Thermodynamics by Jason Kozel

Transformation 2013 Design Challenge Planning Form Guide Design Challenge Title: “Home is where the heat is” Teacher(s): Pamela Miller School: Harlandale High School Subject: Thermodynamics Abstract: In this lesson, students will learn about thermodynamics and how it applies to the world around them. Students will use their knowledge to design a scale model of an energy efficient home for their assigned location.

MEETING THE NEEDS OF STEM EDUCATION THROUGH DESIGN CHALLENGES

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Begin with the End in Mind The theme or â&#x20AC;&#x153;big ideasâ&#x20AC;? for this design challenge: Students will develop an understanding of the laws of thermodynamics and methods of heat transfer. Students will apply their understanding to heating and cooling processes in the home. TEKS/SEs that students will learn in the design challenge: (2) Scientific processes. The student uses scientific methods during field and laboratory investigations. The student is expected to: (E) graph data to observe and identify relationships between variables; and (F) read the scale on scientific instruments with precision. (D) communicate valid conclusions; (7) Science concepts. The student knows the laws of thermodynamics. The student is expected to: (A) analyze and explain everyday examples that illustrate the laws of thermodynamics; and (B) evaluate different methods of heat energy transfer that result in an increasing amount of disorder. Key performance indicators students will develop in this design challenge: Develop vocabulary (thermodynamics, conduction, convection, radiation, heat, temperature, Fahrenheit, Celsius, and Kelvin), classify examples of heat transfer, evaluate building materials for use in different climates, design a home appropriate for climate in assigned location 21st century skills that students will practice in this design challenge: www.21stcenturyskills.org Critical thinking, problem solving, communication, collaboration STEM career connections and real world applications of content learned in this design challenge: Careers: Building contractor, chef Connections: Building materials are selected based on climate to increase energy efficiency. All types of heat transfer are used in food preparation. ÂŠ 2008 Transformation 2013

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The Design Challenge You and your team members have been traveling abroad in _______________________________. You’ve decided that you like it so much that you don’t want to leave! You and your team members do not have an unlimited supply of money, so you decide to get a job in the city as a _______________________. No houses are available, but a local contractor tells you that he will help you build the home of your dreams if you come up with the design. He requires that you build a scale model of your dream home and use materials that are appropriate to the climate of the region. Your model will be used to test the practicality of your design.

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Map the Design Challenge Taught before the project

Taught during the project

4. Classify examples of heat transfer as conduction, convection

or radiation 5. Evaluate building materials for use in different climates

6. Design a scale model

7. Design an experiment

Already Learned

Performance Indicators

1. Students should be able to read a standard thermometer

2. Students distinguish between Fahrenheit, Celsius, and Kelvin

temperature scales 3. Vocabulary: thermodynamics, conduction, convection, radiation,

heat, temperature, Fahrenheit, Celsius, Kelvin, kinetic energy

8. 9.

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Team-Building Activity It is important that teachers provide team-building activities for students to help build the 21st Century Skills that are necessary for success in the workforce. Team-building helps establish and develop a greater sense of cooperation and trust among team members, helps students adapt to new group requirements so that they can get along well in a new group, serves to bring out the strengths of the individuals, helps identify roles when working together, and leads to effective collaboration and communication among team members so that they function as an efficient, productive group. Our students are often not taught how to work in groups, yet we assume that they automatically know how. Use team-building activities with your students so that you can see the benefits which include improvement in planning skills, problem solving skills, decision making skills, time management skills, personal confidence, and motivation and morale.

Mine Field http://wilderdom.com/games/descriptions/Minefield.html 

Select an appropriate area. Go outside, if possible. Can be done inside, even in rooms with fixed furniture (which can become objects to be avoided).

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Distribute "mines" e.g., balls or other objects such as bowling pins, cones, foam noodles, etc.

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Establish a concentrating and caring tone for this activity. Trust exercises require a serious atmosphere to help develop a genuine sense of trust and safety.

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Participants operate in pairs. Consider how the pairs are formed - it's a chance to work on relationships. One person is blind-folded (or keeps eyes closed) and cannot talk (optional). The other person can see and talk, but cannot enter the field or touch the person.

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The challenge is for each blind-folded person to walk from one side of the field to the other, avoiding the "mines", by listening to the verbal instructions of their partners.

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Allow participants a short period (e.g., 3 minutes) of planning time to decide on their communication commands, then begin the activity.

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Be wary of blindfolded people bumping into each other. The instructor(s) can float around the playing area to help prevent collisions.

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Decide on the penalty for hitting a "mine". It could be a restart (serious consequence) or time penalty or simply a count of hits, but without penalty.

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It can help participants if you suggest that they each develop a unique communication system. When participants swap roles, give participants some review and planning time to refine their communication method.

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Allow participants to swap over and even have several attempts, until a real, satisfied sense of skill and competence in being able to guide a partner through the "minefield" develops.

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The activity can be conducted one pair at a time (e.g., in a therapeutic situation), or with all pairs at once (creates a more demanding exercise due to the extra noise/confusion).

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Can be conducted as a competitive task - e.g., which pair is the quickest or has the fewest hits?

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The facilitator plays an important role in creating an optimal level of challenge, e.g., consider introducing more items or removing items if it seems too easy or too hard. Also consider coaching participants with communication methods (e.g., for younger students, hint that they could benefit from coming up with clear commands for stop, forward, left, right, etc.).

Processing Ideas 

How much did you trust your partner (out of 10) at the start?

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How much did you trust your partner (out of 10) at the end?

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What is the difference between going alone and being guided by another?

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What ingredients are needed when trusting and working with someone else?

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What did your partner do to help you feel safe and secure?

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What could your partner have done to help make you feel more safe/secure?

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What communication strategies worked best?

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5E Lesson Plan Design Challenge Title: “Home is where the heat is” TEKS/TAKS objectives: §112.47. Physics 2D-F, 7AB Engage Activity Present students with three methods for preparing popcorn: the microwave, an air popper, and the pan and oil method. As you prepare the popcorn using each method, pose the following questions to your students: In all 3 methods, what is the driving force that causes the popcorn to pop? Temperature difference causes a transfer of heat energy During oil heating, how is the heat transferred from the heating element (hot plate) to the popcorn kernel? Repeat this question for the air popper and the microwave. Have them work in groups to generate ideas and ask groups to report out after appropriate wait time. Record group answers on board to facilitate conclusion discussion. Link the new vocabulary (thermal energy, conduction, convection, radiation, temperature, heat) to the student generated responses. Before introducing the design challenge, have the students reflect in their journals about the demonstration using the vocabulary learned and a diagram for each method of heat transfer. Introduce students to the design challenge. Tell the students that the study of heat transfer is not only useful in food preparation, but also in home design. Design Challenge: “You and your team members have been traveling abroad in _______________________________. You’ve decided that you like it so much that you don’t want to leave! You and your team members do not have an unlimited supply of money, so you get a job in the city as a _______________________. No houses are available, but a local contractor tells you that he will help you build the home of your dreams if you come up with the design. He requires that you build a scale model of your dream home and use materials that are appropriate to the climate of the region. Your model will be used to test the practicality of your design.” Have students pick home locations at random from a cup (use Home Locations sheet) and determine the career they would choose as an income source in their new location. Have students use the “Home is where the heat is: Research and Planning” handout to record this information. Have students use classroom resources to complete the “General Information” on the hand out either during class or as homework. Have students start the “How much space does one person need?” section of the “Home is where the heat is: Research and Planning” handout for homework. During the following class period finish © 2008 Transformation 2013

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that section by having students create a floor plan to scale (#9).

Engage Activity Products and Artifacts Journal entry that reflects on the demonstration (incorporates the new vocabulary into the entry and includes a diagram of each process) Completed research regarding assigned location on the “Home is where the heat is: Research and Planning” handout Completed “How much space does one person need?” section of the “Home is where the Heat is: Research and Planning” handout for homework Floor plan using appropriate scale Engage Activity Materials/Equipment Microwave, microwavable popcorn bags, loose popcorn kernels, vegetable oil, small disposable aluminum pans, aluminum foil, hot plate, tongs, air popper, large bowl, computers with internet access or books about countries used as home locations Optional: individual serving cups, salt, butter flavoring Engage Activity Resources “Home is Where the Heat is: Research and Planning” Handout Books: Obtain a set of country-based library books from your campus librarian for use in the classroom, visit the library as a class, or encourage students to visit library during lunch or before/after school. Internet: www.worldclimate.com http://www.worldbook.com/wb/Students?content_spotlight/climates/about_climates http://www.everyculture.com/ http://www.loc.gov/rr/international/portals.html http://en.wikipedia.org/wiki/Building_materials http://simple.wikipedia.org/wiki/House http://www.ornl.gov/sci/roofs+walls/insulation/ins_01.html http://www.greenbuilder.com/sourcebook/Insulation.html

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Explore Activity Warm Up activity: For each of the methods of heat transfer (conduction, convection, radiation) have students generate a definition individually (30 sec), collaborate with their lab group to generate a shared definition (1 min), and then share out to generate a class definition (1 min) Stations: Set up the following stations around the room. Have students visit stations in groups of 2-3. Students should make observations on “Thermal Energy and Heat Transfer Stations” Handout. After students have rotated through all stations, debrief with the students and check for understanding. Station 1: Temperature-Students take temperature of ice water and room temperature water in both Fahrenheit and Celsius and make observations as directed on station instruction sheet. Station 2: How Molecules Move- Students simultaneously drop 2 drops of food coloring each into a beaker of ice water, a beaker of room temperature water, and a beaker of hot water and make observations as directed on station instruction sheet. Station 3: Ice station (ice in bowl/bag/cup)-students hold piece of ice and make observations as directed on station instruction sheet. Students will identify method of heat transfer and make observations. Station 4: Conductometer-Students will measure the time it takes for the wax at the end of the conductometer spokes to melt (use birthday candles) or for match heads to ignite (more dramatic, but also causes more safety concerns) while center of conductometer is held over a Bunsen burner flame. Students will identify method of heat transfer and make observations. Station 5: Convection Box- If you do not have a convection box, instructions for making one are attached. Students will identify method of heat transfer and make observations. Station 6: Radiometer-Students observe the flags inside radiometer spinning when the heat lamp is turned on. The flags stop spinning when the heat lamp is turned off. This station can be modified to involve holding hand next to heat lamp to sense heat transfer if no radiometer is available. Station 7: Thermal Expansion- Students will heat metal ring using a Bunsen burner to allow metal ball to pass through the ring. Students will make observations as directed on station instruction sheet. Station 8: Absorption- Students will compare thermometer readings for two thermometers, one under a black sheet of paper and the other under a white sheet of paper. Students will identify method of heat transfer and make observations. Station 9: Insulation- Students will compare thermometer readings for two thermometers, one from a thermos with a reflective inner coating and one from a thermos without. Explore Activity Products and Artifacts “Thermal Energy and Heat Transfer Stations” Handout

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Explore Activity Materials/Equipment Ice, bowl, 6 thermometers, food coloring, 5 beakers, hot plate, 2 Bunsen burners, radiometer, convection box, candle, incense/punk, cup of salt, ball and ring, conductometer, black paper, white paper, 2 heat lamps, thermos with reflective inner coating, thermos without reflective inner coating Explore Activity Resources “Thermal Energy and Heat Transfer Stations” Handout For additional demonstrations/station possibilities: http://hendrix.uoregon.edu/~demo/Demo/Thermodynamics/Heat_Transfer/base.html http://faraday.physics.uiowa.edu/heat.html http://buphy.bu.edu/~duffy/thermodynamics.html

Explain Activity Students should have their “Thermal Energy and Heat Transfer Stations” Handout from the previous day available through out the course of the explanation. Have students take Cornell notes during the PowerPoint presentation. Collaborative student processing activities are built into the presentation. Students should complete left column of notes and summary either at the end of class or for homework. Students will work in groups to complete “Home is where the heat is: Research and Planning Sheet,” focusing on building materials. Explain Activity Products and Artifacts Cornell notes Revised “Thermal Energy and Heat Transfer Stations” Handout Completed “Home is where the heat is: Research and Planning Sheet” Explain Activity Materials/Equipment Computer with PowerPoint, PowerPoint presentation, projector, completed “Thermal Energy and Heat Transfer Stations” Handouts Explain Activity Resources PowerPoint Presentation “Temperature and Heat” Instructions for Cornell notes http://coe.jmu.edu/learningtoolbox/cornellnotes.html

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Elaborate Activity

Students will build scale model of future home using building materials collected. See “Home is Where the Heat is: Building the Model” for requirements and rubric. Elaborate Activity Products and Artifacts Completed model, built to appropriate scale Elaborate Activity Materials/Equipment Require students to bring one shoe box per group to build model in, encourage students to collect materials from around their homes, additional shoe boxes, building materials (multicolored construction paper, newspaper, foam, popsicle sticks, aluminum foil, etc.) window coverings (felt, aluminum foil, plastic wrap, etc) Elaborate Activity Resources http://en.wikipedia.org/wiki/Building_materials http://simple.wikipedia.org/wiki/House http://www.ornl.gov/sci/roofs+walls/insulation/ins_01.html http://www.greenbuilder.com/sourcebook/Insulation.html Evaluate Activity

Students will design an experiment to test the success of their home design in either absorbing heat or maintaining internal temperature (goals for each group will depend on home location). Students will refer to “Home is where the heat is: Experimental Design” for design expectations. An effective control could be a shoebox of similar size with no modifications. Make students aware of materials available to them (thermometers, temperature probes, heat lamps, etc.). Evaluate Activity Products and Artifacts Lab write-up of experiment designed by students or Poster/PowerPoint presentation of experimental design and results

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Evaluate Activity Materials/Equipment Heat lamps, ring stands (for mounting heat lamps), shoe boxes without modifications, thermometers, temperature probes, graphing calculators or computers for probe interface, student models, student generated procedures, posters, PowerPoint, computer, projector Evaluate Activity Resources More Experimental Design information and examples: http://www.scienceteacherprogram.org/chemistry/Garcia99.html

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Home Locations

London, England Lima, Peru Sydney, Australia Tokyo, Japan Moscow, Russia Cairo, Egypt Baghdad, Iraq Toronto, Canada Mexico City, Mexico Rome, Italy Beijing, China New Delhi, India

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Home is where the heat is: Research and Planning Challenge You and your team members have been traveling abroad in _______________________________. You’ve decided that you like it so much that you don’t want to leave! You and your team members do not have an unlimited supply of money, so you get a job in the city as a __________________. No houses are available, but a local contractor tells you that he will help you build the home of your dreams if you come up with the design. He requires that you build a scale model of your dream home and use materials that are appropriate to the climate of the region. Your model will be used to test the practicality of your design. General Information about my location 1. Population:_______________________________ 2. Climate (include average precipitation, annual high and low temperatures, etc.): ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ 3. Common building materials used in my location: ______________________________________________________________________________ ______________________________________________________________________________

4. Drawing of typical home in my location:

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How much space does one person need? 5. Make measurements of each room in your current home. Create a data table organizing length (m), width (m) and area (m2) for each room in the space below.

6. Divide the total area of your current home by the number of people living there to determine the area per person of living space __________________ 7. Evaluate whether the current amount of living space per person will be sufficient for your future home. Justify your answer. ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ 8. Determine the total area of your future home by multiplying the living space per person by the number of people in your group. ___________________ 9. Use the total area you have calculated to create a scale drawing of your future home. Use graph paper and be sure to include a legend explaining your scale. Attach your drawing to this sheet.

Materials Plan 10. Based on climate and the common building materials of the region to choose the materials most appropriate for your home. ______________________________________________________________________________ ______________________________________________________________________________ 11. If any of the materials in #10 are not available for your use, determine the best materials available to simulate your original choices. Justify the use of all chosen materials from an energy standpoint. ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________

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Home is where the heat is: Building the Model 1) Gather materials appropriate for your model. 2) In addition to these materials, find a shoebox that you can use as a starting point. 3) Your model must be to scale, and must be based on your scale drawing. 4) You must include windows, doors and a roof. All of windows must be covered. The door must be able to close. 5) The overall design should reflect the most energy efficient design for the location.

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Thermal Energy and Heat Transfer Station Instructions (to be posted at lab stations) Station 1 Pick up a piece of ice from the container at this station. In the observation section of your paper, describe why the ice begins to melt in your hand. Why does your hand feel cold? Station 2 At this station there is a thermometer in a beaker of ice water and a second thermometer in a beaker of room temperature water. In the observations section, record the temperature of the water in both beakers, first in Farenheit, then Celsius. Station 3 At this station there is a beaker of ice water, a beaker of room temperature water, a beaker of hot water (on hot plate), and three droppers of food coloring. With your partners, release one drop of food coloring simultaneously into all three beakers. Make observations about how quickly the food coloring spreads in the beaker. What do you think this says about how the molecules are moving? When you have completed your observations, poor out the colored water in the beakers and set them up for the next group. Station 4 At this station there is a radiometer and a heat lamp. Turn on the heat lamp. In the observations section, record what happens to the radiometer. Turn the heat lamp off and record what happens. What type of heat transfer is involved here? Leave the heat lamp off when moving to the next station. Station 5 At this station there is a convection box, a lit candle, and a stick of incense. Light the incense. Place it over the entrance tube of the convection box (the tube without the candle underneath). Observe and record the direction the smoke moves. Why do you think this happens? What type of heat transfer is involved here? Put the incense out in the cup of salt. Station 6 At this station there is a Bunsen burner, a conductometer, and five candle wax pieces. Light the Bunsen burner. Place the wax pieces in the grooves at the end of each spoke of the conductometer. Heat the conductometer from the center. Record your observations. What type of heat transfer is involved here? Station 7 At this station there is a Bunsen burner, a metal ball attached to a handle, and a metal ring attached to a handle. Light the Bunsen burner. Before heating anything, try to pass the ball through the ring and record your observations. Heat the ring. Try to pass the ball through the ring and record your observations.

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Station 8 At this station there is a heat lamp shining on a sheet of black paper and a sheet of white paper. There is a thermometer beneath each. Record the temperature of each in Celsius. Record at least one additional observation. Station 9 At this station there are two thermoses. Each thermos contains hot water, but one has a reflective inner coating and one does not. Record the temperature of the water in each (in Celsius). Record at least one additional observation.

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Thermal Energy and Heat Transfer Stations

Directions: Read the directions at each station carefully. Describe the station in the “Description of Station” column. Record measurements, answers to questions, and additional observations in the “Observations” column. Station

Description of station

Observations

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Convection Box Making a convection box: Equipment and Materials: Shoebox, Aluminum foil, Razor blade or scissors, duct tape, Two tubes (you can use paper towel rolls or toilet paper rolls), and A plastic sheet or another clear material (to provide a window). Procedure: 1.

Lay the box horizontal on a table (long side of the box on the table).

Cut a hole in the front of the box (cover), big enough to see most of the inside of the box.

Cover the hole in the front of the box with a clear plastic sheet or the other clear material, making it a window. Tape the clear plastic sheet or another material in place.

Cut two holes into the box to be used to insert the intake and exhaust tubes. One hole should go on the top of the box and the other hole should go on the right side.

Cut a trap door on the back of the box to be used for lighting the candle(s).

Glue and/or tape aluminum foil on the outside of the intake and exhaust tubes and on the inside of the box as needed for insulation and to avoid fires.

Use tape or caulk around the box (where the cover attaches to box) and where the intake and exhaust pipes connect to keep the box airtight.

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Plan the Assessment Engage Artifact(s)/Product(s): Journal entry reflecting on popcorn demonstration, “Home is where the Heat is: Research and Planning” sheet (General Information, How much space does one person need?), Floor plan using appropriate scale Explore Artifact(s)/Product(s): “Thermal Energy and Heat Transfer Stations” Handout

Explain Artifact(s)/Product(s): Cornell notes, Revised “Thermal Energy and Heat Transfer Stations” Handout, Completed “Home is Where the Heat Is: Research and Planning Sheet” Elaborate Artifact(s)/Product(s): Completed model, built to appropriate scale

Evaluate Artifact(s)/Product(s): Lab write up of experiment designed by students. OR Poster/PowerPoint presentation of experimental design and results

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Rubrics Rubric for Home Design Points earned

Materials

Materials are not

Half of materials

More than half of All materials used

appropriate to

appropriate

are appropriate

materials are

climate

are appropriate

appropriate

Doors windows

Doors/windows

Meets all

and roof

Drawn only, roof

drawn only, roof

cut out but not

door/window/roof

missing

present

covered, roof

requirements

present

Built to Scale

Not built to

Scale

At least half of

Entire model is

scale, scale

information

home is built to

built to scale

information not

included, but

scale specified

specified by the

included on

inaccurate

by builder

builder

Home is sturdy,

Home is sturdy

constructed using but not all

and more than

and all building

inappropriate

building

half of building

materials are

materials

materials are

appropriate

model Home is poorly Overall design

Total Points Earned: _________

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Home is Where the Heat Is: Experimental Design Objective: To determine whether modifications to your model home affect the amount of heat transfer from a heat lamp representing the sun. Directions: Design an experiment aligned with the objective above. Be sure to include the following: Hypothesis 10 pts (“If..then..” format 4 pts, includes independent variable 3 pts, and dependent variable 3pts) Independent variable (all or nothing) Dependent variable (all or nothing) Controlled variables (1 point for each listed) Control (all or nothing)

5 pts 5 pts 5 pts 5 pts

Materials 5pts (matches materials included in procedure) Procedures 10 pts (written as steps 5 pts, steps are clearly written 5pts) Data 15 pts (arranged in table 5 pts, title 1 pt, labels 2 pts, measurements 5 pts, measurement units 2 pts) Graph 15 pts (attach graph paper 2pts, title 2pts, x-axis labeled 2 pts, y-axis labeled 2 pts, consistent scale 2 pts, points plotted 5 pts) Conclusion 25 pts First Paragraph: Refer back to your hypothesis and confirm or refute it (5 pts). Address any adjustments you would make to your experimental procedure (5 pts) and any sources of experimental error (3 pts). This should be a paragraph of 7-10 complete sentences (2 pts). Second Paragraph: Explain how you applied your knowledge of thermodynamics to your home and experiment design. One point will be awarded for each vocabulary term used correctly in explanation. Vocabulary terms: heat, temperature, specific heat, conduction, convection, radiation, insulation, thermodynamics. This should be a paragraph of 7-10 complete sentences (2 pts). Total points possible: 100 pts

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Story Board 

Day 1 Team building activity: Minefield

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 Week 1 Activities (based on 50 minute class periods)

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Day 6 Temperature and Heat PowerPoint with Cornell notes

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Week 2 Activities

Day 2 Engage: Popcorn Demonstration Intro to “Home is where the heat is” design challenge Assign locations Assign “How much space does one person need?” for homework Day 7 Complete Cornell notes Building materials plan with groups Homework: collect building materials, one shoebox per group

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 Week 3 Activities

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Day 11 Students do experiment Students complete lab write up for homework

Day 12

Day 3 Research General Information for Design challenge Have groups share homework Have students work in groups to design scale drawing of model home

Day 8 Students review Cornell notes by asking group members the questions they generated for the left column of notes Students begin building model homes

Day 13

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Day 4 Vocabulary development activity Preview station instructions and safety for “Thermal Energy and Heat Transfer Stations”

Day 9 Students complete models

Day 14

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Day 5 “Thermal Energy and Heat Transfer Stations” Debrief

Day 10 Students design experiment to test energy efficiency of home model

Day 15

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