The Norwood Science Center Energy Grade 5 BACKGROUND INFORMATION: The revised Physical Science Standards of the State Frameworks have very specific objectives for the study of chemistry for students in grades 3-5. One standard indicates that water will change from one state of matter (solid, liquid or gas) to another by the addition or removal of heat energy. The fourth Strand of Science Standards, the Engineering/Technology Standards, focuses upon the design and construction of devices and tools. The Engineering Design Process was incorporated into the fifth grade Forces curriculum in the spring of 2001. This lesson combines the Engineering Design Process and the states of matter standard into a single activity. TEACHER INFORMATION: A basic premise in Thermodynamics is: Heat energy will flow from an area of higher temperature to an area of lower temperature. One legendary tale that demonstrates this concept is Goldilocks and the three Bears. Goldilocks found one bowl of porridge to be too hot, one to be too cold and the last bowl to be just right. Had she entered the house one hour later all of the bowls of porridge would have been at room temperature. Without the intervention of some outside source of energy, it would only be a matter of time until the three bowls of porridge and the room all reached the same temperature. Ice Keeper Page 1 of 7
An appropriately dressed person can demonstrate this concept on a very cold day. Dressing in layers of clothing will keep heat trapped close to the body. The body heat of the subject in question has several barriers that will keep it from flowing to the cold surrounding air. A lack of appropriate clothing will allow body heat to escape quickly from improperly protected extremities. This accounts for cold toes and fingers. A more appropriate model for this lesson would be if Goldilocks found three large glasses of iced lemonade in the house. The heat from the room would eventually melt the ice and raise the temperature of the lemonade until the drinks were all at room temperature. Perhaps if the bears would have had the presence of mind to put their drinks in insulated glasses This lesson plan is simply a suggestion on how to convey this key concept. Please feel free to make any changes you think will improve the lesson. If you come across any improvements please forward them to us. This lesson calls for ice cubes to be the object of study. If making ice cubes in your building is difficult we can supply ice cubes to you. Call us a couple of days in advance if you need an ice cube delivery. Another object of study would be larger blocks of ice. They would take a longer time to melt and might offer a greater sense of accomplishment for the students. We can supply milk carton size blocks of ice for your convenience. Again all we ask is a few days notice. Ice Keeper Page 2 of 7
TITLE: PURPOSE: ICE CUBE KEEPERS THE DESIGN PHASE Students will design prototype devices that will allow an ice cube to remain frozen for a maximum amount of time. MATERIALS: (per group of two or three students) PROCEDURE: Engineering Design Process Sheet (3) Challenge Sheet (3) In order to promote an environmentally friendly design spirit, all construction materials in this lesson are to be student generated recycled materials. Recycled means any material that has been previously used, not purchased specifically for this activity. All recycled materials must be clean. 01. Group students in twos and/or threes. They can either be assigned a group name or they can generate a name. The group name is to be written in their notebook. This group will remain intact until the conclusion of the program. 02. Distribute the Challenge Sheets (see p. 7). 03. Have the students read the Challenge Sheets silently. 04. Call on a student to read each of the points of the challenge. 05. Define recycled. 06. Distribute the Engineering Design Process Sheets (see last page). Ice Keeper Page 3 of 7
07. Allow the students a few minutes to read and discuss the Process sheets. 08. Answer any questions regarding the Process Sheets. 09. Inform the groups they have ten minutes to identify problems and solutions to their challenge. 10. After the ten-minute brainstorming session, students are to select the best course of action. They are to draw a labeled diagram of their Ice Cube Keeper. 11. Students are to design an alternative Ice Cube Keeper, complete with diagram. 12. Students construct a materials list. Each team member is assigned responsibility for an item on the list. 13. Students are to construct a simple table or spreadsheet in their notebooks. This will allow them to record their observations of their ice cubes in an orderly fashion. An example is given if Figure 1. Date Time Ice Cube Status Notes Figure 1 At this point students are given a time frame when all materials needed for their Ice Cube Keeper must be assembled in school. A few days may be adequate, with a reminder on the day before construction is to take place. Ice Keeper Page 4 of 7
TITLE: ICE CUBE KEEPERS THE CONSTRUCTION PHASE PURPOSE: Students will build previously designed prototype devices that will allow an ice cube to remain frozen for a maximum amount of time. MATERIALS: (per previously assigned group) Required Shoebox (1) Ziplock Sandwich Bag (1) Notebook based designs PROCEDURE: Optional- Student generated Recycled material such as Styrofoam (i.e., packing peanuts, cups) Newspaper etc. In order to promote an environmentally friendly design spirit, all construction materials in this lesson are to be student generated recycled materials. Recycled means any material that has been previously used, not purchased specifically for this activity. All recycled materials must be clean. 01. Allow the students to assemble in their previously determined teams. 02. Students need to produce their notebooks with their prototype diagrams, their observation tables, their materials list and the Challenge Sheets. 03. Students are given a finite amount of time to construct their Ice Cube Keepers. 04. All ice cubes are to be distributed at the same time. Ice Keeper Page 5 of 7
05. Students are required to seal the ice cube in a ziplock bag. 06. The students pack the sealed bag into the shoebox according to their diagram. 07. Students are to be given an opportunity every hour to examine the ice cube and record their observations. A few points one may consider at this portion of the lesson. Ice Cube Keepers that are constructed first thing in the morning may keep their ice cubes from melting until some time in the afternoon. In that case, it may make sense for those students to construct their Ice Cube Keeper a second time prior to dismissal on a following day. They can see if their ice cube is intact upon arrival at school the following morning. One very important variable is the size of the ice cube. Larger ice cubes, under similar circumstances, will take a much longer time to melt compared to a smaller ice cube. As previously mentioned, larger blocks of ice are available upon request from the Science Center. 08. Upon the complete transition of the ice cube into liquid water the teams are allowed to brainstorm the results. 09. The teams should decide if they are to redesign the original prototype or go with the alternate design they created during the Design Phase. 10. Teams are given the opportunity to build and operate a second prototype. Ice Keeper Page 6 of 7
Ice Cube Challenge Sheets Your group will be given an ice cube in a baggy. Your group will place the ice cube in a box of your own design. The purpose of the box is to keep the ice from melting for the longest period of time. Here are the rules: 1. All materials used must be recycled. That means all materials must have been used before this project. All materials must be clean. 2. All materials, including the ice cube, must fit into a standard shoebox. 3. The ice cube must be placed in a ziplock sandwich bag to prevent leaking. 4. The shoebox must have a lid; the lid must be used. 5. In order to get an ice cube, every member of the group must have a. A diagram of their Ice Cube Keeper in their notebook. All materials must be completely labeled. b. A table to record time and cube status in their notebook. Ice Cube Challenge Sheets Your group will be given an ice cube in a baggy. Your group will place the ice cube in a box of your own design. The purpose of the box is to keep the ice from melting for the longest period of time. Here are the rules: 1. All materials used must be recycled. That means all materials must have been used before this project. All materials must be clean. 2. All materials, including the ice cube, must fit into a standard shoebox. 3. The ice cube must be placed in a ziplock sandwich bag to prevent leaking. 4. The shoebox must have a lid; the lid must be used. 5. In order to get an ice cube, every member of the group must have a. A diagram of their Ice Cube Keeper in their notebook. All materials must be completely labeled. b. A table to record time and cube status in their notebook. Ice Keeper Page 7 of 7