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NGSS Lab Lesson-- Chem. Interactions CAMP STOVE DESIGN CHALLENGE Date: January 11, 2016 School: MMS Grade Level: 7th

Unit: FOSS Chemical Interactions Lesson Number/s: End of unit engineering challenges

Options: CAMP STOVE CHALLENGE

CANDLE CHEMISTRY CHALLENGE

HANDWARMER CHALLENGE

PILL COATING CHALLENGE

Concepts: Kinetic energy is energy of motion, the particles in substances lose kinetic energy as they cool, substances “heat up” and “cool down” as a result of energy transfer, energy transfers between particles when they collide, energy transfer by contact is conduction, energy always transfers from particles with more kinetic energy to particles with less kinetic energy.

Rationale for this lesson study: Students will be able to explain how energy transfers between different types of matter (solid, liquid & gases), and that energy transfer is the transfer of KE between particles of matter.

STEM Professional: Pat Burnett - Edmonds CC Engineering Dept.

Lesson refinements to observe selected student learning traits:1. All students engage intellectually in important science and engineering content.2. All students participate in science discourse with peers (equitable, accountable talk).3. All students use evidence to demonstrate conceptual understanding.

Standards:Performance Expectations -Apply scientific principles to design, construct, and test a device that either minimizes or maximizes thermal energy transfer. MS-PS3-3 Develop a model that predicts and describes changes in particle motion, temperature, and state of a pure substance when thermal energy is added or removed. MS-PS1-4

Science and Engineering Practices

Disciplinary Core Ideas Crosscutting Concepts

Constructing Explanations and PS1.A: Structure and Properties Energy and Matter

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NGSS Lab Lesson-- Chem. Interactions CAMP STOVE DESIGN CHALLENGEDesigning Solutions

● Apply scientific ideas or principles to design, construct, and test a design of an object, tool, process or system. (MS-PS3-3)

Developing and Using Models

● Develop a model to predict and/or describe phenomena. (MS-PS1-1), (MS-PS1-4)

of Matter

● Gases and liquids are made of molecules or inert atoms that are moving about relative to each other. (MS-PS1-4)

● In a liquid, the molecules are constantly in contact with others; in a gas, they are widely spaced except when they happen to collide. In a solid, atoms are closely spaced and may vibrate in position but do not change relative locations.(MS-PS1-4)

● The changes of state that occur with variations in temperature or pressure can be described and predicted using these models of matter. (MS-PS1-4)

PS3.A: Definitions of Energy

● Temperature is not a measure of energy; the relationship between the temperature and the total energy of a system depends on the types, states, and amounts of matter present. (MS-PS3-3), (MS-PS3-4)

PS3.A: Definitions of Energy

● The term “heat” as used in everyday language refers both to thermal energy (the motion of atoms or molecules within a substance) and the transfer of that thermal energy from one object to another. In science, heat is used only for this second meaning; it refers to the energy transferred due to the temperature difference between two objects. (secondary to MS-PS1-4)

● The temperature of a system is proportional to the average internal kinetic energy and potential energy per atom or molecule (whichever is

● The transfer of energy can be tracked as energy flows through a designed or natural system. (MS-PS3-3)

Cause and Effect

● Cause and effect relationships may be used to predict phenomena in natural or designed systems. (MS-PS1-4)

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NGSS Lab Lesson-- Chem. Interactions CAMP STOVE DESIGN CHALLENGEthe appropriate building block for the system’s material). The details of that relationship depend on the type of atom or molecule and the interactions among the atoms in the material. Temperature is not a direct measure of a system's total thermal energy. The total thermal energy (sometimes called the total internal energy) of a system depends jointly on the temperature, the total number of atoms in the system, and the state of the material. (secondary to MS-PS1-4)

PS3.B: Conservation of Energy and Energy Transfer

● Energy is spontaneously transferred out of hotter regions or objects and into colder ones. (MS-PS3-3)

ETS1.A: Defining and Delimiting Engineering Problems

● The more precisely a design task’s criteria and constraints can be defined, the more likely it is that the designed solution will be successful. Specification of constraints includes consideration of scientific principles and other relevant knowledge that is likely to limit possible solutions. (secondary to MS-PS3-3)

ETS1.B: Developing Possible Solutions

● 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 criteria and constraints of a problem. (secondary

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NGSS Lab Lesson-- Chem. Interactions CAMP STOVE DESIGN CHALLENGE

to MS-PS3-3)

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Teaching for Conceptual Change

Investi-gations 1-

2-3-4

1 Elicit each student’s initial ideas. Conceptual Story

Chem Interactions Lesson 1 to launch whole unit:● Chapter challenge● Essential question about water bottle insulation

design challenge.● Video, Narrative bubbles, or Prezi of summer

engineering design cycle example from UW.Lessons 1-2-3-4 teach science as designed.Lesson 5 is the application of concepts built in the first set of investigations 1-2-3-4.

Engineering Design Challenge #1Insulated Bottle for Hot CocoaDay 1: Define the problem-- individuals make own design

● Define the problem for students● given criteria● given constraints● Individuals do first design

Day 2 : Find Solutions -- Team design● Each student pitches own design● Group reaches consensus on design choice to pursue

Day 3 : Find Solutions -- Build and test● Groups build and test● Collect data, display data, make Energy Diagram

Day 4 : Optimize -- Rank the designs and materials.● Groups pitch designs to whole class● Class builds a ranking of material effectiveness● Claim Evidence Reasoning writing task

Engineering Design Challenge #2Camp Stove Challenge -- Make a stove to heat hot cocoaDay 1: Define the Problem-- individuals make own designDay 2: Find Solutions -- individuals build and testDay 3: Find Solutions -- teams evaluate data, make energy diagram to compare

different designs mechanismDay 4: Optimize -- reading based on day 3, optimize to 1 final class design to

submit to REI for their new Camp Stove.

2 Prompt possible dissatisfaction with old ideas, and surface the range of students’ new ideas that make sense with their new observations.

3 Narrow the range down to the one new idea that is most plausible in this situation.

4 Reflect back to initial ideas and how each student’s understanding has changed.

5 Apply the new idea to test how it holds up in new situations.

Engineering Enhancement

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Apply the new idea to test how it holds up in new situations.

Engineering Enhancement OVERVIEW PAGE

Engineering Problem: How can we maximize the transfer of kinetic (thermal) energy from a heat source to a can of liquid?

Learning Target:I will apply scientific principles to design, construct, and test a device that either minimizes or maximizes thermal energy transfer. MS-PS3-3

Success Criteria:1. I will develop a design to maximize the transfer of kinetic (thermal) energy to my

container.2. I will test my design to determine the ability of the design to maximize kinetic (thermal)

energy transfer.3. I will evaluate engineering solutions to determine the characteristics of the design that

best meets the design criteria.

Concepts:What concepts will the students need to know before the activity:

● Kinetic Energy, heat energy and thermal energy are the same concept.● Matter (solids, liquids & gases) are made of particles.● Energy transfers through contact between particles, the speed and density of

particles will affect the transfer of kinetic energy.What concepts are the students expected to learn through the activity:

● Explain how the design will increase the transfer of thermal energy of the water.● Develop criteria and evaluate the design solution in order to optimize

Engineering Design Cycle:Teacher → Define the problem or challenge (APPD)

▪ Define Constraints (APPD)▪ Define Criteria for Success (APPD)

Students → Develop Solutions (APPE)Students → Test and Optimize Solutions (APPF)

Criteria and Constraints: Teacher defined

CriteriaIncrease the temperature of water by 10*C in 5

ConstraintsTime, materials: aluminum foil 12”x12”, 12 oz. aluminum

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NGSS Lab Lesson-- Chem. Interactions CAMP STOVE DESIGN CHALLENGEminutes using tin foil and candle can, volume of water 100 ml, distance between candle and

can 1 cm, tea candle, thermometer not touching bottom or side,

Prior Lessons: Particles are in motion when adding or removing heat from the systemReading: Particles in Motion

Observe: the FOSS-Web simulations and/or demo

Extension Demo: Take three different types of candles place a room temp can of water above each to determine how the type of candle affects the amount of thermal energy produced.

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NGSS Lab Lesson-- Chem. Interactions CAMP STOVE DESIGN CHALLENGEDay 1: Define the problem -- individual designs

Handout:

Define problem for students

Criteria for success

Constraints

1’s Design ● Preview the materials (1 student per group at a time)● Create your own, individual, design plan that includes:

a) A labeled diagram of the ___________ design.b) Your explanation of why you think the design will ...

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NGSS Lab Lesson-- Chem. Interactions CAMP STOVE DESIGN CHALLENGEDay 2: Find Solutions -- groups of 2 make 2 prototypes and carry out the testing procedureLearning Target:

xSuccess Criteria:

Predict/rate design by __________Diagram with labels the design for the insulated water bottleDescribe energy transfer in n words and pictures

1’s complete individual designs from yesterday x

Day 3 Find Solutions -- evaluation of the tests of the first 2 designs, the prototypesTUESDAY Jan 19th 1st per 8:30-9:30 3rd per 10:34-11:04

1. 5 min Warm up:1’s handout: “Review of Heat” paragraph (on screen and on ½ sheet on tables)

● How is thermal energy (heat energy) transferred from one molecule to another?● Which direction does heat flow?

S responses:molecules bump or collidewarmer object to cooler objecttypes of thermal energy are: radiation, convection, conduction -- touch

2. 10+ min Evaluation of 2 designs, tested yesterday by groups of 2Evaluate each partner’s engineering design, in terms of the key scientific concepts.

1. Did the change in temperature increase more than the control for each design? So how do you know? What is the evidence about the change in temperature over time?

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NGSS Lab Lesson-- Chem. Interactions CAMP STOVE DESIGN CHALLENGE2. What is the same about each design? What is different about each design?3. Which design increased the temperature the most? What is the evidence?4. How did the design increase the thermal energy transfer?

Accountable Talk: [strategy for partners to discuss: ensuring accountability and equity of student discourse]

handout a tool for the discussion: “Active Listening” chart with discussion sentence starters1’s 1 min Private Think Time

2’s 30 sec each Pairs discuss design ideasA shares idea on 1 (and then for #3)B adds on to the idea, or restates in own way -switch roles-B share ideas about 2 (and then for #4)A adds on to the idea, or restates in own way

4’s 5 min discuss across the whole table

4’s Reflection about these initial designs1. Did your designs change in temp. increase more than the control (10°C)?2. What was the same about each design? What was different?3. Which design increased the temp. the most?4. How did this design increase thermal energy transfer?

After #4...insert section below, for class graph and teacher demo, before students start on #5 and #6, the last two prompts.

5. Create a labeled diagram to show the Camp Stove System that caused the water temp. to increase the most during your initial tests. Use arrows to show the flow of Kinetic/thermal energy within this system. Draw how the aluminum foil was used to increase thermal energy transfer.

Scaffolding for the #5 Energy Flow diagram:A. Thermal energy flows from _candle___ to __ air _ __ via __radiation--heat

through space _ _. I know this from my lab evidence, because _I felt heat

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NGSS Lab Lesson-- Chem. Interactions CAMP STOVE DESIGN CHALLENGEwhen my hands were hot around the candle__ .

B. Thermal energy flows from _candle__ to __ can _ __ via __conduction--heat through touch_. I know this from my lab evidence, because _I felt heat when my hands touched the can_ .

C. Thermal energy flows from _can__ to __ water _ __ via __conduction--heat through touch_. I know this from my lab evidence, because the termometer’s reading of the temperature of the water increased.

D. Arrows on my Camp Stove system diagram show tall these thermal energy transfers.

6. Explain how thermal energy is transferred in the Camp Stove system. Use the following terms: Kinetic/thermal energy, Particles/molecules, Transfer, Materials: water, air, candle/flame, foil, can

class Class Graph of the 4 types of designsFor each major category of designs, post your temperature increases:

ORANGE STICKY NOTE lid over the top of the canBLUE STICKY covered the canYELLOW STICKY covered the bottom of the apparatusPURPLE STICKY combination design

● To compare our data, tell the rest of us how your design affected the thermal energy flow?

● So let’s think of this set of design as our prototypes. Now, thinking ahead to tomorrow...Could your team can come up with a different design solution-- to optimize the design of the Camp Stove?

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Day 4 Optimize -- make a final design

***Teacher notes:For the optimization part students would need multiple materials to choose from for students make justification for which materials would improve the results of the device.Students could be given multiple candles to choose from (larger or smaller in size of candle and wick), modify the placement of the candle in relationship to the can, different types of cans.

When students are making decisions about their optimization designs, they need to reflect on the variables that occur in each design. Different materials are weighted in how they affect the outcomes.

Teachers need to lead students through questions designs, materials and testing to determine which variables affect the results from their testing in different ways.

● Why will your choice in materials improve your solutions?● How will the material improve your design?● What change occurred with your results?● What aspect of your optimizations caused that change? (Materials, placement,

design, etc.)

Students will then need to evaluate multiple designs, looking at design aspects, materials, and data to evaluate.

● Did you notice any patterns with the design and the results? What patterns do you notice?

Ideas for evaluation:1. Designs, devices and data would be placed on tables and students would go around the

room to visit each table to evaluate using the prompts.2. Each group of students would present their design and data to the class and the class

would evaluate using the prompts.

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For similar designs:● Were there similar results?● If there are similar data sets, what does this mean about the testing and design

solutions?● If the data for both designs are different, what does that mean for the design or

testing?

For similar materials:● Were there similar results?● If there are similar data sets, what does this mean about the testing and design

solutions?● If the data for both materials are different, why did the same material produce

different results?

For different designs and materials:● Were there similar results?● If there are similar data sets, what caused the results of each device to be similar?● If the data for both designs are different, what caused the results of each device to

be similar?● What aspects of each design or material produced the best results?

Considerations

● Supporting all learners – modifications for English Learners, Special Education, Advanced Learners:

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NGSS Lab Lesson-- Chem. Interactions CAMP STOVE DESIGN CHALLENGE● Suggested Unit Adjustments – “Ripple Effects”

o Consider: How does the timeline and content of the rest of the unit need to be adjusted to fit this enhancement? What other lessons need to be dropped or enhanced? Are there specific adjustments to other lessons?

● Integration (optional)o Consider: How does this lesson connect with other content areas,

including CCSS, Math, ELA and 21st Century Skills.o Real World Connections (How does it connect with social, family, and

community happenings?)TO TEACHERS → Reflection notes - things to consider when teaching the lesson:Misconceptions:

● Students think the direction of heat energy transfer is “up” because students know that hot air rises; instead of describing energy transfer from high to low.

How did your students engage in the lesson?Most students had diagrams and data, though many needed support to calculate their change in temperature. Discussions covered: design type, results (ΔT), discussion of how energy transferred from the flame to the water.

What did the student work and performance in the assessment show about student learning?Unit of measurement guidance is needed, students did not all record consistently in Celsius, some even switched between Celsius and Fahrenheit during the experiment.Students used qualitative descriptions as evidence during group discussions about how energy transferred.

What tips would you offer to other teachers?● Pre-teach thermal energy transfer terms: Conduction, Convection & Radiation● Students should be confident in their understanding of the movement of particles

of gases, liquids and solids.● Teacher model example of energy transfer diagram to aid visualization of

expectations.● Allow entire class to view each groups’ model in order to evaluate the

characteristics and results from original designs, before asking students to optimize their designs for Round 2 or… of testing.

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Generalizations to Practice

1 Engineering Design Cycle Graphic Organizer (EDCGO) Date 11/10/15 7th grade Student Learning Expected Students define the problem they are going to solveHelps direct/frame their thinking

Instruction Details 1) Teacher provides information for the “define” box of the handout, initially, then release as

students become familiar with the graphic organizer and engineering design process.2) Can be used both pre and post.3) “Develop solutions” and “Optimize” boxes can be done during or after activity.4) Low to high cognitive student work5) EDCGO worksheet used throughout district for consistency in languageNGSS Links: Engineering Design Cycle

Research Links How People Learn #2 Conceptual framework Cognitive Demand Samples of student work

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2 Sentence Stems and Content Specific Vocabulary Date 11/10/15 7th grade Student Learning Expected ● Using sentence starters allows lower ability level and ELL students to access info and

participate in discussions and tasks.● Helps keep conversation on track.● Teacher gets information needed from students because specific questions are being

answered.● Structured insert for notebook entries.● Students learn to listen to others’ ideas.● Helps press for reasoning.● Students use word banks - What would an engineer say?

Sample Word Bank for the NGSS Engineering Design CycleOptimizeConstraintSolutionDefineDevelopFailureCriteriaCollaborateDiagramProposal

---------------------------- Matrix for Making Design Decisions

Date 11/10/15 7th grade Student Learning Expected

Instruction Details Students will meet with their engineering team to evaluate each individual design solution objectively. Each student pitches their idea, and each team member evaluates the design for the categories.*Ranking system for each of the evaluative criteria

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Sample:

Insulated Bottle Design Criteria

Making Design Decisions

Cost - Use or amount of materials

Fit/Size Mass of

final

design

(< ___g)

Ease of Assembly (time, how material will be attached)

Waste Usability by the consumer

SUBTOTAL POINTS

RANGE OF POINTS

$0 - $10 0-4 0-4 0-4 0-4 0-4

Material A/ Design #1

Material B/ Design #2

Material C/ Design #3

Material D/ Design #4

Rating scale: 4 - Meets this design criteria very well 3 - Meets most of this design criteria 2 - Meets some of this design criteria 1 - Design has significant problems with this criteria 0 - Does not meet this criteria at all

Our final design decision is ____________ because_____________________________________ .

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NGSS Lab Lesson-- Chem. Interactions CAMP STOVE DESIGN CHALLENGEReflection Questions about My Design Date 1/19/16 7th grade team Student Learning Expected Evaluate individual students’ designs and come up with a class plan for optimizing one final design to solve the original problem

Instruction Details Questions will be included in a reflection sheet.

1. Did your designs change in temp. increase more than the control (10°C)?

2. What was the same about each design? What was different?

3. Which design increased the temp. the most?

4. How did this design increase thermal energy transfer?

5. Explain how energy transfer occurs within the Camp Stove System, using the following terms:Kinetic/thermal energyParticles/moleculesTransferMaterials: water, air, candle/flame, foil, can

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This rubric will be used as an assessment of what students should understand by the end of the sequence of lessons/design project.

The rubric can be used as both a formative and summative tool.

Level Revised Criteria

High (4) ★ Describe how your device minimizes the energy transfer at the particle level within the system

★ Diagram is clear, complete with labels showing energy transfer between the layers of materials.

Medium (3) ★ Describe the energy transfer within the system, from areas of high to low KE

★ Diagram is clear, complete with labels showing energy transfer

Low (0-2) ★ Incomplete or inaccurate description of energy transfer within the system

★ Diagram is not clear, or is incomplete, energy transfer is not shown or shown in the opposite direction

7/26/16 - Heat Energy Transfer Challenge (attempt to combine STEM Lessons 1 & 2)

Storyline A major natural disaster has disrupted electricity, water and sewage. In fact the CDC has issued a public health advisory that ALL water intended for human consumption MUST be boiled for safety. There are a lot of injured people who need water, and limited available materials, including: one large metal pot to boil water, paper cups, aluminum foil, household items (silverware, bowls, plastic straws, paper, masking tape, popsicle sticks, etc?)

ChallengeCool the boiled water as quickly as possible to distribute for drinking to injured people

Learning Goals● Increased surface area of a warm substance increases heat transfer to surrounding

materials.● Material properties affect thermal energy transfer (insulators like air, conductors like

metals, thickness and mass)

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NGSS Lab Lesson-- Chem. Interactions CAMP STOVE DESIGN CHALLENGE● Thermal Energy Transfer Vocab: Conduction, Convection, Radiation, Kinetic

Energy, Insulator, Conductor, Heat, Heat sink…?

Constraints:Amount of water 100mLStarting Temp. ~80 degrees C

Criteria:Cool water by 20 degrees C in 5 minutes

Process - Researched heat sinks and scenarios where rapid heat dispersion is needed. Collected base case data for styrofoam, paper and aluminum containers. Designed models with aluminum fins on exterior and aluminum sheet interior in contact with water. Tested models with and without lids.

Problems: Adjustments to paper cup resulted in slightly less heat loss, showing our heat sink additions made no difference. Also paper for the most part lost more heat than aluminum, though aluminum should be the more conductive material.

Possible fixes discussed: ➢ Change lids or do not use lids➢ Shorten testing time (majority of heat loss occurs in first 10 minutes, with

~50% less occurring in the second 10 minutes)➢ Change containers available (add tin, take away paper?)➢ Add Copper materials➢ Include grease (or other thermal interface material) to increase the

conduction between the container and the heat sink material.

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