Hot Water and Warm Homes from Sunlight

Angela Franklin

Description
Concept Map
Assessment Plan
Rubric
Calendar
Resources
Lesson Plan
Orientation Video
Clinical Interview
Modifications
Elementary Science Methods Home

Clinical Interview

Student Interviewed is a male in 8th grade, 14yrs of age.

Questions asked Student answer

What are limited resources?

Stuff we use for energy that will run out.

Can you name some of our limited resource?

Gas, oil, coal.

What is pollution?

How do limited resources affect pollution?  

Are there any other types of pollution?

Smoke and other stuff in the air. It is stuff that come out of smokestacks and gases from cars that hurt the air we breathe. I can’t think of any.

What are unlimited/green resources?

Sun and wind. Sun is not unlimited it will run out someday. Wind is cool, how do wind things work? Very interested in wind energy.

Do you think this will happen soon?

Will this happen in your life time?

No, it will take a really long time.

What is a really long time, or a short time?

I don’t know?

A car sits in the sun with windows up, what happens inside the car?

The car gets hot.

How? Explain?

Sunlight bounces around inside of car, heats up car.

Can you draw what happens inside the car?

Picture is attached. Student drew a car with lines coming from the sun going into the car and lines then bounces around the car.

I asked what other uses this energy could be used for inside a house.

Student was not aware of any other uses for solar energy in the home other then heating.

If people heat their homes with solar energy do you think they could cool a home with solar energy, such as air conditioning? 

Student said that it couldn’t possibly use solar energy because air conditioning units plug into the wall. 

Things I noticed about how student responded to questions:

  1. I noticed the student had a hard time conceptualizing time relating to the sun and limited resources. The student made it seem that limited resources would take hundreds of years to run out. The student suggested that sun would last longer but wasn’t clear on timeline, made it sound as if sun would die out not long after limited resources.
  2. The student was very interested in wind energy and asked questions about this topic.
  3. The student only spoke of air pollution; he didn’t remember any other type of pollution.
  4. The student thought everything that is plugged in uses electricity not solar energy.