Thermal Cameras in Science Education

Foreword
Contents
List of Contributors
1 Introduction
Part I Thermal Imaging Technology and Physics
2 Fundamentals of Thermal Imaging
2.1 Introduction
2.2 Electromagnetic Radiation
2.3 Radiometry and Blackbody Radiation
2.4 Emissivity
2.5 Transmission of IR Radiation Through Air and Definition of Thermal IR Wavebands
2.6 Measurement Process: Radiometric Chain
2.7 Detectors and Optics
2.8 Some Specifications of IR Cameras
2.9 Temperature and Emissivity Contrast
2.10 Pros and Cons of the Various Wavebands
References
3 Thermal Infrared Imaging as a Bridge Between Mathematical Models and the Laboratory
3.1 Introduction
3.2 When Thermal and Electromagnetic Laws Face and Enforce Each Other
3.3 When Time Varies: Thermal Movies
3.4 When Air Matters
3.5 When the Thermal Camera Looks Inside a Conducting Body
3.6 Conclusion
References
Part II Science Education Research on the Use of Infrared Cameras
4 Research on Educational Use of Thermal Cameras in Science: A Review
4.1 Introduction
4.2 Research on Educational Use of IR Cameras: An Overview
4.3 Multimodality and Social Semiotics: An Overview
4.4 Multimodality and Social Semiotics in Research on Educational Use of IR Cameras
4.5 The Resources Framework: An Overview
4.6 The Resources Framework in Research on Educational Use of IR Cameras
4.7 Other Learning Perspectives and Theoretical Constructs in Research on Educational Use of IR Cameras
4.8 Concluding Overview
References
5 Using Thermal Cameras in Secondary Physics to Support Learning About Energy
5.1 Introduction
5.2 Student Learning About Energy
5.3 Designing Effective Energy Instruction Using Thermal Cameras
5.3.1 The Role of Prior Knowledge in Interpreting Thermal Camera Images
5.3.2 Strategically Embedding Thermal Cameras in Coherent Instruction
5.3.3 Student Supports for Using Thermal Cameras
5.4 Student Learning About Energy Using Thermal Cameras
5.4.1 Thermal Cameras in an Out-of-School Science Program
5.4.2 Exploring the Role of Media Supports in Enhancing Student Learning Using Thermal Cameras
5.5 Summary and Next Steps
References
6 Students' Emotions Related to Thermal Camera Activities in Primary Science Lessons
6.1 Introduction
6.1.1 Emotions in Learning Situations
6.1.2 Using Thermal Cameras in the Primary Classroom
6.1.3 Instant Video Blogging as an Experience Sampling Method
6.1.4 Research Questions
6.2 Methods
6.2.1 Participants and Procedure
6.2.2 Description of the Teaching Sequence
6.2.3 Data Collection and Analysis
6.3 Results
6.4 Discussion
References
7 A Language Model Based Analysis of Pupils' Practical Work with IR Cameras
7.1 Introduction
7.2 Method and Data Collection
7.3 Results
7.3.1 Tenor
7.3.2 Field
7.3.3 Mode
7.4 Discussion
7.4.1 How Can an IR-Image – A Shared Object of Attention – Structure the Dialogue Between the Pupils and the Teacher?
References
8 Upper-Secondary Students' Use of Infrared Cameras in the Study of Animals' Temperature
8.1 Introduction
8.1.1 Teaching and Learning of Animals' Temperature Regulation as a Complex Phenomenon
8.1.2 Applications of Infrared Cameras in Biology and Biology Education
8.2 Method
8.2.1 Context of the Study
8.2.2 Design of Activities
8.2.3 Data Collection and Analysis
8.3 Results
8.3.1 Investigation of Factors Underlying Differences in Temperature of Horses' Legs
8.3.2 Investigation of the Temperature of Rabbits' Ears
8.4 Discussion
References
Part III Using Infrared Cameras in Science Teaching Practice
9 Infrared Cameras as Smartphone Accessory: Qualitative Visualization or Quantitative Measurement?
9.1 Introduction
9.2 Smartphone Based IR Cameras
9.3 Examples of Spatial Resolution of Smartphone Based IR Cameras
9.4 Summary of Artefacts
9.5 Image Processing: Boon or Bane
9.6 Everyday Use: Aesthetic Infrared Views
9.7 Conclusions
References
10 An Infrared Camera: Multiple Ways to Use a Modern Device in Introductory Physics Courses
10.1 Introduction
10.2 Framework for Using Modern Devices in Introductory Physics
10.2.1 Using an IR-Camera as a Black Box
10.2.1.1 Activity 1 – Pulling a Heavy Object Along a Rough Horizontal Surface
10.2.1.2 Activity 2 – Shooting a Glass Marble Through a Cardboard
10.2.1.3 How Do Students Respond to the Activities with an IR Camera?
10.2.2 Learning How an IR-Camera Works
10.2.2.1 Activity 3 – Focusing Thermal Rays
10.2.2.2 Activity 4 – Testing Experiment: Using a Thermometer
10.2.3 Learning New Physics Using the Knowledge of How an IR-Camera Works
10.2.3.1 Activity 5 – Observing IR Images of Objects That Are Made of Different Materials
10.3 Summary
References
11 Infrared Thermal Imaging: Applications for Physics, Chemistry and Biology Education
11.1 Introduction
11.2 Applications in Physics
11.2.1 Cooling of Cans of Different Surface Finishes
11.2.2 Work Done Against Friction
11.2.3 Infrared and Visible Light Transmission of Different Materials
11.2.4 Simple DC Electrical Circuits
11.3 Applications in Chemistry
11.3.1 Crystallization of Saturated Sodium Ethanoate
11.3.2 Heat Pack
11.3.3 Endothermic Process
11.3.4 Cold Pack
11.3.5 Heat Blocking Gel
11.4 Applications in Biology
11.4.1 Cold-Blooded Animals
11.4.2 Temperature Distribution Across a Bird
11.4.3 Thermogenesis
11.4.4 Humans
11.4.5 Hand Temperature Under Warm/Cold Conditions
11.5 Conclusion
References
12 Visualizing and Exploring Heat in a Science Center
12.1 Introduction
12.2 Visualizing Thermal Phenomena in Science Centers and Museums
12.3 An Augmented Reality System for Visualizing and Exploring Heat-Related Concepts
12.3.1 System and Setup for Augmenting Thermal Imagery
12.3.2 Concepts and Features Related to Visualizing Thermal Processes with the System
12.3.3 Perceiving, Visualizing and Communicating Thermal Processes Through SAR
12.3.4 Augmented Hands-on Experiments for Visualizing Thermal Concepts and Processes
12.3.5 Pedagogical Opportunities for Accessing and Engaging with Thermal Phenomena in a Science Center
12.3.6 Practical Considerations of the System for Public Exhibition Spaces
12.4 Implications of the Visualization System for Engaging Thermal Phenomena in Science Centers
References
13 Conclusions and Future Outlook
13.1 Conclusions from the Chapters of the Book
13.2 Thermal Cameras in Science Education: Future Outlook
References