Thursday, 12/6/18- A Day- Block Schedule Periods 2, 4, 6, & 8

Lesson Question

How can we slow energy transfer into a cup?

Lesson Tasks

  1. Do Now– Open your ISN and add to the Table of Contents- “Criteria & Constraints” p.39 (Right Side). Head p.39 properly with “Criteria & Constraints-12/6/18.″
  2. Introduce Design Criteria & Constraints– We have learned a lot about how energy transfers from one substance into another because our goal is to design a cup that keeps drinks cold, preventing energy transfer. Although we want our cup to be as effective as possible, we want the cup to be usable under real-world conditions. The Cold Cup Challenge has several design criteria and constraints that we must keep in mind as we design our cups. Criteria are actions or things that proposed solutions are supposed to satisfy to be successful.  Constraints provide boundaries for what solutions can satisfy the design criteria. Summarize the rationales for each design criterion or constraint on Part I of the handout. Tape the handout to ISN p.39.
  3. Review Initial Cup Design– Turn to ISN p.22. Review what you had proposed in your initial design. You will be using what you have learned in class to revise your design. Then we will build and test our cups to see how well they work. We will then consider how we might revise our designs based on what we figure out.
  4. Identify Useful Model Ideas– Use your model tracker on ISN p.18-21 to review what you’ve learned that might be useful in your cup design. Record the model ideas and the evidence for them in the data table for Part 2.
  5. Brainstorm Data to Test for Effectiveness– How will we know if our designs are better than the original plastic cups or as good as the new cups? What type of data should we collect? How can we test our designs to see how well they minimize energy transfer to the cold drinks? Record your ideas for data to collect and what the data tell us in the data table for Part 3.