueSim Jia YiRina Lim Qian Yi

Teachers-in-charge and RP Staff advisors: Mr Choong Tze HongMrs Yap-Wong Fui YenDr Dawn OngMs Kam Boon Horng

Topic: How does the exterior colour of a building affect its interior temperature? Background: The students in my school have been frequently giving feedback that the classroom is too warm and not conducive for learning, especially in the afternoons. We felt that the dark colours of the classroom blocks such as red, grey and dark blue could be playing a part in raising the ambient temperatures of the classrooms because dark surfaces have been known to be good absorbers of heat. Therefore, we decided to investigate whether the dark colours of the classroom blocks really played a significant role in raising the ambient temperatures. We also hope to propose alternative colour schemes for the classroom blocks that would effectively lower the ambient temperature so that our fellow students would have a more conducive learning environment.

Aim: To determine the colour(s) that is most effective in keeping a building cool during the day.

Hypothesis: Yes, there is a high possibility that the exterior colour(s) of the classroom blocks can affect the temperature inside the classrooms. Dark colours absorb heat at a higher rate while light colours absorb heat at a lower rate.

Junyuan Secondary School STP Project Report 2013


Materials:

- 5x 200ml beaker- 200ml of water for each beaker (Total: 1000ml)- 1x Measuring cylinder- 1x Bunsen Burner- 5x Tripod Stand- 1x Lighter- 5x Data logger with temperature sensors- Acrylic Paints (Blue, Brown, Red, White, Yellow) - 1x Laptop - 1x Plastic wrap (Cut into five pieces)- 5x Rubber band- 1x Roll of scotch tape- 1x Measuring Tape

Project Qualification:

- The assumption made is that light colours would absorb less heat while dark colours would absorb more heat.

- A Bunsen burner was used as the heat source instead of placing the beakers under the Sun to ensure a steadier and faster supply of heat to the beakers.

- The colours selected were based on internet research on the more frequently used colours for school classroom buildings.

- The beakers were covered with plastic wraps to prevent heat loss by convection.

- 200 temperature samples were collected for each beaker and the temperature were logged every 10 seconds.

Procedure:

1. The beakers were painted with two layers of paint each. The paint was allowed to dry before the experiment was conducted.



2. The beakers were filled with 200 ml of water each. Water was used to represent the medium inside the classrooms instead of leaving the beakers empty because the temperature

sensors of the data loggers are not responsive enough to changing air temperatures.

3. The beakers were covered with plastic wrap and the wraps were painted as well. The plastic wraps

reduced heat loss by convection.

4. Five tripod stands were placed around the Bunsen burner. They were equally spaced 5 cm from the Bunsen burner.

5. The Bunsen burner was taped in place to prevent accidental shifting during experiment.



6. The beakers were placed on the tripod stands and the data loggers were setup.

7. The sampling rate was set to one sample every 10 seconds and a

total of 200 samples were recorded. Total experiment time was 2000 s or 33 minutes.

8. Picture of the full experimental setup. The water in the beakers was allowed to stand for 24 hours so that the initial temperatures in all five

beakers would be the same.



9. The fans were switched off to maintain a steady flame. Data loggers were activated as soon as the Bunsen burner was turned on.

Results (Temperature of water in beakers vs time):

Blue



Brown

Red



White

Yellow

0s 200s 400s 600s 800s 1000s 1200s 1400s 1600s 1800s 2000sTemperature (°C)

Blue 30.2 30.4 30.8 31.0 31.4 32.0 32.2 32.8 33.2 33.4 33.8Brown 30.2 30.4 30.8 31.2 31.8 32.0 32.2 32.6 33.0 33.4 33.6

Red 30.2 30.8 31.0 31.2 31.6 32.0 32.2 32.6 33.0 33.2 33.4White 30.2 30.4 30.6 31.0 31.4 31.8 32.2 32.6 33.0 33.2 33.8Yellow 30.2 30.6 30.8 31.0 31.4 31.8 32.0 32.2 32.6 33.0 33.2



Analysis of the data:



0s 200s 400s 600s 800s 1000s 1200s 1400s 1600s 1800s 2000s30

30.5

31

31.5

32

32.5

33

33.5

34

Comparing the effect of different colours on temperature Te

mpe

ratu

re/

°C

Time / seconds

The temperatures of the water in the various beakers at intervals of 200 s are summarised in the table above. From the data presented in the table , it was rather surprising that the colours that resulted in the greatest rise in temperature over 2000 s were blue and white. This is contrary to what we have in theory, whereby lighter colours are supposed to absorb heat at a slower rate.

However, it is interesting to note that for the first 1000 s, the darker colours such as brown and red actually had the greatest rate of temperature increments. This is clearly in tandem with what is being taught in theory. Therefore, it is possible that the final results after 2000 s could be influenced by flaws in our experimental setup. Upon closer inspection of the beakers, we realised that the layer of acrylic paints being applied to the beakers were inconsistent. We knew this because the markings on the white beakers could still be seen clearly while the markings on the other beakers were almost impossible to see. This meant that for the white beaker, the layer of acrylic paint being applied was thinner than the rest. As acrylic paint is made from acrylic polymers, which are a form of plastic, the thicker coat of paint on the other beakers could eventually act as a layer of insulation, reducing heat transfer by conduction to the water in the beakers.

Discussion:



In view of the above results, we are still unable to confidently prove our hypothesis that dark colours are more capable of absorbing heat and as such lighter colours are more suitable as colours for classroom blocks. However, the results in the first 1000 s certainly point us in that direction. We hope to repeat the experiment again with the same paint thickness applied to come to a more definite conclusion.

Conclusion:

At this juncture, we conclude that the exterior colours of building do affect the ambient temperature inside. Different colours have different rate of heat absorption but the overall change in temperature may not be significant. Based on the data recorded in the first 1000 s, dark colours indeed seem to absorb heat at a greater rate. Based on this, lighter colours would be a more suitable for buildings as they would keep the ambient temperature inside lower. In schools, this may mean that the students could learn better because they would not be overly affected by the heat. In offices, this could potentially lead to savings in energy consumption for air-conditioners.

For this experiment, we used only primary colours. In future, we would like to use secondary and tertiary colours to see whether mixtures of colours will have a different end results. Nowadays, there are different types of painting, for example, waterproof or shine coated. Therefore we would also like to test on these types of paints to see whether the chemical that is mixed into the paint would affect the rate of heat absorption.

Reflection:

After conducting the experiment, our hypothesis was proven to be partially correct as the results we obtained are rather inconclusive. We are quite happy about it as this is our first attempt on the scientific method. We realised that the colour of the paint may not be the sole determining factor that affects the rate of heat absorption. In the process, we also learnt that not every experiment would be accurate and successful and be in line with what theory has to offer. We had to repeat the experiment many times due to unforeseen circumstances like the data logger malfunctioning and the accidental breakage of one of the beakers which meant we had to repaint the beaker again. We learnt that patience is the key to success when it comes to the scientific method. In the case of Thomas Edison, his patience and perseverance led him to succeed in the invention of the light bulb. We could probably repeat the experiment more times in order to come to a better conclusion. Our results may not be accurate as we had variation in the thickness of the paint coating. We had to be really thoughtful throughout the project to come up with the best way to perform the experiment and look out for possible variables that may affect the results. Honestly, we are not confident about our experiment as this is our first time attempt at a project of this nature but we were glad that we persevered and completed it. While doing the project, we also learnt about the importance of teamwork and cooperation, as we had to be open to the views of others. This project is a memorable experience for us as we did the research and experiment on our own with some guidance from our



teachers and advisor. It is a good experience as the project made us think outside the box and be critical thinkers while working on a project that could benefit others.

Difficulties/obstacles faced during experiment:

Determining how we should perform the experiment as we had a few alternatives. Sourcing for good references such as reliable websites, books and notes for our

experiment Determining the colours to be used in the experiment. Determining the suitable location to set up the experiment as it involves heat. Finding a common time amidst our busy timetable to conduct the experiment. Learning how to operate the data logger as we have not had much opportunity to

use it previously.

Appendixes:

1. Science Fair Adventure: Colours & Temperature http://www.sciencefairadventure.com/ProjectDetail.aspx?ProjectID=136

2. Cooling Your House Naturally http://www.nrel.gov/docs/legosti/old/15771.pdf

3. Past Years Scientific Thinking Programme Project Report https://word.office.live.com/wv/WordView.aspx?FBsrc=https%3A%2F%2Fwww.facebook.com%2Fdownload%2Ffile_preview.php%3Fid%3D169076866587549%26time%3D1369451046%26metadata&access_token=100002080785498%3AAVIe1AHVhOWj7Og455OVWKPgcKVXGc21Y-nUJGPi5MexJQ&title=Report+for+RP+Project_Final+compressed.doc


https://word.office.live.com/wv/WordView.aspx?FBsrc=https%3A%2F%2Fwww.facebook.com%2Fdownload%2Ffile_preview.php%3Fid%3D169076866587549%26time%3D1369451046%26metadata&access_token=100002080785498%3AAVIe1AHVhOWj7Og455OVWKPgcKVXGc21Y-nUJGPi5MexJQ&title=Report+for+RP+Project_Final+compressed.doc



http://www.nrel.gov/docs/legosti/old/15771.pdf

http://www.sciencefairadventure.com/ProjectDetail.aspx?ProjectID=136

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