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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
Part IV • Connect to the Culminating Project and Assessment 37
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
Part IV • Connect to the Culminating Project and Assessment 44
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
STUDENT EDITION Originally created by UL/SCALE at Stanford University 2016 • Learning through Performance • Energy 2
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.”
STUDENT EDITION Originally created by UL/SCALE at Stanford University 2016 • Learning through Performance • Energy 3
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.
STUDENT EDITION Originally created by UL/SCALE at Stanford University 2016 • Learning through Performance • Energy 4
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.
STUDENT EDITION Originally created by UL/SCALE at Stanford University 2016 • Learning through Performance • Energy 5
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.
STUDENT EDITION Originally created by UL/SCALE at Stanford University 2016 • Learning through Performance • Energy 6
Overview • Individual Project Organizer—Task 2
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.
STUDENT EDITION Originally created by UL/SCALE at Stanford University 2016 • Learning through Performance • Energy 7
Overview • Individual Project Organizer—Task 3
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.
Who is your client? What is your device?
❏ 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 .
STUDENT EDITION Originally created by UL/SCALE at Stanford University 2016 • Learning through Performance • Energy 8
❏ Redraw the model of your device using red to show any revisions. ❏ Label the parts, materials, and dimensions in the model of your device.
Overview • Individual Project Organizer—Task 4
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.
Who is your client? What is your device?
❏ 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
STUDENT EDITION Originally created by UL/SCALE at Stanford University 2016 • Learning through Performance • Energy 9
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
STUDENT EDITION Originally created by UL/SCALE at Stanford University 2016 • Learning through Performance • Energy 10
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
Makes accurate and labeled
spreadsheets, data tables,
charts, and/or graphs to
summarize and display data
and arranges the data to
examine relationships
between variables
Makes accurate and labeled
spreadsheets, data tables,
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
Uses appropriate methods
to accurately and carefully
identify patterns or explains
possible error or limitations
of analyzing the data
Uses appropriate methods
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
Constructs or evaluates an
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
STUDENT EDITION Originally created by UL/SCALE at Stanford University 2016 • Learning through Performance • Energy 11
❏ 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
evaluate how well the
design answers the problem
and accurately explains an
appropriate redesign of the
original model or prototype
Uses adequate data to
evaluate how well the
design answers the problem
and accurately provides a
detailed rationale for the
appropriate redesign of the
original model or prototype
ENGAGING IN
ARGUMENTS
FROM EVIDENCE
❏ No Evidence*
Constructs an argument
that includes an
inappropriate claim,
inaccurate evidence, and/or
unclear reasoning
Constructs or evaluates an
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
evidence, and reasoning
using accurate and
adequate scientific ideas or
principles
Constructs, evaluates, or
revises an argument
consisting of appropriate
claim(s), multiple sources of
evidence, and reasoning
using accurate and
adequate scientific ideas or
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
energy transfer with
limited evidence
and/or minor errors
Constructs an
accurate
explanation about
energy transfer with
evidence
Constructs a
detailed accurate
explanation about
energy transfer with
evidence
STUDENT EDITION Originally created by UL/SCALE at Stanford University 2016 • Learning through Performance • Energy 12
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
What is the evidence
that the student can
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
understanding of the
topic
❏
Synthesizes facts,
experience, and research
to support a perspective
Demonstrate an
in-depth understanding
of the topic
ORGANIZATION
What is the evidence
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
What is the evidence
that the student can 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
STUDENT EDITION Originally created by UL/SCALE at Stanford University 2016 • Learning through Performance • Energy 13
ORAL PRESENTATION RUBRIC
SCORING DOMAIN EMERGING E/D DEVELOPING D/P PROFICIENT P/A ADVANCED
USE OF DIGITAL
MEDIA / VISUAL
DISPLAYS
What is the evidence
that the student can use
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
❏
Digital media or visual
displays are
appealing, informative, and
support audience
engagement and
understanding ❏
Digital media or visual
displays are polished,
informative, and support
audience engagement
and understanding
PRESENTATION SKILLS
What is the evidence
that the student can
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
Presenter’s energy
and/or affect are
usually appropriate
for the audience and
purpose of the
presentation, with
minor lapses
❏
Demonstrates a
command of
presentation skills,
including control of
body posture and
gestures, eye contact,
clear and audible
voice, and
appropriate pacing
Presenter’s energy
and affect are
appropriate for the
audience and support
engagement
❏
Demonstrates consistent
command of
presentation skills,
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
What is the evidence
that the student can
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
questions; demonstrates a
partial command of
the facts or
understanding of the
topic
❏
Provides an indirect
or partial response to
questions; demonstrates a
partial command of
the facts or
understanding of the
topic
❏
Provides a precise and
persuasive response to
questions; demonstrates
an in-depth
understanding of the
facts and topic
STUDENT EDITION Originally created by UL/SCALE at Stanford University 2016 • Learning through Performance • Energy 14
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:
STUDENT EDITION Originally created by UL/SCALE at Stanford University 2016 • Learning through Performance • Energy 15
❏ 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:
STUDENT EDITION Originally created by UL/SCALE at Stanford University 2016 • Learning through Performance • Energy 16
❏ 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.
STUDENT EDITION Originally created by UL/SCALE at Stanford University 2016 • Learning through Performance • Energy 17
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.
How do we use and control thermal
energy in a system?
Evaluation and Feedback
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.
STUDENT EDITION Originally created by UL/SCALE at Stanford University 2016 • Learning through Performance • Energy 18
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.
STUDENT EDITION Originally created by UL/SCALE at Stanford University 2016 • Learning through Performance • Energy 19
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.
STUDENT EDITION Originally created by UL/SCALE at Stanford University 2016 • Learning through Performance • Energy 20
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.
How do we use and control thermal
energy in a system?
Evaluation and Feedback
To evaluate your work, you will
● 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
Connect to the Culminating Project
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.
STUDENT EDITION Originally created by UL/SCALE at Stanford University 2016 • Learning through Performance • Energy 21
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
STUDENT EDITION Originally created by UL/SCALE at Stanford University 2016 • Learning through Performance • Energy 22
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)
STUDENT EDITION Originally created by UL/SCALE at Stanford University 2016 • Learning through Performance • Energy 23
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?
STUDENT EDITION Originally created by UL/SCALE at Stanford University 2016 • Learning through Performance • Energy 24
LAB Description of Three Demonstrations
STUDENT EDITION Originally created by UL/SCALE at Stanford University 2016 • Learning through Performance • Energy 25
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
Cup 1: 200 mL Room Temperature Water
Cup 2: 20 mL Room Temperature Water
Demonstration 3
Cup 1: 200 mL Room Temperature Water
Cup 2: 20 mL Hot Water
STUDENT EDITION Originally created by UL/SCALE at Stanford University 2016 • Learning through Performance • Energy 26
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
STUDENT EDITION Originally created by UL/SCALE at Stanford University 2016 • Learning through Performance • Energy 27
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 _____.
STUDENT EDITION Originally created by UL/SCALE at Stanford University 2016 • Learning through Performance • Energy 28
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
Project Organizer for this task.
STUDENT EDITION Originally created by UL/SCALE at Stanford University 2016 • Learning through Performance • Energy 29
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.
How do we use and control thermal
energy in a system?
Evaluation and Feedback
To evaluate your work, you will
● 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
Connect to the Culminating Project
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.
STUDENT EDITION Originally created by UL/SCALE at Stanford University 2016 • Learning through Performance • Energy 30
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?
STUDENT EDITION Originally created by UL/SCALE at Stanford University 2016 • Learning through Performance • Energy 31
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.
STUDENT EDITION Originally created by UL/SCALE at Stanford University 2016 • Learning through Performance • Energy 32
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.
STUDENT EDITION Originally created by UL/SCALE at Stanford University 2016 • Learning through Performance • Energy 33
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.
STUDENT EDITION Originally created by UL/SCALE at Stanford University 2016 • Learning through Performance • Energy 34
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 __________
____________________________________________________________________________________.
STUDENT EDITION Originally created by UL/SCALE at Stanford University 2016 • Learning through Performance • Energy 35
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/
STUDENT EDITION Originally created by UL/SCALE at Stanford University 2016 • Learning through Performance • Energy 36
Conduction Energy is transferred
by direct contact.
Convection Energy is transferred by
mass motion of particles.
Radiation Energy is transferred by
electromagnetic radiation.
Part IV • Connect to the Culminating Project and Assessment
Complete the individual
Project Organizer for this task.
STUDENT EDITION Originally created by UL/SCALE at Stanford University 2016 • Learning through Performance • Energy 37
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.
How do we use and control thermal
energy in a system?
Evaluation and Feedback
To evaluate your work, you will
● 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
Connect to the Culminating Project
Update your client in your Individual Project Organizer:
● 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.
STUDENT EDITION Originally created by UL/SCALE at Stanford University 2016 • Learning through Performance • Energy 38
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.
STUDENT EDITION Originally created by UL/SCALE at Stanford University 2016 • Learning through Performance • Energy 39
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)
STUDENT EDITION Originally created by UL/SCALE at Stanford University 2016 • Learning through Performance • Energy 40
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
STUDENT EDITION Originally created by UL/SCALE at Stanford University 2016 • Learning through Performance • Energy 41
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?
STUDENT EDITION Originally created by UL/SCALE at Stanford University 2016 • Learning through Performance • Energy 42
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?
STUDENT EDITION Originally created by UL/SCALE at Stanford University 2016 • Learning through Performance • Energy 43
Part IV • Connect to the Culminating Project and Assessment
Complete the individual
Project Organizer for this task.
STUDENT EDITION Originally created by UL/SCALE at Stanford University 2016 • Learning through Performance • Energy 44
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?
Evaluation and Feedback
To evaluate your work, you will
● 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
Connect to the Culminating Project
Update your client in your Individual Project Organizer:
● 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.
STUDENT EDITION Originally created by UL/SCALE at Stanford University 2016 • Learning through Performance • Energy 45
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 ___________
STUDENT EDITION Originally created by UL/SCALE at Stanford University 2016 • Learning through Performance • Energy 46
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.
STUDENT EDITION Originally created by UL/SCALE at Stanford University 2016 • Learning through Performance • Energy 47
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 _____.
STUDENT EDITION Originally created by UL/SCALE at Stanford University 2016 • Learning through Performance • Energy 48
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
Complete the individual
Project Organizer for this task.
STUDENT EDITION Originally created by UL/SCALE at Stanford University 2016 • Learning through Performance • Energy 49