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Culminating Project Overview 1

Project Specifications

Overview

Letter from TET 2

Client List 3

Patent Application 4

Individual Project Organizer 5

Evaluation

Science and Engineering Practices Rubric 10

Science Content Rubric 12

Oral Presentation Rubric 13

Peer Feedback for Patent Application 15

Lift-Off Task: Build a Working System Overview 18

Part I • Introduction to Systems 19

Part II • Build a Flashlight 19

Part III • Debrief the Flashlight System 20

Part IV • Connect to the Culminating Project and Assessment 20

Task 1: Compare Thermal Energy and Temperature Overview 21

Part I • Particles in Motion 22

Part II • Thermal Energy and Temperature 24

Part III • Connect to the Culminating Project and Assessment 29

Task 2: Thermal Energy Transfer

Overview 30

Part I • Thermal Energy Transfer Lab Stations 1–6 31

Part II • Debrief Lab Stations 33

Part III • Optional: Thermal Energy Transfer Terms 35


STUDENT EDITION Originally created by UL/SCALE at Stanford University 2016 • Learning through Performance • Energy i

Task 3: Insulators and Conductors

Overview 38

Part I • Insulator and Conductor Reading 39

Part II • Insulators and Conductors Experiment 41

Part III • Design an Insulating or Conducting Experiment

Using an Ice Pop 43


Task 4: Mass and Thermal Energy

Overview 45

Part I • Design and Conduct an Experiment: This Porridge Is Too Hot! 46

Part II • Debrief the Experiment 48

Part III • Connect to the Culminating Project and Assessment 49

STUDENT EDITION Originally created by UL/SCALE at Stanford University 2016 • Learning through Performance • Energy ii

Unit Performance Expectations

● Design, construct, and test a devicethat either minimizes or maximizesthermal energy transfer.

● Develop and revise the design ofthe device.

● Conduct an investigation to test how thermal energy transfers inthe device.

How do we use and control thermal

energy in a system?

Evaluation and Feedback

Your work will be evaluated using the:

● Science and Engineering Practices Rubric

● Energy Unit Content Rubric

● Oral Presentation Rubric

Group Culminating Project As a group:

● Choose a client.

● Draw a model of the device.

● Design a device to fit the client’s needs.

● Build your device.

● Test your device.

● Revise your device.

● Draw a model of your final device.

● Present your device to the class.

Vocabulary

● kinetic energy

● maximizes

● minimizes

● thermal energy

Individual Culminating Project

● Write a draft of your Patent Application for your device.

● Get feedback from your teacher and peers.

● Finalize your Patent Application for your device.

STUDENT EDITION Originally created by UL/SCALE at Stanford University 2016 • Learning through Performance • Energy 1

Overview • Letter from TET


Overview • Client List

TET Thermal Energy Transfer, Inc. Client List

1. Cocina del Sol: A Latin American, eco-friendly food truck company Needs: A device to bake their specialty cookies (Spicy Mayan Chocolate Chip) using the power from the sun.

2. Salmon Conservation Foundation: A company that researches Alaskan salmon Needs: A design for gloves for their researchers in Alaska who work with salmon in very cold streams and rivers. The stream temperatures range from 8–14°C. The temperature of the human body is 37°C.

3. Only Have Ice for You: An ice delivery company specializing in ice for ice-carving competitions Needs: A device that will keep a large block of ice the size of a refrigerator from melting. (Note: Given the large size of their ice blocks, the prototype must be a scaled-down model of the actual device.)

4. Homemade Hot Tubs, Inc.: A company that provides the materials and instructions for people to make their own hot tubs Needs: An engineering model that is similar to the homemade hot tub shown below. The company wants a model that is much smaller than the real version, and they do not want you to use fire as a thermal energy source due to safety considerations. Your goal is to maximize the temperature increase inside the “tub.”


Overview • Patent Application

The Patent Application must include:

❏ The title of the invented device

❏ Context

(One paragraph introducing your client, what the client needs, and requirements for the device)

❏ Science background about the device

(An explanation of how thermal energy , thermal energy transfer , temperature , and kinetic energy relate to

your device)

❏ A Portfolio of the design process of your device:

❏ A model of your initial device before testing, including materials and dimensions

❏ Detailed steps you took to test the device, resulting in revision of the device, including:

❏ Detailed replicable procedures

❏ List of tools/equipment

❏ Organized data gathered during the test

❏ Tools/equipment used to gather data

❏ Number of test trials included in data

❏ A model of your revised device after testing, including materials and dimensions

❏ Conclusion

❏ Explain how well your final device meets the needs of your client.

❏ Use your data to explain what revisions you made to produce your final device.


Overview • Individual Project Organizer—Lift-Off Task

Lift-Off Task: Build a Working System

Use this Project Organizer to organize your information and visuals for your Patent Application. Write in full

sentences.

❏ EXPLAIN who your client is and why they need this device.

❏ DESCRIBE the challenges of designing and building the device (e.g., cost, mobility, temperature, budget, etc.).

❏ IDENTIFY at least four “need-to-knows” that are necessary for designing and building your device.

❏ DESCRIBE how the device you chose to build is a system.


Overview • Individual Project Organizer—Task 1

Task 1: Compare Thermal Energy and Temperature

Your job is to help your client understand thermal energy and temperature. You may use examples or evidence from

the task in your models below. You may also choose to use everyday examples in your models to help your client

understand the energy concepts.

DRAW A MODEL to help your client understand:

❏ How to distinguish between thermal energy and temperature

❏ How particles move in ice and water

❏ Sketch a very simple model of your device. ❏ Color red where you will find the highest temperature in your device. ❏ Color blue where you will find the lowest temperature in your device.



Task 2: Thermal Energy Transfer

Continue to revise your model of your device. Consider your model to be a work in progress.

Who is your client? What is your device?

❏ Sketch a model of your device. (You will be able to revise your design as you discover more about energy.)

❏ Label dimensions and materials used.

❏ Is your device increasing thermal energy transfer (making a substance hotter) or decreasing thermal energy transfer (keeping the substance the same temperature)?

❏ Re-sketch the model of your device and include energy particles with arrows to show movement of thermal energy.



Task 3: Insulators and Conductors

In the device that you are building for your client, you will either be maximizing or minimizing the amount of thermal

energy transferred through a system. Put another way, you will either be heating your product or keeping your

product at the same temperature. One way to maximize or minimize thermal energy is by using materials that are

either insulators or conductors.


❏ Make a list of what material(s) might be helpful for insulating or conducting thermal energy in your device.

❏ Use evidence from the results of the ice pop experiment to explain your choice of materials.

❏ Explain your choice of material(s) using the key terms thermal energy, temperature , particle(s), and thermal energy transfer .


❏ Redraw the model of your device using red to show any revisions. ❏ Label the parts, materials, and dimensions in the model of your device.


Task 4: Mass and Thermal Energy

You need to think about the way mass affects thermal energy transfer in your device. At the end of Task 4, you are

given a choice about the possible sizes of the device you are designing. Your job is to choose the size that will be most

effective for your design.


❏ Look at end of the Task 4 for possible sizes for your device. ❏ Decide which size/mass option would be best for your design and for your client.

❏ Make an argument why your choice is best for your design. Use the Claim, Evidence, and Reasoning format.

Claim

Evidence


Reasoning

❏ Explain your choice of size/mass using the key terms mass, thermal energy , kinetic energy, thermal energy transfer , insulator(s), and conductor(s) .

❏ On a separate piece of paper, sketch a final model of your device. ❏ Label any parts, materials, and dimensions on your model. ❏ Make any design notes necessary for building your device on/near your sketch. ❏ This sketch will go into your Patent Application.

Evaluation • Science and Engineering Practices Rubric

The Energy Unit will be assessed using the highlighted rows.

SCIENCE AND ENGINEERING PRACTICES RUBRIC

SCORING DOMAIN EMERGING DEVELOPING PROFICIENT ADVANCED

ASKING QUESTIONS AND DEFINING PROBLEMS

❏ No Evidence*

Asks general questions that cannot be investigated

Asks specific questions that can be investigated but do not require empirical evidence

Asks questions that require empirical evidence to answer

Asks questions that require empirical evidence to answer and evaluates the testability of the questions

Writes a problem or design statement but it does not match the intent of the problem or the need of the client

Writes a problem or design statement that matches the intent of the problem or the need of the client with minor errors

Writes a problem or design statement that accurately matches the intent of the problem or the needs of the client

Writes a problem or design statement that accurately and completely matches the intent of the problem or the need of the client

DEVELOPING AND USING MODELS

❏ No Evidence*

Makes models (drawings, diagrams, or other) with major errors

Makes models (drawings, diagrams, or other) to represent the process or system to be investigated with minor errors

Makes accurate and labeled models (drawings, diagrams, or other) to represent the process or system to be investigated

Makes accurate and labeled models (drawings, diagrams, or other) to represent the process or system to be investigated and explains the model

Explains the limitations of the model with major errors

Explains the limitations of the model with minor errors

Explains the limitations of the model as a representation of the system or process

Explains the limitations of the model as a representation of the system or process


PLANNING THE INVESTIGATION OR DESIGN

❏ No Evidence*

Plans an investigation that will not produce relevant data to answer the empirical question(s)

Plans an investigation that will produce some relevant data to answer the empirical question(s)

Plans an investigation that will produce relevant data to answer the empirical question(s) and identifies the dependent and independent variables when applicable

Plans an investigation that will completely produce relevant and adequate amounts of data to answer the empirical question(s) and identifies the dependent and independent variables when applicable

Plans a design that does not match the criteria, constraints, and intent of the problem

Plans a design and writes an explanation that partially matches the criteria, constraints, and intent of the problem

Plans a design and writes an explanation that accurately and adequately matches the criteria, constraints, and intent of the problem

Plans a design and writes a detailed explanation that accurately and completely matches the criteria, constraints, and intent of the problem

CONDUCTING INVESTIGATION OR TESTING DESIGN

❏ No Evidence*

Writes procedures that lack detail so the procedures cannot be duplicated by another person

Writes procedures with enough detail that another person can duplicate (replicable) but does not conduct a sufficient number of trials

Writes detailed replicable procedures with descriptions of the measurements, tools, or instruments and conducts adequate number of trials

Writes detailed replicable procedures with descriptions of the measurements, tools, or instruments and conducts adequate number of trials with an explanation for the proposed data collection

* If there is no student response then check the No Evidence box.

The Energy Unit will be assessed using the highlighted rows.

SCIENCE AND ENGINEERING PRACTICES RUBRIC

SCORING DOMAIN EMERGING DEVELOPING PROFICIENT ADVANCED

ANALYZING AND

INTERPRETING DATA

Accurately labeled”

means

inclusion of title,

column titles,

description of units,

proper intervals.

❏ No Evidence*

Makes spreadsheets, data

tables, charts, or graphs

that are not accurately

labeled or do not display all

the data

Makes accurate and labeled

spreadsheets, data tables,

charts, or graphs to

summarize and display data

but does not arrange the

data to examine the

relationships between

variables



charts, and/or graphs to

summarize and display data

and arranges the data to

examine relationships

between variables



charts, and/or graphs and

uses more than one of these

methods to summarize and

display data; arranges the

data to examine

relationships between

variables

Uses inappropriate methods

or makes major errors

analyzing the data

Uses appropriate methods

but makes minor errors

analyzing the data


to accurately and carefully

identify patterns or explains

possible error or limitations

of analyzing the data


to accurately and carefully

identify patterns and

explains possible error or

limitations of analyzing

the data

CONSTRUCTING

EXPLANATIONS

AND DESIGNING

SOLUTIONS

Constructs an explanation

that includes an

inappropriate claim,

inaccurate evidence, and/or

unclear reasoning

Constructs or evaluates an

explanation consisting of

minimal claim(s), limited

sources of accurate

evidence, and/or minimal

reasoning


explanation that includes a

claim, multiple sources of

accurate evidence, and

reasoning using accurate

and adequate scientific

ideas or principles

Constructs, evaluates, or

revises an explanation that

includes a claim, multiple

sources of accurate

evidence, and reasoning

using accurate and

adequate scientific ideas or

principles


❏ No Evidence*

Uses no data to evaluate

how well the design

answers the problem and

the redesign of the original

model or prototype is

inappropriate or incomplete

Uses minimal data to

evaluate how well the

design answers the problem

and describes an

appropriate redesign of the

original model or prototype

with minor errors

Uses adequate data to



and accurately explains an



Uses adequate data to



and accurately provides a

detailed rationale for the



ENGAGING IN

ARGUMENTS

FROM EVIDENCE

❏ No Evidence*

Constructs an argument

that includes an

inappropriate claim,

inaccurate evidence, and/or

unclear reasoning


argument consisting of

minimal claim(s), limited

sources of evidence, or

minimal reasoning

Constructs and/or evaluates

an argument consisting of

appropriate claim(s),

multiple sources of


using accurate and


principles

Constructs, evaluates, or

revises an argument

consisting of appropriate

claim(s), multiple sources of


using accurate and


principles

COMMUNICATING

INFORMATION

❏ No Evidence*

Communicates information

that is inaccurate and/or

inconsistent with the

evidence

Communicates accurate and

minimal information

consistent with the

evidence but does not

explain the implications or

limitations of the

investigation or design

Communicates accurate,

clear, and adequate

information consistent with

the evidence and explains

the implications and/or

limitations of the

investigation or design

Communicates accurate,

clear, and complete

information consistent with

the evidence and provides a

rationale for the

implications and limitations

of the investigation or

design

* If there is no student response then check the No Evidence box.

Evaluation • Science Content Rubric

SCIENCE CONTENT RUBRIC

THE STUDENT DEMONSTRATES THEIR

SCIENTIFIC KNOWLEDGE OF THE FOLLOWING

CONTENT STANDARD

EMERGING DEVELOPING PROFICIENT ADVANCED

A solution needs to be tested, and then modified

on the basis of the test results in order to

improve it. There are systematic processes for

evaluating solutions with respect to how well

they meet the criteria and constraints of a

problem. (ETS1.B)

Constructs an

explanation about

how the device was

modified based on

no investigation

data and/or with

major errors

Constructs an

explanation about

how the device was

modified based on

limited investigation

data and/or with

minor errors

Constructs an

accurate

explanation about

how the device was

modified based on

investigation data

Constructs an

accurate and

detailed explanation

about how the

device was modified

based on

investigation data

Energy is spontaneously transferred out of hotter

regions or objects and into colder ones.

(MS-PS3-3.B)

Constructs an

explanation about

energy transfer with

no evidence and/or

major errors

Constructs an

explanation about


limited evidence

and/or minor errors

Constructs an

accurate

explanation about


evidence

Constructs a

detailed accurate

explanation about


evidence


Evaluation • Oral Presentation Rubric

ORAL PRESENTATION RUBRIC

SCORING DOMAIN EMERGING E/D DEVELOPING D/P PROFICIENT P/A ADVANCED

CLARITY

What is the evidence

that the student can

present a clear

perspective and line of

reasoning?

Presents an unclear

perspective

Line of reasoning is

absent, unclear, or

difficult to follow ❏

Presents a general

perspective

Line of reasoning can

be followed

❏

Presents a clear

perspective

Line of reasoning is

clear and easy to

follow

Addresses alternative

or opposing

perspectives when

appropriate

❏

Presents a clear and

original perspective

Line of reasoning is clear

and convincing

Addresses alternative or

opposing perspectives in

a way that sharpens

one’s own perspective

EVIDENCE



present a perspective

with supportive

evidence ?

Draws on facts,

experience, or

research in a

minimal way

Demonstrates limited

understanding of

the topic

❏

Draws on facts,

experience, and/or

research

inconsistently

Demonstrates an

incomplete or uneven

understanding of the

topic

❏

Draws on facts,

experiences, and

research to support a

perspective

Demonstrates an


topic

❏

Synthesizes facts,

experience, and research

to support a perspective

Demonstrate an

in-depth understanding

of the topic

ORGANIZATION


that the student can use

language appropriately

and fluidly to support

audience

understanding?

Lack of

organization makes

it difficult to follow

the presenter’s

ideas and line of

reasoning ❏

Inconsistencies in

organization and

limited use of

transitions detract

from audience

understanding of line

of reasoning

❏

Organization is

appropriate to the

purpose, audience,

and task and reveals

the line of reasoning;

transitions guide

audience

understanding

❏

Organization is

appropriate to the

purpose and audience

and supports the line of

reasoning; effectively

hooks and sustains

audience engagement,

while providing a

convincing conclusion

LANGUAGE USE



language appropriately

and fluidly to support

audience

understanding?

Uses language and

style that are

unsuited to the

purpose, audience,

and task

Stumbles over

words, interfering

with audience

understanding

❏

Uses language and

style that are at times

unsuited to the

purpose, audience,

and task

Speaking is fluid with

minor lapses of

awkward or incorrect

language use that

detracts from

audience

understanding

❏

Uses appropriate

language and style

that are suited to the

purpose, audience,

and task

Speaking is fluid and

easy to follow ❏

Uses sophisticated and

varied language that is

suited to the purpose,

audience, and task

Speaking is consistently

fluid and easy to follow


ORAL PRESENTATION RUBRIC

SCORING DOMAIN EMERGING E/D DEVELOPING D/P PROFICIENT P/A ADVANCED

USE OF DIGITAL

MEDIA / VISUAL

DISPLAYS



digital media/visual

displays to engage and

support audience

understanding?

Digital media or

visual displays are

confusing, extraneous, or

distracting

❏

Digital media or visual

displays are

informative and

relevant

❏


displays are

appealing, informative, and

support audience

engagement and

understanding ❏


displays are polished,

informative, and support

audience engagement

and understanding

PRESENTATION SKILLS



control and use

appropriate body

language and

speaking skills to

support audience

engagement?

Makes minimal use

of presentation

skills: lacks control

of body posture;

does not make eye

contact; voice is

unclear and/or

inaudible; and pace

of presentation is

too slow or too

rushed

Presenter’s energy

and affect are

unsuitable for the

audience and

purpose of the

presentation

❏

Demonstrates a

command of some

aspects of

presentation skills,

including control of

body posture and

gestures, language

fluency, eye contact,

clear and audible

voice, and

appropriate pacing


and/or affect are

usually appropriate

for the audience and

purpose of the

presentation, with

minor lapses

❏

Demonstrates a

command of


including control of

body posture and

gestures, eye contact,

clear and audible

voice, and

appropriate pacing


and affect are

appropriate for the

audience and support

engagement

❏

Demonstrates consistent

command of


including control of body

posture and gestures,

eye contact, clear and

audible voice, and

appropriate pacing, in a

way that keeps the

audience engaged

Presenter maintains a

presence and a

captivating energy that is

appropriate to the

audience and purpose of

the presentation

INTERACTION WITH

AUDIENCE



respond to audience

questions effectively?

Provides a vague

response to

questions; demonstrates a

minimal command

of the facts or

understanding of

the topic

❏

Provides an indirect

or partial response to


partial command of

the facts or


topic

❏

Provides an indirect

or partial response to


partial command of

the facts or


topic

❏

Provides a precise and

persuasive response to

questions; demonstrates

an in-depth


facts and topic


Evaluation • Peer Feedback for Patent Application

Name of the Person Who Owns the Patent Application Name of the Peer Reviewer

1. Pair up with a partner from another group and exchange your Patent Application and this Peer Feedbackform.

2. Review your peer’s Patent Application and give positive feedback or constructive feedback as instructed byyour teacher.

❏ The title of the invented device

Comment:

❏ Context

(One paragraph introducing your client, what the client needs, and requirements for the device)

Comment:

❏ Science background about the invented device

(An explanation of how thermal energy , thermal energy transfer , temperature , and kinetic energy relate

to your device)

Comment:


❏ A labeled drawing of your final design before testing, including materials and dimensions

Comment:

❏ Detailed replicable procedures

Comment:

❏ Organized data gathered during the test

Comment:

❏ Tools/equipment used to gather data

Comment:


❏ Number of test trials included in data

Comment:

❏ Labeled drawing of final revised design after testing, including materials and dimensions

Comment:

❏ Conclusion

Comment:

What are two specific things you think are strong in the Patent Application?

1.

2.

What are two specific things you think could be changed or improved on in the Patent Application?

1.

2.


Objectives

You will be able to

● Explain how a flashlight is a system.

● Design, build, and create a modelof a working flashlight.

● Create a model of anelectrical system.

● Give reasons for your design suggestions.

● Communicate your ideas and listen actively.


energy in a system?


To evaluate your work, you will

● Use the “Developing and UsingModels” row of the Science and Engineering Practices Rubric.

Lift-Off Task Build a Working System

As a group:

● Gather your materials.

● Brainstorm (share ideas for) a definition of a system.

● Build a working flashlight.

● Draw a model of your flashlight system.

● Revise your model using different flashlight requirements.

● Discuss the group questions.

Vocabulary

● collection

● construct

● design

● energy

● function

● model

● system

Connect to the Culminating Project

● Read the letter from the president ofTET, the client list, and the criteria for the project.

● Choose a client.

● Individually complete the Lift-OffTask section in your IndividualProject Organizer.


Part I • Introduction to Systems

Whole-Class Discussion

1. Brainstorm how you would define a system.

2. What is the difference between a collection and a system?

Part II • Build a Flashlight

1. As a group, use the provided materials to construct a working flashlight.

2. Create and draw a model of your flashlight system in the box below. Label the parts of your model.

3. Draw your group’s final model design in your science notebook.

4. Select one of the following ways to improve your flashlight:

❏ Make the light brighter.

❏ Make an on/off switch.

❏ Create a flashlight that works without batteries.

a. What changes would you make?

b. Why did you make each change?

c. Draw your new model in your science notebook to represent the changes you made.


Part III • Debrief the Flashlight System

Group Discussion

1. How is the flashlight a system?

2. What are all the parts of the flashlight system?

Part IV • Connect to the Culminating Project and Assessment

Complete the Individual

Project Organizer for this task.


Objectives

You will be able to

● Explain the difference between thermal energy and temperature.

● Construct an argument based on evidence.

● Make sure everyone contributes.

● Communicate your ideas and listen actively.


energy in a system?



● Use the “Developing and UsingModels” row of the Science and Engineering Practices Rubric.

● Use the “Engaging in Arguments fromEvidence” row of the Science andEngineering Practices Rubric.

Task 1: Compare Thermal Energy and Temperature

As a group:

● Use your bodies to move around like particles in motion.

● Make sentences with the energy vocabulary.

● Predict and discover where there is more thermal energy in two cups of ice water.

● Decide where there is more thermal in two cups of hot chocolate.

● Create an energy concept map.

Vocabulary

● claim • evidence

● heat • kinetic energy

● observation • particle

● potential energy • reasoning

● temperature • thermal energy

● transfer


Draw models to help your client

● Understand the difference betweenthermal energy and temperature.

● Understand how particles move within ice, water, and steam.

● Understand how the movement of particles affects the temperature of an object.


Part I • Particles in Motion

1. Use the PhET simulation as a model to act out the concepts of particle, kinetic energy, temperature, and

thermal energy.

2. Discuss after the PhET simulation:

● How did the movement of particles change after the temperature was increased?

● Was there more or less kinetic energy after the temperature was increased?

3. How can you show particles moving slower or faster in a diagram?

a. Decide on a diagram that your group agrees on for slow and fast motion of particles.

b. Draw your final diagrams below and be prepared to share them with the class.

Slow Motion Particles Fast Motion Particles


4. Write a sentence using the words in the parentheses plus the original term to show your understanding of

each term.

Term Definition Sentence

particle A particle is a small piece of the whole. (water, ice)

kinetic energy Kinetic energy is energy of motion. (jet plane, car)

temperature Temperature is the average amount of kinetic energy in a system.

(Pacific Ocean, swimmer in the ocean)

thermal energy Thermal energy is the total amount of kinetic energy in a system.

(Pacific Ocean, swimmer in the ocean)

heat Heat is the movement of thermal energy transfer from a hotter area to a cooler area.

We will be using the term thermal energy transfer in place of heat in this unit.

(fire, marshmallow)


Part II • Thermal Energy and Temperature

You will watch three demonstrations conducted by your teacher. Think about the difference between thermal energy

and temperature as you watch.

Procedure

1. Discuss these questions in your group before watching the three demonstrations.

● Why is it important to keep the amount of ice in the cups the same for all three demonstrations?

● Why is it important to pour the water in the cups at the same time?

● Why is it important not to mix the ice in Cup 1 if you do not mix the ice in Cup 2?

2. For each demonstration, make a prediction.

● Will the ice in Cup 1 or Cup 2 melt faster?

● Discuss reasons for your predictions.

● Record your predictions in the Data Table.

3. Watch the demonstration.

4. Fill in the Data Table.

5. Discuss these questions in your group after watching each demonstration.

● Which cup of ice melted faster?

● In which cup was there more thermal energy?

● How do you know?


LAB Description of Three Demonstrations


Data Table

Prediction Results Reason

Which cup of ice will melt faster? (1, 2, or same)

Which cup of ice melted faster? (1, 2, or same)

Explain your results.

Demonstration 1

Cup 1: 200 mL Hot Water

Cup 2: 200 mL Room Temperature Water

Demonstration 2



Demonstration 3


Cup 2: 20 mL Hot Water


6. Answer the following question using evidence from the three ice demonstrations.

a. Draw two diagrams in your science notebook to represent the number and the movement of the

particles in each container of hot chocolate. An example science notebook setup is shown below.

Small Cup of Hot Chocolate Large Pot of Hot Chocolate


b. In your science notebook, construct an argument supported by evidence from your ice

demonstrations to explain which container of hot chocolate has more thermal energy. Record your

group’s ideas in the space below, and then record your ideas in your science notebook.

Claim I think the _____ has more thermal energy.

Evidence I saw in Demonstration _____ that...

Reasoning The _____ [large, small] cup has more thermal energy because ... (Use the words temperature , thermal energy , kinetic energy , and particles in your reason to explain how the evidence supports your claim.)

Counterclaim

Others think _____ has more thermal energy.

Refute the Counterclaim

I disagree because _____.


b. In your science notebook, create an energy map using the energy vocabulary words.

Part III • Connect to the Culminating Project and Assessment

Complete the individual



Objectives

You will be able to

● Determine where thermal energy transfers to and from.

● Construct an argument based on evidence.

● Build on the ideas of other groupmembers.

● Write a clear and logical argumentusing evidence.


energy in a system?



● Use the “Engaging in Arguments from Evidence” row of the Scienceand Engineering Practices Rubric.

Task 2: Thermal Energy Transfer As a group:

● Read Hilton’s letter to the Science Wizard.

● Rotate through six Thermal Energy Transfer lab stations.

● Write an argument using evidence about thermal energy transfer.

● Respond to Hilton’s letter to the Science Wizard.

Vocabulary

● particle

● particle drawing

● source (e.g., heat source and flame source)

● thermal energy

● thermal energy transfer

● transfer


Update your client in your Individual Project Organizer:

● Sketch a model of your device and labelthe dimensions and materials.

● Re-sketch the model of your device identifying the thermal energy transfer.


Part I • Thermal Energy Transfer Lab Stations 1–6

1. In your group, read Hilton’s letter.

2. Using prior knowledge, take a vote.

Who do you think is correct? Mom Hilton

How many votes?


Thermal Energy Transfer Lab Stations

For each lab station:

1. Read and complete the directions.

2. Write and draw in your science notebook (see example below).

a. Make a model (labeled drawing) of what you observed.

b. Write a short description of what you observed.

c. Write an explanation of the movement of thermal energy.

d. Draw a model using particles in which you show how and why the thermal energy moved

in the experiment.

Remember to follow the directions and use your observation skills.

Science Notebook Station Notes Format (example)

Lab Station Number: ______________ Lab Station Name: ______________________________________________

Model

Draw a model (a diagram with labels) of what you observed in the experiment.

Description

Explanation

The thermal energy transferred from ____________ to ____________. I know this because ____________.

Model Using Particles

Draw a model (a diagram with labels) using particles in which you show how and why the thermal energy moved in the experiment.


Part II • Debrief Lab Stations

Group Discussion

1. List at least three things you noticed that were the same in each station.

2. Refer back to the energy terms from Task 1. Pick one lab station, and write a description of what happened

using the terms kinetic energy, thermal energy, and temperature . Use the space below to write your

description.


https://docs.google.com/document/d/1hBt3QyLj7_7_6AGEdgVqZcBO9hXw5yCtkGy-AFM0TTw/edit#bookmark=id.nyr9r5w77hxr

3. Look back at Hilton’s question to the Science Wizard. Make an argument explaining the answer to her

question, “Does cold air leave the refrigerator, or does warm air move into the refrigerator?”

Use evidence and particle drawings from your investigations to support your argument. Your

argument must also include a counterclaim and refute the counterclaim. Brainstorm (share ideas)

with your group. Use the space below to take notes, and then write your own response in your

science notebook.

Claim

Evidence

Reasoning

Counterclaim

Refute the Counterclaim

4. With your group, brainstorm (share ideas of) three more examples of thermal energy transfer that you see in

everyday life. Describe where the thermal energy starts, where the thermal energy goes, and the results of

the thermal energy transfer.


Part III • Optional: Thermal Energy Transfer Terms

1. Read the Thermal Energy Transfer Resource (on the next page) as a group. Underline all definitions.

2. Make a model (a diagram with labels) to represent the behavior of particles during each type of thermal

energy transfer.

Make a model (a diagram with labels) to represent the behavior of particles during conduction .

Make a model (a diagram with labels) to represent the behavior of particles during convection .

Make a model (a diagram with labels) to represent the behavior of particles during radiation .

Make another model (a diagram with labels) of conduction , radiation , or convection .

3. Determine which lab stations are an example of conduction, convection, or radiation. Fill in the chart

below.

Conduction Lab Stations Convection Lab Stations Radiation Lab Stations

4. Pick one example and explain your choice of energy transfer.

I think Lab Station ______ is an example of (conduction, convection, or radiation) because __________

____________________________________________________________________________________.


Thermal Energy Transfer Resource

As you read, underline the definitions of each word (conduction, convection , and radiation).

Conduction

Even in solid matter, like hot pots and cold feet, the particles are always doing a dance, jiggling up and down and all around. We can’t see them jiggle, but we can feel their energy. How? As thermal energy!

Adding thermal energy to matter makes its particles jiggle even faster. As they speed up, they bump against their neighbors and get them jiggling faster too.

Put a cool pan on a hot stove, and soon the pan is hot. If the handle is metal, it will get hot too, as the faster-moving particles in the metal pass their energy along.

That’s conduction: Matter “conducting” energy throughout itself, through particles bumping into each other.

Convection

Like conduction, convection happens in matter too, but only in liquids and gases like water and air. The particles in liquids and gases are farther apart than in solids. Because they have more room between them, they are freer to move around. As they heat up and jiggle faster, they move much farther, carrying the thermal energy with them.

The particles themselves move in currents. For example, a candle flame (which is made of gases so hot they glow) heats the air right around it. The warmed air rises, making a current. Cooler air moves in to replace the warmed air, gets warmed up too, and rises into the current.

Radiation

Radiation moves energy without any help from matter.

We say the sun’s energy radiates through space to reach Earth. That means it travels in waves and doesn’t need particles to move along. Energy that travels by radiation is called electromagnetic radiation . Light is one kind of electromagnetic radiation we can see. But light is just one tiny part of all the kinds of electromagnetic radiation.

Although we can’t see it, the heat we feel on our skin when we stand in the sun or stand in front of a fire is caused by infrared radiation, another type of electromagnetic radiation.

From Beat the Heat! NASA Space Place. All rights reserved. http://spaceplace.nasa.gov/beat-the-heat/en/


Conduction Energy is transferred

by direct contact.

Convection Energy is transferred by

mass motion of particles.

Radiation Energy is transferred by

electromagnetic radiation.





http://spaceplace.nasa.gov/beat-the-heat/en/

Objectives

You will be able to

● Explain the difference between a conductor and an insulator.

● Plan and conduct an investigation.

● Discuss and decide on the procedures.

● Write a definition of conductor and insulator in your own words.


energy in a system?



● Use the “Planning and Carrying Out an Investigation” row of the Science and Engineering Practices Rubric.

● Use the “Constructing Explanations and Designing Solutions” row of the Science and Engineering Practices Rubric.

Task 3: Insulators and Conductors As a group:

● Read about conductors and insulators.

● Complete a Frayer Model diagram.

● Conduct an investigation about how well different materials insulate or conduct thermal energy.

● Design an experiment to melt an ice pop (or keep it frozen).

● Explain which material worked best within your design constraints.

Vocabulary

● conductor

● insulator

● thermal energy

● vacuum



● Make a list of insulating or conducting materials to be used in your device.

● Explain why these materials would be the best for your device using evidence.

● Revise the model of your device.


Part I • Insulator and Conductor Reading

Read the following information. Then, as a group, fill in the Frayer Model diagrams.

Insulator and Conductor Reading

It is very cold outside today! What actions can you take to make yourself warmer? Why do they work? What if it is a

hot day and you have a chocolate bar in your backpack? What can you do to prevent it from melting?

As you now know, thermal energy can move—from the stove to the pot on top of it, from one side of a room to the

other, and even from the sun to the Earth. Engineers use conductors and insulators to change how much energy is (or

is not) transferred in a system.

A thermal conductor is a material that allows energy in the form of heat to be transferred within the material without

any movement of the material itself. The thermal conductor helps maximize thermal energy transfer.

A thermal insulator is a material that prevents heat from being transferred. The thermal insulator helps minimize

thermal energy transfer.

Watch these videos to learn more about conductors and insulators:

YouTube Video: Conduction of Heat—Elementary Science

https://www.youtube.com/watch?v=w_IbPRNZ6ho

YouTube Video: Electricity 101—Conductors and Insulators

https://www.youtube.com/watch?v=qUhxmXZwPmg

Some materials make great conductors, while others are great insulators. The difference is in how easy it is to make

the particles of the material vibrate. For some materials, it is easy: one high-energy particle makes a neighboring

particle start to vibrate. That particle makes its neighbors vibrate. Pretty soon, all the particles are vibrating!

Conductors help thermal energy move. Metals are good at transferring thermal energy and, thus, are good

conductors. Many liquids are good at transferring thermal energy and, as a result, are also good conductors.

The best insulator is a completely empty space that has no air in it, often called a vacuum. If there is nothing in a

space, there are no particles to pass along vibrations. Although it is not as effective as a vacuum, air is still a good

insulator. Gases like air do not transfer thermal energy very well because the particles are far apart from each other.

It takes a lot of energy to make an air particle move far enough to bump into another particle. Air-filled plastic

bubbles arranged in a honeycomb pattern can be an excellent insulator. Dry wood has a great deal of empty space

inside it, so it is also a good insulator.


https://www.youtube.com/watch?v=w_IbPRNZ6ho

https://www.youtube.com/watch?v=qUhxmXZwPmg

Frayer Model Diagrams for Insulator and Conductor Reading

Definition (in your own words) Characteristics

Conductor Examples Model (showing particle motion)

Definition (in your own words) Characteristics

Insulator Examples Model (showing particle motion)


Part II • Insulators and Conductors Experiment

LAB Insulators and Conductors Experiment

Investigation Questions ● Which material is the best insulator?● Which material is the best conductor?

Materials ● 4 containers of hot water, 500 mL each● Plastic wrap or tops for the containers● Thermometer● Timer● Masking tape or Scotch● A variety of materials, such as the following:

– Aluminum foil– Shredded or crumpled newspaper– Cardboard– Plastic bags– Cloth (e.g., cotton or wool)– Foam

Procedure 1. Pick three materials to use in your experiment.2. Wrap the first material around the container of hot water and attach it using masking tape.3. Using the Data Table, record the temperature of water every minute for a total of 5 minutes.4. Repeat steps 2−3 for each of your materials.5. Conduct a final test with no wrapping around the container. (This is the “control” container.)

Data Table Material 1: Material 2: Material 3: Control (no material)

Time Temperature of Water (°C)

0 min

1 min

2 min

3 min

4 min

5 min

Change in Temperature


Group Discussion

1. Which material is the best insulator?

2. Which material is the best conductor?

Conclusion

1. Out of the different materials you tested, which material is the best insulator?

Claim

Evidence

Reasoning

2. Out of the different materials you tested, which material is the best conductor?

Claim

Evidence

Reasoning

3. One of your containers had no material around it. This was the “control.” You collected data for this container

as well. What is the importance of having a “control” in your experiment?


Part III • Design an Insulating or Conducting Experiment Using an Ice Pop

LAB Ice Pop Experiment

Choose an Option ● Option A: Test ways to insulate an ice pop so that after 15 minutes it has not melted.● Option B: Test ways to use conductors so that an ice pop has completely melted in 15 minutes or less.

Lab Report Write a lab report in your science notebook. Give each section a heading. Use the bold words in the following directions as your headings.

1. Give your experiment a Title.2. Write the Question you are trying to answer.

3. Choose Materials you want to use as insulators or conductors on your ice pop.

4. Design a Procedure to keep your ice pop frozen or to completely melt it. Write the steps of yourexperiment.

❏ Remember to include time.

❏ Remember to include amounts.

5. Under your step-by-step procedure, make a labeled Sketch to show what your design will look like.

6. Make a Prediction about how the materials will insulate the ice pop (keep it frozen) or conduct heat to theice pop (melt it quickly). You might want to use this sentence starter in your science notebook:

• When using _____, the ice pop will _____ because _____.

7. If melting does occur for either Option A or Option B, how will you measure how much melting occurs?

8. Design a Data Table for your data.

9. Conduct the experiment and record your data.

10. After the experiment, write a Scientific Explanation including a claim, evidence, and reasoning.

Claim Example: Which material is best at either melting the ice pop or keeping it frozen?

Evidence Example: What data did you collect that shows how well your ice pop stayed frozen or melted?

Reasoning Example: When your ice pop was frozen, explain what was happening in terms of thermal energy, temperature, particles, energy, and energy transfer.

Extension Challenge Discuss the following questions in your group:

1. Based on your results from the experiment, how could you improve the design to get even betterresults? Describe the changes you would make.

2. What would you expect to happen after making those changes?


Objectives

You will be able to

● Explain the relationship betweenmass and thermal energy.

● Design and conduct an experiment.

● Give reasons for lab decisions.

● Summarize information and useevidence to write an argument. How do we use and

control thermal energy in a system?



● Use the “Planning and Carrying Out an Investigation” row of the Science andEngineering Practices Rubric.

● Use the “Engaging in Arguments fromEvidence“ row of the Science andEngineering Practices Rubric.

Task 4: Mass and Thermal Energy As a group:

● Listen to Goldilocks and the Three Bears .

● Brainstorm (share ideas for) reasons why Papa Bear’s, Mama Bear’s, and Baby Bear’s porridges arethree different temperatures.

● Decide on an experimental question about the porridge.

● Design and conduct an experiment to test your question.

● Collect and graph the data from your experiment.

● Construct an argument using evidence from the experiment.

Vocabulary

● mass

● variable



● Decide on the size (mass) of the device you will be making for your client.

● Explain why your choice is effective in terms of thermal energy.

● Sketch a model of your device.


Part I • Design and Conduct an Experiment: This Porridge Is Too Hot!

LAB This Porridge Is Too Hot!

What variables might account for temperature differences among Papa Bear’s, Mama Bear’s, and Baby Bear’s porridges?

Experimental Question • Write a question you will answer in your experiment.

Materials • Make a list of your materials.

Procedures • Draw and label your experimental procedures.

Experiment should include at least three setups. Everything should be the same between the three setups except for one variable.

Do not eat the oatmeal.

Teacher’s Initials ___________


LAB This Porridge Is Too Hot!

Prediction Predict what will happen in your experiment. Give a reason for your prediction.

Prediction

Reason

Data Decide what measurements you will make and how often you will collect your data

Data Table Organize your data in a table, showing the difference in temperature for each amount of oatmeal.

Graph Graph your data on graph paper or on a large piece of poster paper.


Part II • Debrief the Experiment

Group Discussion

1. Describe your results. How do your results compare to your prediction?

2. In Task 1, you learned that the amount of thermal energy depends on the number of particles and the

amount of kinetic energy. Use this information to answer these questions.

● Which bowl had more particles?

● Which bowl had more thermal energy?

3. In Goldilocks and the Three Bears , which bear do you think had the most porridge, the least porridge, and the

middle amount of porridge? Explain your reasoning.

Conclusion

Answer this question in the boxes below:

● How does having a greater mass (larger number of particles) affect the change in thermal energy?

Possible Sentence Starters Your Response

Claim The bigger the _____, the less the _____. As the size (mass) of _____ increases/decreases, _____.

Evidence My group saw that _____. Our data is _____. The temperature for the _____ went down by _____, and the temperature for _____ went down by _____.

Reasoning The data makes sense because _____. The data shows that temperature change is dependent on _____. The reason the evidence makes sense is because _____.


Part III • Connect to the Culminating Project and Assessment

Application

Apply what you have learned about how mass affects thermal energy transfer to your device. Think about the needs

of your client.

1. Decide which size (mass) option would be best for your client. Choose one of the given options.

2. Give evidence to support your choice. Explain your choice using terms such as mass, thermal energy, transfer,insulator , conductor .

Client List

Apply what you have learned about how mass affects thermal energy transfer to your device. Think about the needs

of your client.

A. Cocina del Sol: A Latin American, eco-friendly food truck company

Choice: cookie size (mass)

● 2 in. diameter (10 g) or

● 4 in. diameter (20 g)

B. Salmon Conservation Foundation: A company that researches Alaskan salmon

Choice: hand size

● 10 cm hand length or

● 20 cm hand length

C. Only Have Ice for You: An ice delivery company, specializing in ice for ice-carving competitions

Choice: ice block size

● 200 cm tall x 130 cm wide x 65 cm thick or

● 100 cm tall x 60 cm wide x 30 cm thick

D. Homemade Hot Tubs, Inc.: A company that provides the materials and instructions for people to make their

own hot tubs

Choice: Volume of water for the engineering model

● 250 mL or

● 500 mL




Generously funded by the Lucas Education Research Foundation

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Transcript of Generously funded by the Lucas Education Research Foundation