Visualizing Chemistry with Infrared Imaging

Xie, Charles

doi:10.1021/ed1009656

Cited by 45 publications

(48 citation statements)

References 4 publications

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“…If the heat flow is driven by some underlying physical, chemical, or biological process, IR visualization may help uncover it. 6 In a way, the universality of heat lends itself to the versatility of IR imaging. By providing students with real-time visualizations of real-world processes, IR imaging opens a new avenue for science and engineering education.…”

Section: Discussionmentioning

confidence: 99%

Infrared Imaging for Inquiry-Based Learning

Xie¹,

Hazzard²

2011

The Physics Teacher

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Based on detecting long-wavelength infrared (IR) radiation emitted by the subject, IR imaging shows temperature distribution instantaneously and heat flow dynamically. As a picture is worth a thousand words, an IR camera has great potential in teaching heat transfer, which is otherwise invisible. The idea of using IR imaging in teaching was first discussed by Vollmer et al. in 2001.1–3 IR cameras were then too expensive for most schools. Thanks to the growing need of home energy inspection using IR thermography, the price of IR cameras has plummeted and they have become easy to use. As of 2011, the price of an entry-level handheld IR camera such as the FLIR I3 has fallen below $900 for educators. A slightly better version, FLIR I5, was used to take the IR images in this paper. As easy to use as a digital camera, the I5 camera automatically generates IR images of satisfactory quality with a temperature sensitivity of 0.1°C. The purpose of this paper is to demonstrate how these affordable IR cameras can be used as a visualization, inquiry, and discovery tool. As the prices of IR cameras continue to drop, it is time to give teachers an update about the educational power of this fascinating tool, especially in supporting inquiry-based learning.

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Section: Discussionmentioning

confidence: 99%

Infrared Imaging for Inquiry-Based Learning

Xie¹,

Hazzard²

2011

The Physics Teacher

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“…Infrared (IR) imaging or thermography -the technology in focus of the current study -is a visualization technology with particularly promising educational laboratory prospects in thermal science (Vollmer et al 2001;Vollmer and Möllmann 2010;Möllmann and Vollmer 2007;Xie and Hazzard 2011;Xie 2011;Short 2010). The contrast to traditional thermometer measurements is captured enthusiastically by Xie (2014):…”

Section: Infrared Imaging In Science Educationmentioning

confidence: 99%

“…Similarly, Xie (2011;Xie and Hazzard 2011) has grasped the opportunity presented by IR cameras to inspire inquiry-based approaches in physics and chemistry education, and has created a series of IR experiments for educational application (Xie 2014). Pendrill, Karlsteen and Röjdegård (2012) have shown how IR camera measurements may provide useful input to model the cooling of a braking roller-coaster train.…”

Section: Infrared Imaging In Science Educationmentioning

confidence: 99%

Taking on the Heat—a Narrative Account of How Infrared Cameras Invite Instant Inquiry

2015

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Integration of technology, social learning and scientific models offers pedagogical opportunities for science education. A particularly interesting area is thermal science, where students often struggle with abstract concepts, such as heat. In taking on this conceptual obstacle, we explore how hand-held infrared (IR) visualization technology can strengthen students’ understanding of thermal phenomena. Grounded in the Swedish physics curriculum and part of a broader research programme on educational uses of IR cameras, we have developed laboratory exercises around a thermal storyline, in conjunction with the teaching of a heat-flow model. We report a narrative analysis of how a group of five fourth-graders, facilitated by a researcher, predicts, observes and explains (POE) how the temperatures change when they pour hot water into a ceramic coffee mug and a thin plastic cup. Four chronological episodes are described and analysed as group interaction unfolded. Results revealed that the students engaged cognitively and emotionally with the POE task and, in particular, held a sustained focus on making observations and offering explanations for the scenarios. A compelling finding was the group’s spontaneous generation of multiple "what-ifs" in relation to thermal phenomena, such as blowing on the water surface, or submerging a pencil into the hot water. This was followed by immediate interrogation with the IR camera, a learning event we label instant inquiry. The students’ expressions largely reflected adoption of the heat-flow model. In conclusion, IR cameras could serve as an access point for even very young students to develop complex thermal concepts.

As per the Springer Copyright agreement, a Postprint of the Accepted Manuscript (PDF) is available via the personal website of the author(s) at the following link:

http://webstaff.itn.liu.se/~konsc/Haglund_Jeppsson_Schonborn_2015_Postprint

ThermalVi

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“…As an easy-to-use, yet powerful, technology, thermal imaging is particularly well suited for inquiry-based laboratory activities [7] in physics and chemistry education [8,9]. To demonstrate the versatility of this technique, a series of IR-camera experiments have been developed and shared [10].…”

Section: Infrared Cameras Enhance Laboratory Learning In Undergraduatmentioning

confidence: 99%