The Story of Goldilocks and the Three Bears DLTK's Crafts for Kids The Story of Goldilocks and the Three Bears Once upon a time, there was a little girl named Goldilocks. She went for a walk in the forest. Pretty soon, she came upon a house. She knocked and, when no one answered, she walked right in. At the table in the kitchen, there were three bowls of porridge. Goldilocks was hungry. She tasted the porridge from the first bowl. "This porridge is too hot!" she exclaimed. So, she tasted the porridge from the second bowl. "This porridge is too cold," she said So, she tasted the last bowl of porridge. "Ahhh, this porridge is just right," she said happily and she ate it all up. After she'd eaten the three bears' breakfasts she decided she was feeling a little tired. So, she walked into the living room where she saw three chairs. Goldilocks sat in the first chair to rest her feet. "This chair is too big!" she exclaimed. So she sat in the second chair. "This chair is too big, too!" she whined. So she tried the last and smallest chair.

"Ahhh, this chair is just right," she sighed. But just as she settled down into the chair to rest, it broke into pieces! Goldilocks was very tired by this time, so she went upstairs to the bedroom. She lay down in the first bed, but it was too hard. Then she lay in the second bed, but it was too soft. Then she lay down in the third bed and it was just right. Goldilocks fell asleep. As she was sleeping, the three bears came home. "Someone's been eating my porridge," growled the Papa bear. "Someone's been eating my porridge," said the Mama bear. "Someone's been eating my porridge and they ate it all up!" cried the Baby bear. "Someone's been sitting in my chair," growled the Papa bear. "Someone's been sitting in my chair," said the Mama bear. "Someone's been sitting in my chair and they've broken it all to pieces," cried the Baby bear.

They decided to look around some more and when they got upstairs to the bedroom, Papa bear growled, "Someone's been sleeping in my bed," "Someone's been sleeping in my bed, too" said the Mama bear "Someone's been sleeping in my bed and she's still there!" exclaimed Baby bear. Just then, Goldilocks woke up and saw the three bears. She screamed, "Help!" And she jumped up and ran out of the room. Goldilocks ran down the stairs, opened the door, and ran away into the forest. And she never returned to the home of the three bears. THE END That Porridge is Too Hot, That Porridge is Too Cold. – Red River Freethinkers / Jon Lindgren / Religion & Spirituality / 0 These words from arguable the most famous fairy tale in the English language, Goldilocks and The Three Bears, seem appropriate to a dilemma facing Christians. The dilemma was summarized by prominent conservative preacher, John Piper, of Minneapolis. Piper warns against getting too intellectual when reading the Bible. One branch of the faith, he says, concentrates on getting everything to fit into some pattern that makes sense. This approach leads to idolizing the scripture itself.

Then, if everything does not fit into place, the temptation is to disregard some passages as the product of that ancient culture. “Fix your brain, not the scripture,” Piper admonishes. Instead, he says, a Christian needs to focus on his personal relationship with the Almighty. He then points out that too much closeness to Jesus is also not a good idea, either. This can lead to pride which is a sin. And, too much closeness leads to a God of the mind instead of a sovereign God. As I understand Piper, then, there is some state of mind in between an intellectual approach and an emotional approach that is just right. I still don’t understand how anyone can be sure they have found it. The Christian description of nonbelievers is that they are “struggling” with their lack of faith. With gays, it is they are “struggling” with their sexual identity. I don’t think Christians “struggle” finding the correct balance between the intellectual and the emotional. Everyone thinks their balance is exactly right. The Goldilocks Zone | Science Mission Directorate Science Mission Directorate Researchers are finding that life can thrive in some unexpected places. Listen to this story via streaming audio , a downloadable file , or get help .

"This porridge is too hot," Goldilocks exclaimed. So she tasted the porridge from the second bowl. "This porridge is too cold." So she tasted the last bowl of porridge. "Ahhh, this porridge is just right!" she said happily. And she ate it all up. "Goldilocks and the 3 Bears" children's story October 2, 2003: Scientists hunting for alien life can relate to Goldilocks. For many years they looked around the solar system. Mercury and Venus were too hot. Mars and the outer planets were too cold. Only Earth was just right for life, they thought. Our planet has liquid water, a breathable atmosphere, a suitable amount of sunshine. Perfect. Right: Earth photographed by the crew of Apollo 17. It didn't have to be that way. If Earth were a little closer to the sun it might be like hot choking Venus; a little farther, like cold arid Mars. Somehow, though, we ended up in just the right place with just the right ingredients for life to flourish.

Researchers of the 1970s scratched their heads and said we were in "the Goldilocks Zone." Sign up for EXPRESS SCIENCE NEWS delivery The Goldilocks Zone seemed a remarkably small region of space. It didn't even include the whole Earth. All life known in those days was confined to certain limits: no colder than Antarctica (penguins), no hotter than scalding water (desert lizards), no higher than the clouds (eagles), no lower than a few mines (deep mine microbes). In the past 30 years, however, our knowledge of life in extreme environments has exploded. Scientists have found microbes in nuclear reactors, microbes that love acid, microbes that swim in boiling-hot water. Whole ecosystems have been discovered around deep sea vents where sunlight never reaches and the emerging vent-water is hot enough to melt lead. The Goldilocks Zone is bigger than we thought. To find out how big, researchers are going deeper, climbing higher, and looking in the nooks and crannies of our own planet. Searching for life in the Universe is one of NASA's most important research activities.

Finding extreme life here on Earth tells us what kind of conditions might suit life "out there." NASA scientists Richard Hoover and Elena Pikuta are among the hunters. This month they've announced a new species of extreme-loving microorganism, Tindallia californiensis, found in California's Mono Lake. Left: Elena Pikuta and Richard Hoover in their laboratory at the National Space Science and Technology Center ( NSSTC ). Mono Lake is an extremely salty and alkaline body of water. It is almost 3 times saltier than sea water and has a pH of 10, about the same as WindexTM, a household glass cleaner. (For comparison, a pH of 7 is neutral; 14 corresponds to pure lye.) Surprisingly, though, Mono Lake supports a wide array of life from microbes, to plankton, to small shrimp. T. californiensis is right at home there. It thrives in highly alkaline conditions (pH 8-10.5) and at salt concentrations near 20%. Earlier this year Hoover and Pikuta announced another strange microbe: Spirochaeta americana. They found it living with T.

californiensis and perhaps hundreds of other microbial species in Mono Lake mud samples. Finding new species in this abundant collection of microbial life is a detective story worthy of Perry Mason or Hercule Poirot. "Collecting samples from the muddy bottom of this lake and keeping them alive can be tricky business," says Hoover. "These species are killed by the presence of oxygen, so great care must be taken to protect them." Below: A false-color electron micrograph image of Tindallia californiensis. Credit: R. Hoover, NASA. "The battery of tests required to identify a particular species in a sample is extensive," says Pikuta. "For an organism to be identified and then recognized as a new species, it must be completely understood.

This includes identifying its growth requirements and metabolism, colonial habit, cellular characteristics, DNA and genome properties, and sensitivity to antibiotics for detailed comparison with other known life forms." Before a life form can be considered a valid new genus or species, it must be deposited in two separate International Collections of Microorganisms and a scientific paper describing all new features of the organism must be either published in the International Journal of Systematic and Evolutionary Microbiology or, if published in another journal, it must be verified by the International Committee on Systematics of Prokaryotes (ICSP), the clearinghouse for bacterial species. Once a microbe is finally accepted as a valid new species, says Hoover, the years of intense labwork and wallowing in smelly lake mud suddenly become worthwhile. The Goldilocks Zone gets a little bigger. And life "out there" seems more likely than ever. Right: Richard Hoover collects samples from Mono Lake. Amino munchers: "T. californiensis occupies an interesting niche in the food chain of Mono Lake," notes Hoover. "It absolutely requires sodium and its metabolism is usually based on the ingestion of peptone (from digestion proteins). However, T. californiensis can also live entirely on pairs of amino acid pairs.

It does not live on sugars and other carbohydrates (as higher life-forms do), and it cannot live on inorganic chemicals." Amino acids have been found in meteorites and many scientists believe that they will be found in other locations of space. Since they are non-living hydrocarbons, and since they are the primary constituents of proteins (the building blocks of living cells), an organism that lives on amino acids, such as T. californiensis could be an early bacterial step on the path to more complex life. Meet Conan the Bacterium -- (Science@NASA) Humble microbe could become "The Accidental (Space) Tourist" A Mid-summer's Microbe Hunt -- (Science@NASA) A team of explorers including astrobiologist Richard Hoover and astronauts Jim Lovell and Owen Garriott traveled to Antarctica in January 2000 to search for extreme-loving microbes. Join our growing list of subscribers - sign up for our express news delivery and you will receive a mail message every time we post a new story!!!

Illumin - Get That "Just Right" Feel: Incorporating Phase Change Materials Into Textiles Get That "Just Right" Feel: Incorporating Phase Change Materials Into Textiles By Catherina Ticsay Since their development by NASA nearly 30 years ago, phase change materials (PCMs) have caught the attention of the textile industry because of their high capacity for heat storage. They make it possible to engineer fabrics that help regulate human body temperature. Depending on the surrounding temperature, phase change materials absorb or release heat, consequently oscillating between liquid and solid phases. Microencapsulation makes phase change materials light and portable enough to incorporate into textiles, either as a top-coat or as an addition to the fabric fibers. These “smart textiles” are currently gaining popularity in commercial garments, especially outdoor apparel. However, since PCMs are relatively new technology, there is still room for improvement in their construction and performance. Introduction “ At the table in the kitchen, there were three bowls of porridge. Goldilocks was hungry. She tasted the porridge from the first bowl. "This porridge is too hot!" she exclaimed. So, she tasted the porridge from the second bowl. "This porridge is too cold," she said.

So, she tasted the last bowl of porridge. "Ahhh, this porridge is just right," she said happily and she ate it all up. Goldilocks and the Three Bears ” We can all relate to Goldilocks in the above excerpt, as we are also in search of a certain level of comfort and personal satisfaction. This desire is evident in our use of clothing, especially in specific articles used in cold weather. In many ways the clothes we wear may ruin or enhance our enjoyment of the outdoors. Not enough clothing will make you feel too cold; excessive layers will make you feel overly warm and bulky. How can you get that “just right” level of comfort in the clothes you wear? In recent years, the textile industry has made great strides in commercializing fabric that can help regulate body temperature. These advancements have been accomplished by engineering certain fabrics with high capacities for heat storage. Known as phase change materials (PCMs), these materials use thermodynamic principles to allow the human body to absorb and release heat when necessary. Initially created for use by NASA astronauts, phase change materials have now made their way to commercial use in textiles, creating an enhanced level of comfort that consumers will have to feel to believe.

Historical Development of PCMs Since the invention of space suits in the 1950s, the comfort of astronauts in space has been important to NASA engineers, who were interested in engineering garments that would protect astronauts from the extreme temperature fluctuations in space (NASA). Engineers at the Lyndon B. Johnson Space Center in Texas initially developed liquid-cooled garments that ran water in small channels throughout a space suit; this suit design was categorized by NASA as an active control system. In the 1980s, NASA became interested in a more passive control system that required less energy and maintenance from both engineers and astronauts. PCMs such as lithium chloride were already in use for the heat management of instruments used in space; however, these materials were not “suitable for textile applications” (Mansfield). Pulling from heat transfer basics and previous PCM applications, NASA decided to make garments that could easily respond to the body’s thermal needs (NASA). What is a PCM? Morton/Illumin Figure​​ 1: Phase change materials oscillate between solid and liquid phases depending on the temperature. Thermal energy storage describes the capability of materials to store heat or cold for future use [1].

One process that utilizes thermal energy storage is the use of latent heat, which is the energy released or absorbed by a substance under constant temperature; depending on the surroundings, a material under latent heat can change phase - from solid to liquid state, liquid to gaseous state, or even solid to gaseous state [1]. Water is perhaps the best example of a substance that uses latent heat for thermal energy storage. Water in its solid state is ice. When the environment’s temperature is higher than water’s freezing point, the ice will start to melt to its liquid state. When the environment’s temperature is higher than water’s boiling point, water will boil and create steam, thereby transitioning to its gaseous state. A PCM oscillates between solid and liquid phase under a certain temperature range [2]. The material operates by the Second Law of Thermodynamics: heat transfer only flows from a material of higher temperature to a material of lower temperature. A diagram of how PCM’s functional mechanism is shown in Fig. 1. When the environment’s temperature is higher than that of the PCM, heat transfers from the surroundings to the material; this creates a cooling effect and changes PCM’s state from solid to liquid.

When the environment’s temperature is lower than that of the PCM, heat transfers from the PCM to the surroundings. The stored heat is then released when the PCM changes back to its solid state, generating a warming effect. Fig. 2 features an additional interactive explanation of PCM. Morton/Illumin Figure​​ 2: Phase change materials interactive flash demo. (Flash) What Makes a Good PCM for Commercial Use? There are a number of substances that can act as phase change materials. The range includes salt solutions, salt hydrates, and inorganic/organic materials; however, only a few PCMs can actually be commercialized and incorporated into textiles [3]. Physical, technical, and economic factors must be considered in determining effective commercial PCMs. Physical Factors The physical requirements of PCMs maximize their heat storage potential and performance. The material should have a suitable phase change temperature that will satisfy the majority of consumers, from about 18ºC to 35ºC [4]. In addition, good thermal conductivity is necessary to store or release heat in a short amount of time. The PCM should also have a high storage density to accumulate a significant amount of heat, and cyclical stability to oscillate between phases for a long time period [4].

Lastly, little subcooling should occur during phase changes; subcooling is the temperature drop below the melting point that needs to be reached before the PCM solidifies [1]. Thus, the material should melt and solidify at a narrow temperature range to ensure rapid thermal response. These physical requirements demand that the PCM be efficient and quickly respond to the body’s thermal needs. Technical Factors Technical requirements focus on construction of the phase change material. The PCM should be chemically stable and compatible with other materials to avoid reactions. To ensure the durability and lifetime of the PCM container, the PCM should also have a low vapor pressure and undergo minimal volume change during phase changes [1]. Lastly, the PCM should be non-flammable, environmentally-frie​​ndly and non-toxic, making it safe for consumers to use [4]. Economic Factors Economic factors such as low price and high availability may ensure the PCM’s success in the market against any other thermal heat storage competitors. While there may be a number of substances that can act as phase changing materials, there is no known material that perfectly satisfies physical and technical requirements [1]. However, the best PCMs observed for commercial use in textiles are organic materials, also known as paraffins.

PCMs in Textiles Morton/Illumin Figure​​ 3: Microencapsulation is more common in smart textiles. Enhanced paraffins are known to be the most common commercial PCMs. Paraffin is another name for the group of alkanes, a hydrocarbon substance that follows the general chemical formula CnH2n+2. By adjusting the ratio of substance components, the melting and freezing points can be manipulated to the application’s desired temperatures [5]. Since hydrocarbons are known to be combustible, or flammable, the addition of flame retardants further controls the paraffin’s physical characteristics [4]. The methods of macro- and micro-encapsulation were developed to prevent the PCM from leaking while in liquid phase. Macro-encapsulation involves the placement of the PCM in a container or pocket visible to the human eye; however, micro-encapsulation is the more common method utilized to contain PCMs in textiles because of the overall portability [4]. As seen in Fig. 3, the PCM is encapsulated in a polymer shell. Encapsulation ensures extended cyclical stability of the PCM; these polymer shells must be strong enough to withstand textile incorporation, paraffin processes, and consumer use [6].

Typical sizes of the encapsulated sphere vary in micrometers, making these PCMs visible only with the aid of a microscope. There are two popular methods for incorporating these micro PCMs (mPCMs) into fabrics. Micro PCMs can either be incorporated into the actual fabric fibers or applied as a top coat over fabrics [5]. A magnified image of mPCMs added into fabric fibers is seen in Fig. 4. While these methods of mPCM applications depend on the fabric [1], they nonetheless perform the same functions in regulating thermal body temperature. In its solid state, when the mPCM is heated to its melting point, it absorbs heat energy, resulting in a phase change from solid to liquid form [7]. The consumer will feel a cooling effect because the PCM absorbs the excess heat. When the PCM’s surroundings are below its freezing point, the mPCM will release the stored heat energy and solidify again, generating a temporary level of warmth for the consumer [7]. mPCMs quickly react to temperature changes in the environment and in different areas of the body, significantly improving the thermal insulation of cold weather outdoor apparel [2].

The addition of mPCMs gave rise to a new type of fabric known as “smart textiles.” Commercial Development of PCMs Building from the idea of a passive control system, NASA teamed up with Triangle Research and Development in 1987 to develop the first encapsulated paraffin PCMs for use in space suits [2]. Several years later, Gateway Technologies acquired the exclusive patents from Triangle Research and Development and were the first to make PCMs accessible to consumers through apparel. Now known as Outlast Technologies, the company has partnered with popular outdoor brands in commercializing PCMs. By 2003, “smart textiles” were featured in nearly every major outdoor apparel brand such as Eddie Bauer, Burton, Timberland and The North Face [8]. With success in parkas, gloves, and thermal underwear, the application of PCMs continues to further expand into other forms of textiles such as everyday clothing, athletic apparel, socks, bedding, footwear, and even car seats [2]. Morton/Illumin Korean Pumpkin Porridge One week left for $50 CSN Stores gift certificate giveaway. Don’t miss the chance to win ! We all know the story, “Goldilocks and the three bears”.

Too big, too small…, too hot, too cold…, after all the ordeal Goldilocks finally finds her perfect “just right” things in the bear family house, and gets comfy. The story sometimes makes me compare Goldilocks as my own image in life. Yes, there is some lesson we learn from the story, though. Respecting other people’s possessions or importance of having a good manner… I realize that I often find myself becoming like Goldilocks, looking for my “just right” everything around the house. Dress, shoes, mattress, food, house, marriage, kids, friends, camera, lenses, pots and pans…, and even spatulas. I am not a picky person but I do have my “just right” taste on everything, not too much of this or not too little of that… I learned that finding the ultimate “just right”of everything in life really depends on how you handle it. Life is not perfect and it is not supposed to be. To gain the “just right” on everything we seek for, we just have to get it to work. Today’s recipe, “Korean pumpkin porridge, 호박죽(Hobaak Jook)”, is your Goldilocks challenge.

Not too sweet and not too bland. But the good side is; this is perhaps the simplest Korean porridge you will find. All you need is a slice of aged pumpkin, rice, some sugars, and salt to taste. The hardest part? Finding your “just right” sweetness… It really depends on your personal taste. What kind of pumpkin to use? Well, any kind that has deep bright orange color in the flesh. Pumpkins are in season now. So grab one that you like and let’s make some good old porridge, in Korean style! NSTA News What's Hot? What's Not? 9/19/2006 - Sandy Buczynski When Goldilocks finds three bowls of porridge at different temperatures in the three bears’ house, she accurately assesses the situation and comes up with one of the most recognizable lines in children’s literature, “This porridge is too hot; this porridge is too cold; aahh, this porridge is just right!” Goldilocks’ famous line is a perfect lead-in for an inquiry with upper elementary students that explores the concept of heat energy as measured by temperature.

In the investigation, students consider the variables that might account for temperature differences between each bear’s porridge. For example, if Papa Bear has the hottest bowl of porridge, does he also have the largest bowl size? I’ve conducted this inquiry with groups of fifth and sixth graders and also with preservice students with good results. It’s fun to observe students as they make surprising discoveries (e.g., a quantity of porridge in a smaller bowl will retain heat energy longer than a large bowl with the same quantity of porridge) and start considering that Papa Bear’s bowl could have been the smallest bowl on the table! I Heard, I Wonder On the first day, I read Goldilocks and the Three Bears with emphasis on the porridge section of the story: Once upon a time, a little girl named Goldilocks went for a walk in the forest. After a while, she came upon a house. Goldilocks was hungry. So she knocked on the door and, when no one answered, she walked right in. At the table in the kitchen, there were three bowls of porridge. She tasted the porridge from Papa bear’s bowl. “This porridge is too hot!” she exclaimed.

So, she tasted the porridge from Mama bear’s bowl. “This porridge is too cold,” she said Then, she tasted Baby bear’s bowl of porridge. “Ahhh, this porridge is just right,” she said happily and she ate it all up. Students wrote observations in their science notebook about what they heard concerning the bowls of porridge in a column with the heading “I Heard” (Figure 1). Figure 1. 3. Goldilocks tasted each bowl to determine its temperature. 3. Could the temperature of the porridge be taken with a thermometer? 4. All the porridge in the last bowl was eaten. 4. Was Goldilocks hungry? (this is NOT a measurable question) Next, we discussed students’ observations to see if what they “heard” in the story led them to “wonder” anything. Maybe Mama Bear fixed her bowl of porridge first, so it has been on the table the longest, allowing heat energy to dissipate and causing the porridge to grow cold.

Or, maybe Papa Bear had a greater quantity of porridge, which retained heat energy longer, explaining why his porridge was “too hot.” Or, maybe a bit of cool milk was added to Baby Bear’s bowl, lowering the initial heat energy immediately to ensure his porridge was “just right.” Students’ reasons for the varying porridge temperatures included: Size of the three bowls Composition of bowls (glass, ceramic, wood, plastic, metal) Coverage of bowl (with lid, without lid) Amount of porridge in each bowl A cooler/hotter substance added to porridge after preparation Length of time each bowl of porridge has been sitting on table Shape of bowls (square, round) Then, we discussed some heat energy concepts (see “Hot Stuff”) and reviewed the idea of a measurable question. A measurable question is a question about which numeric data can be collected. For example, a measurable question based on the Goldilocks story might be be, “How fast do different amounts of oatmeal lose heat?” Students would measure both the temperature of the oatmeal and periods of time, such as five minutes, 10 minutes, and so on. Hot Stuff Heat is energy. Temperature is not energy but rather the measure of it.

The amount of heat energy in a substance depends on the characteristics of the particles (molecules) that make up the substance. These characteristics include speed of particles, mass (the size or number) of particles, and the type of particles. If heat energy is added to a substance, the result is that the temperature will go higher. Higher temperatures mean that the particles that make up a substance are moving (vibrating) with more energy. The converse is also true; if heat energy is removed, the temperature will go lower. To ensure accurate collection of data during this activity, I have students practice reading a thermometer (see Internet Resources). Taking the time to discuss thermometer readings helps students conceptualize what temperature readings might be considered in the “hot” range (e.g. 40°C–100 °C) and where a “cool” temperature reading (e.g. 0°C–20°C) might fall on a thermometer. Soon students begin to associate a number (in degrees Celsius) on the thermometer with a range of what might be considered hot to Goldilocks!

Research Design While students had come up with numerous potential reasons for differences in the oatmeal’s temperature in our discussion, for practical purposes we decided to focus on four factors: bowl size, amount of oatmeal in the bowl, whether the bowl was covered or uncovered, and whether an additional substance (milk) added to the oatmeal cooled it faster. Students divided into lab groups based on their interest in the investigation topic. In this guided inquiry, each group changed only one variable—this is the manipulated variable (the condition that is purposely changed or altered). All other conditions of the experiment remained the same. For example, the group investigating whether the “amount of porridge” influences temperature kept constant the size, composition, shape, and depth of bowl; lid use; amount of stirring; amount of hot water added; temperature of initial water; type of porridge used; even the particular thermometer used to measure heat gain/loss. The only variable changed was the porridge portion. Because only one variable was changed, any temperature differences observed can be attributed to that one variable. Next, we discussed the responding variable—the measurement that results from changing the manipulated variable (in these investigations, measuring heat by taking the porridge’s temperature).

After identifying the variables, each group established a prediction. While formal hypotheses (a testable explanation) are beyond the targeted grade levels, students can begin to learn the logic by completing “If/Then statements with an explanation. IF this is done (manipulated variable), THEN this will happen (direction of responding variable). Aligning the prediction with the variables establishes what will be measured in the experiment. For example, “IF the same amount of porridge is put into different size bowls, THEN porridge in the largest bowl will stay hot longest.” Finally, each group wrote a procedure for their experiment, providing enough detail in the instructions so that another group could follow their directions. Once the groups were comfortable with the variables and had recorded their predictions and plans in their science notebooks, they were ready to proceed with the experiments, which were conducted the next day. Investigation Day I assembled the materials for the four experiments, which included various shapes of plastic food-storage bowls with lids, instant oatmeal packets for the porridge, measuring cups, and an electric hot pot to provide the heated water. Keep heated water within a warm temperature range (40–60oC) that is measurable with a student thermometer.

I boil water in the hot pot, pour out half, and replace it with room temperature water. Only the teacher handles the hot pot. Also, be sure students use alcohol—not mercury—thermometers, and do not permit students to eat the porridge. Students investigated the following four predictions: IF porridge is put into different size bowls, THEN porridge in the largest bowl will stay hot longest. IF a bowl of porridge is covered, THEN porridge will stay warm longer than if uncovered. IF the amount of porridge in a bowl is increased, THEN the greater the amount of porridge, the longer it will stay hot. IF a cold substance (like refrigerated milk) is added to the porridge, THEN the porridge will cool faster than porridge without something added. Each group picked up its needed materials and followed the procedures they had established for their experiment. Figure 2 describes the student investigation plan for the group comparing amounts of porridge, and it includes their data table. Other groups had similar worksheet plans for their predictions. Figure 2. 40 From Data to Graph Each group was required to record their data in a chart.

However, some scaffolding is usually necessary to guide the conversion of these data tables into graphs that can be analyzed. To begin, we first considered whether a line graph or bar graph would best represent the data. Generally, continuous data, such as temperature, is represented with a line graph and discrete data (that which falls into categories), such as number of people, colors, or favorite food, is represented with a bar or pie graph. For this experiment, students were looking at change in temperature over time, so we put time on the X-axis and the responding variable of temperature on the Y-axis. This graph represented the rate of heat loss/gain. If your students are comfortable with graphs, point out that the lines between data points are interpolations—explain that we don’t have the data for those points, but if we did, we could predict it would be near that line. A separate graph can be constructed for each manipulated variable or different colored markers used to put all data on one graph. The title of the graph is the relationship of manipulated variable to responding variable and the axes of the graph are always labeled with units of measure. Students can use the information illustrated in the graph to analyze trends and patterns in data. What Happened?

In describing what happened in the experiments, I ask students to consider their results from all angles: What is the summary or big picture of the results? What was the highest and lowest temperature (range)? Did the responding variable show an overall increase or decrease (temperature trend)? Examining the big picture is a good place to reconnect the experiment with the story. Ask, If the temperature of all experimental bowls of porridge went down over the 15 minutes, does that mean that the porridge was getting cooler or warmer? As students answer getting cooler, students are making connections between decreasing temperature readings and loss of heat energy making the oatmeal cooler. Would Goldilocks consider the porridge at 50°C hot? If 100°C is the boiling point of water and 0°C is the freezing point of water, students can recognize temperature readings within a relative hot and cold range. The range in this experiment usually runs between 21–50°C, so students will agree that 50°C would be at the hot end.

Conclusions and Beyond As we concluded the lessons, students examined their predictions to determine if their prediction was supported or not supported, and we talked about some additional questions that arose from the experiments, including the following: Would the results be similar if a different type of porridge were used? Would the temperature readings be different if the porridges were heated in the microwave oven? Would the results be different if they used styrofoam bowls instead—does insulation play a role in heat retention? What would happen if we placed the bowls of oatmeal in the sun and in an air-conditioned room to see if outside temperature is a factor? Finally, we discussed if procedures were compromised in any way (spills, constants not held, thermometer misreading), which may have introduced factors that could have affected the accuracy of the data or affected their conclusions. For example, one group held the bowls in their hands during the experiment. In hindsight, the students realized body heat could have influenced their results. Assessing Students To assess students’ learning, I used a rubric (Figure 3) designed to provide constructivecomments/questions on students’ progress. Figure 3. You had some great ideas—Also consider your lab partners’ ideas!

You worked productively with lab partners! Thank you. If a student’s performance is in the “beginning scientist” range, the rubric will provide direction for the student to take in order to move up to the “developing scientist” range by offering ideas on how to improve understanding of scientific investigation. Learning to design a measurable question, accurately read a thermometer, and making a connection between the temperature reading and amount of heat energy present in the bowl of porridge were the intended learning outcomes from these investigations. In addition, I hoped students would be able to incorporate their investigation into a wider framework and begin to analyze relationships among data. By thinking critically, students learn to reason from evidence. At the completion of this activity, students were doing just that. Some students were already thinking about how to apply this investigation strategy to other pieces of children’s literature. Students were discussing that for The Three Little Pigs manipulated variables might be how much fan power would be needed (or at what distance a fan would need to be placed) in order to knock down houses constructed of sugar cubes (bricks), toothpicks (wood), or broom straw!

Sandy Buczynski ( sandyb@sandiego.edu ) is an assistant professor at the University of San Diego in San Diego, California. Resources National Research Council (NRC). 1996. National science education standards. Washington, DC: National Academy Press. Internet The Three Bears Heat Investigation--It's Just Right MnSTEP Teaching Activity Collection > MnSTEP Activities > The Three Bears Heat Investigation--It's Just Right The Three Bears Heat Investigation--It's Just Right Denise M. Gerdes St. Croix Prep Academy, Stillwater, MN Personally developed activity Summary This activity uses the story of the three bears as a way to investigate conduction, convection, radiation and insulation properties. It also could be used to describe the laws of thermodynamics and conservation of energy. Learning Goals Objectives: Students will be able to: 1. Explain why Baby Bear's bowl of porridge could not have been "just right" and/or design a plan to make it just right. Baby Bear's bowl must still contain the least amount of porridge. 2. Explain what material Mama Bear's bowl of porridge was made of to make it "too cold and/or design a plan to make Mama's Bears porridge too cold.

Mama Bear's bowl must still contain the medium amount of porridge between the three bears. 3. Explain why Papa Bear's bowl was too hot. Papa Bear still has the same amount of porridge. 4. Describe 3 ways heat moves through matter and what materials conduct heat better than others. Context for Use Class size of 30 6-8 graders. Could also be modified for 9-12 graders. Can be easily adapted for inquiry as opposed to guided inquiry. You could begin your unit with this activity if you wish. Time: Depending on how this experiment is conducted either through complete inquiry or through guided inquiry time will change. Between 50-100 minutes Preparation of Students for Lesson: Students will have learned about heat doing a variety of experiments and other differential learning techniques. They will be able to describe what heat and temperature is and how it relates to everyday life. Students will already understand conduction, radiation, convection and insulation. Students have also discovered what absolute zero means. Heat always moves from matter that is warmer to matter that is cooler.

Subject: Chemistry:General Chemistry:Thermodynamics:Heat Resource Type: Activities:Lab Activity, Classroom Activity Grade Level: High School (9-12), Middle (6-8) Description and Teaching Materials -Ceramic cup (one for each student group) -Styrofoam cup (one for each student group) -Metal cup (one for each student group) -One large plastic bowl -Enough oatmeal, hot chocolate (and hot water) for the class -Several thermometers (at least three per student group) -Brown sugar (optional) Procedure: Tell the story of the three bears. Ask the students, from what they already learned about heat, could there be any way that Baby Bear's bowl was just right. Have the students conduct an experiment to find out how Baby Bear's bowl could have been just right. (The teacher could dress up like Goldilocks if he/she wishes). Tell the students that there is another component you are adding to the dilemma (I add this to the embellished story), that of hot chocolate. What cup would make the hot chocolate "just right?" Tell the students they may eat the porridge (oatmeal) and drink the hot chocolate after all the experiments are completed.

Divide the students into groups of four. At each table place a metal cup, Styrofoam cup, and ceramic cup. Teacher has prepared hot chocolate ahead of time and has hot water also prepared for making oatmeal. Teacher can pour the hot chocolate into each cup or have students collect it themselves-be careful because the metal cup can burn hands! if not handled properly. Student should place a thermometer into each cup and record the temperature. Thermometers should then remain in the cups while porridge temperatures are being taken. (They can also put their hands around the cups to get a feel of the temperature—but NOT the metal cup) The table underneath each cup will be felt after a few minutes as well. Students should make predictions about what they believe will happen to the temperature of each cup and each bowl of porridge. Meanwhile the teacher has prepared the oatmeal in the front of the classroom. Some of the oatmeal will be put in a medium sized metal bowl-Mama Bears bowl. A large ceramic bowl (a large plastic bowl works as well) filled with A LOT of oatmeal,–Papa Bear has a big appetite–and a small Styrofoam bowl-Baby Bear's bowl.

You can also use three bowls of different sizes, but made of the same material to show that Baby Bear's bowl would get coldest, fastest. The former lets students see the difference. The latter lets them see what happens in the story. I usually give a small Styrofoam bowl to each group so they can have their own porridge at their table. Thermometers should be stuck into each bowl-in the center. After 5 minutes all temperatures in every container and cup should be recorded. This could be done three consecutive times. Depending on time each student or group of students could design a graph. This could also be done as a class with the teacher on the next day or assigned as homework. Students should discover that the metal bowl and metal cup will lose heat the fastest because metal is a great conductor of heat. It also radiates heat better. Consequently, the only way Mama Bear's bowl could have been too cold is it would have had to have been in a metal bowl. Baby Bears bowl would be just right if it were in a Styrofoam bowl, or some other insulated type of material.

Papa Bear's bowl would remain too hot because there was so much of it that the porridge insulates itself and loses heat much slower. Are there other materials the bear family could have used to keep all their food at the same temperature? What would have happened in real life if they all would have used the same size bowls and the same type of material. What about varying the amount of food in each bowl? Why did McDonalds get sued for using coffee that was too hot and putting it in a Styrofoam cup-their coffee is no longer allowed to be hotter than a certain temperature. Why do many who camp use metal cups even thought their drinks get cooler much quicker? What would have happened if Mama Bear didn't dish up the porridge before they left? Why does a metal spoon get so hot if you leave it in a bowl of hot soup and a plastic or wood one does not? Would a metal spoon left in soup cool down the soup quicker? Why or How? Why do we use oven mitts? Tell me about metal buildings and wood buildings-sometimes metal buildings are cooler than wood buildings...... What does insulation have to do with it? What about outside temperature? Finish with food and drink Clean up.

Teaching Notes and Tips Make sure that you you tell students that the metal cups get HOT!! It can burn students. Use of towel, or oven glove type mitt will work. Have students feel the table underneath all the table to feel the heat differences. This is a better way to discuss convection and conduction than using water, etc. Assessment Students can rewrite the story of the three bears using the new information. Standards Standard: 6.II.C.2 Physical Science: the student will recognize that heat is transferred by convection, conduction, and radiation from warmer objects to cooler objects until both reach the same temperature. Could also cover parts of 8.III.B.1. The student will define conduction, convection, and radiation and explain their effects on weather and climate. Could cover parts of 9-12 Energy transformations. 9.II.C.5. The student will be able to describe physical and chemical changes in terms of the laws of conservation of energy References and Resources None found in this page Files Last Modified: May 29, 2013 Short URL: Just Right – ihave3daughters Devotional Good morning!

How many of you remember the childhood fairy tale, Goldilocks And The Three Bears? The porridge. The chairs. The beds. Were all too hot. Too cold. Too hard. Too soft. Or just right!!! I like to drink coffee. This is my favorite coffee cup to drink from.♡ The lip is gently rounded and the sides are slightly tapered to hold the heat in. It’s just right. It makes me happy. 🙂 I drink from it every weekend. How about you? What is just right for you? For Goldilocks it was about how something tasted. How it fit. For some it’s that perfect spot to be next to their significant other. For some it’s the spices in their homemade spaghetti sauce. For others it’s a score on a scoreboard. A weight on a scales. Or a balance in a retirement plan. I would hope for all of us it would be the place where we are in Christ’s presence. Where we feel His gentle love envelope us. That should be the moment when we are just right. ♡ The porridge. The chair. The bed. My favorite coffee cup. They are all material. All fleeting. They do not offer us the love and security that Christ can.

Let’s together seek out a lifestyle that is right and just. Just right for each of us. No need to send Goldilocks in first to sample the porridge. With Jesus everything is just right! To do what is right and just is more acceptable to the Lord than sacrifice. Proverbs 21:3 Love and laughter,

Question: Who ate porridge that was too hot, too cold, and just right?
Answer: Goldilocks