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What are you doing? A moonshine business on the side? haha. Aparently.

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That was my family. Oh, okay, great.

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Julie will get a great laugh out of that one.

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Thanks Ben.

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So today was a lot of fun. We did the magic thaw. Magic thaw or miracle thaw, which it...

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Or the thaw-o-matic. The magic thaw. My biggest observation

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that surprised me was that
they looked at the box.

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But they didn't read the box.

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And on the box it told them how it works.

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It told them.

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That the air with that heat energy comes in
through convection, oops, sorry, conduction.

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And it heats up your food and defrosts it.  And it
said it on another box on the thaw-o-matic that

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said endothermic energy with a
circle right on the front and

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that just truly, like if they fully... even on the little picture on the top part

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of the box, like where it showed the ice
cube and on the oposite side of the box it

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had the answer right there. So
that truly amazed me that either

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they didn't understand the terminology of
it or they just didn't read. I don't know.

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I think most of them didn't read. But I saw a couple groups did
actually start reading the

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box and be like "oh it says this." Metal alloy ... and it says conduction. So, a couple groups did started to read it

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but not every
group had the box. That is true. Not every group had thaw magic at the beginning.

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Oh yeah, I saw that. I felt bad for that group. I felt bad for them, they were using
like a metal flat surface.

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I thought it was.

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A could have been, like you know how, like
you kind of just ignore, you tune

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out, like infomercials when you're watching it? Maybe, like, you know, they have the same sort of reaction

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like they kinda just like, because
you know they they make up science

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words that aren't actually science words and things like that in those commercials, so maybe that is the

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Interpretation that the students had of it,
was like, yeah you know.

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It's flashy but does it work well.

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Well, what is endothermic energy anyways?

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Oh, what's that? What is endothermic energy anyways? Yeah, what is it.. why are they writing energy on here?

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This isn't Monster.

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I saw a lot of students that
were very ambitious at the beginning
,

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they were very kind of, like, excited
to go explore how the thing worked. I think

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they were a little amazed that it
kind of, like, melted the ice to quick

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But they also got very very
frustrated towards the end and

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a lot of them actually had good ideas that I didn't
think about originally. Like elevating it

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off the table because they thought the heat energy was coming from the table, so I thought that was kind of cool.

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Yeah, the group

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That didn't have the

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the thaw-o-matic or miracle thaw in the beginning

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they were really struggling and one of
the reasons they were struggling was because

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they, they were overthinking it or trying to come up with.

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The answer instead

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of trying to come up with
questions incrementally to, to get to.

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More questions.

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And that was interesting to observe them sort
of struggle with themselves because.

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They really do already know enough
about heat to figure out what's going on.

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And actually the group closes
t to the door did a really good job

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of, like, at some point they're like "This
isn't anything that special."

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They figured that out towards the end.  But I thought that was interesting as well.

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I was interested in watching one of the
groups at the start. They were trying to do

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something different because everyone
else was doing the same thing.

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And so they were struggling,  it
wasn't really doing what they

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Thought it might do.  because they really didn't understand what it was going to do but

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they were also doing an experiment
that woultn't really demonstrate

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clearly. Was this the group of two? Yeah. They were put..
yes.. they put water..

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so they didn't.. it didn't do much because... eventually
I tried to say "what do you know

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about heat already that could inform
your picture of what's going on here?"

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And that didn't get them to where I want it to, but it got them

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think about other things
, yeah. Because the idea was that.

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You know, in order for

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a change to occur there needs to be
a difference between the two materials.

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And two materials are the same temperature if it's temperatured water ...

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therm..thermofrost..magic thaw thing.

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Yeah I thought was interesting was that
they were.. I thouhgt it was an interesting

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impulse and I kind of saw other
groups that it was clear to them of that

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"well everyone's doing this so
I need to do something different
"

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rather than thinking through the questions
that just came to mind and pursuing them but

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were trying to actively
not do. A lot of them,

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Like one group in the corner who didn't have the magic thaw at first, they got mixed

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results with the spray painted
aluminum tin of white then black

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then the surface of the table and
they were seeing, like from black.

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It would take longer on one material and
then another material would take a shorter

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time and their like "but
we're trying to test color." but they are

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comparing two different

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materials. Yeah, eventually
they need to figure out that.

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In some of their experiments they can't tell if the variable they were looking

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at was actually making a difference
because your other variables.
They

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didn't figuring that out but it took a while. And
with the smooth surface

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versus like the dark surface like versus a ridged surface, they didn't even exploit a ridged

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surface. They didn't think about the texture of a surface. And I'm like, I asked one group

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"What's the temperature inbetween the ridge?" They looked at me kind of like Medusa

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and they were like "What are you talking about?" And
one group managed to test it,

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the group that had Jake in it, and they had
like a 75 degree reading in the groove

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versus like a 68 on the flat part,
which I found interesting. and they're

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like "Oh, that's really interesting" and then
they measured the center of the ice cube as

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it was melting and they were seeing
that the temperature was increasing.

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OK. So that started to get them thinking
. And I'm like "well, what happens if you move the disk over

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there? To a different part of the plate
with the grooves are filled with water?" and

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they were like "oh, it melts faster" so it kind of got them to

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Think about these grooves and
maybe they are important.

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I liked how like all the groups, they had, you know,

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questions that came up, but they like did
different things. Each group does something

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like completely different of another
group which is really nice to see. And

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it made me start thinking about their, um

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Their, their final project.

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Their research symposium. Where they would
have to, like, kind of just you know they

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might all have similar initial
questions but I may have to do something different.

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And it was nice to see that like a
lot of groups were like coming up with these creative and original

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Ideas.

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And granted, you know, professor Bauer and Julia anticipated so
me

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of these ideas coming up but then I think one
group was like "what about the, do you have the IR-gun still

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so I can ... That was prety cool... and Bauer was like "oh, yeah

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I can make a pit-stop to my office and grab this" so I thought that was ... and I think that was really helpful for

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a lot of groups after that came
out because a lot of them were like

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"oh, let me test this because you can't really stick a thermometer on

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that section and kind of test that.

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Yeah and one of the groups that I was
following the most is they just kept

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getting hung up on the Thaw-O-Matic, or whichever one they had, was

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you know, melting but it felt cold. Yes. and
they just couldn't get past

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that idea and so looking in the gun helped
out because they're like "oh, but the temperatures

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aren't actually that different but it
feels cold" and they still didn't get there.

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But.

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That was like a big idea that really, they got hung up on.

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I had something... I had something too.

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Oh, one group said "I feel like if we just had all the

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information everybody's gathering right now, we'd know the answer."

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I thought that was really interesting. I thought that was interesting. I saw one group just like "I don't want to do

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this anymore." Like Charle's group had like shut down towards the end. Yeah, well

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they were, their group was funny because they came to the conclusion "well it's a difference in....

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something about the material itself that's
different and that it's a better conductor
"

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and then they didn't know what to do after
that point because that kind of is the point

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I mean, it was the point they had to
understand that this material conduct heat and

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so they understood that it was
something about the material but they didn't know where to go from there...

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That is funny because for

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this group of students that's
where we want them to get to.

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And ... it's funny because
they're probably dissatisfied like

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... they felt
like there was more. They felt like it can't be that simple and so

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they kept beating themselves up going around and around ... because you can go deeper.

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Yeah but they couldn't.. we did'nt have the ability
for them to

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to answer the question "what
about this material makes it a good conductor?" So, how many of them

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do you think are going to go home or Google their phone as soon as they left class to know exactly how that works?

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What do you guys... Do you think like a lot of them or... 2, I'm joking, I don't know.

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I don't know, come of them might, some of them might just like... Like, I thought about that I'm like how many of these are

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actually going to go out and
Google this to see how it works because they've been so

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frustrated during class
trying to figure it out
.

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I think some of them might look it up and be like "What is this stupid thing.
"

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[laughter] yeah, what's it made out of?

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Bauer pulled this

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out of storage, this isn't real. You were talking about Charle's group and
I actually had 2 intersting notes. At one point,

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Like they had, like, 5 experiments running
and I think Professor Bauer came by and was like

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"what are you doing?" and

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Charles was like "I don't know at this
point we're just shooting in the dark."

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I was like "ooooooh my goodness." But then like 5 minutes later, you
know, I circled back to them and Charles

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was like "wait a minute, what about these
ridges like, like maybe that's increasing

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the surface area of like the conduction
or something. Maybe that's having something

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to do with that." Like he actually made up,
like, came up with a really good point.

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That I was like "wow, you know, actually something that

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you can consider."

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So, you know, it was like shooting in the
dark but some of them were like right on target.

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They hit something.

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It will be interesting to see how they
present their information on Thursday,

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especially considering he calls it a "research." And it is interesting he chose the specific word "research conference."

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So, it'll be interesting just to kinda see
what they thought was important.

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to explain to their peers and whether or not
there's going to be any bickering, as scientists do, about

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their results. It's only right. It's a right of passage. To bicker.

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As a side anecdote, earlier, when Charle's group was struggling, and

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they were just like "Man, I hate scientists!"

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Science

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is the worst! Oh, yeah, I overheard that. And then they saw me and was like, "Sorry Sarah."

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I was, I was at one point wondering, like, now what
they're taking this class and

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I'm wondering, "what is their
opinion about science now, or scientists, and

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how has it changed?" I would be interested in knowing
the answer to your opinion about science

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in general. yeah, wasn't that the initial survey they did? yeah, I was about to say,

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at the beginning they were learning about how
these scientists conducted science back then

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and now they're little scientists
right now. Yeah, one of them was funny because they

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were making this comment on like "I'm so frustrated" but then like a few minutes

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later Aaron comes in like "I could spend
like days just like trying to solve this thing."

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Yeah, so it's both sides of this, like the "ahh I hate this but I can

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spend days on

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it"

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At least it's something. Yeah, I know! Maybe they will have a new appreciation for
research. Maybe. There's always hope.

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That's all I have. That's all I have too.

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Yeah, it'll be interesting to see on Tuesday because I think one the group
s in the corner by the door was the only group

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that had, like, quantitative data, like hardcore quantitative data, they made a graph

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and plotted it and stuff. I think Bauer even...

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I think Bauer's even going to give them posterpaper and be like "if you want to draw out

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a graph." What was really cool too is that group
decided to test out a cast iron skillet.

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Yes, I love that. And they were like, in the end they're
like "this thing works just as well." yeah.

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Yeah, why would I want to waste my money on that? I bet you that's exactly what
happened, (that's going to come up in their co-author) like you have

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items in your house that are as equally effective so just use those instead.
Yeah, I think

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they're going to say that and I think
Charles is group is going to be like "this is amazing, buy it!"

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Charles was like "this is the best amazing thing evern, why don't I have one of these?"

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Like he was really
gung-ho on it. He was very food related though.

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He's business too, right? Yeah, he's a business.

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He's like BAM.

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Well, at least he'll have a better... if you look at his major, at least he'll have a better outlook

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of how things...when people claim things in

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science, at least he will have a little idea
of what goes behind their claims.

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And understand their frustration.

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I hate science. That was a good comment, I overheard that and I kind of snickered because I was facin the other way.

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That's OK.

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It's  that's why we do it. It's okay. Yeah, all right, cool.