1. Experimental Design and Engineering Design
Keeping It Cool
SLED Summer Institute 2014
Introduction to
Experimental Design and Engineering Design
Start off with a little quiz
On the next slide I have several statements to share with you.
You must decided if the statement is: True or False

2. Warming Water
Two friends put a bowl of very cold water outside on a hot sunny day. The Sun warmed the water. They wondered about the energy of the water. This is what they thought: Ted: “The very cold water had energy. The Sun provided additional energy to warm the water.” Anna: “The very cold water did not have energy. The energy in the warm water came from the Sun.” Which friend has the best idea? Explain why you agree with one friend and not the other.
The purpose of this assessment is to elicit children’s ideas about thermal energy. Do students think cold things have energy?
Ted is the correct answer. Under ordinary conditions, all objects, materials, and substances “possess” an internal energy called thermal energy. Even cold objects like ice cubes, have thermal energy.
Thermal energy represents the total of all kinetic (due to molecular motion) and potential energy in the bowl of water. Molecules are in constant motion, even in cold water. The difference is…the molecules in cold water move slower than the molecules in warm water. The cold water has less thermal energy before it is warmed by the Sun, but nevertheless is still has some thermal energy. The Sun warms the water by transferring energy from the Sun to the cold water. The gain in energy changes the amount of thermal energy the water has. As the water molecules gain energy, they move faster and the water temperature increases.

3. Temperature, Heat, and Thermal Energy
Temperature is the measure of average kinetic energy of the particles that make up the object, substance, or material. Heat is the amount of thermal energy that is transferred between two objects. Thermal energy is the amount of kinetic and potential energy in an object or material.

4. Which has more thermal energy?
The thermal energy of a massive iceberg will be much larger than that of a kettle of boiling water, despite its much lower temperature, simply because it has more molecules.

5. Children’s Alternative Conceptions about Heat and Heat Transfer
Cold is a substance that moves.
Heat is a substance that rises.
Heat is a substance like a fluid, made of particles.
Larger ice cubes are colder than smaller ones.
Metal is cold, plastic and wood are warmer.
Aluminum traps “coldness”; metals hold “cold”.
Sweaters warm things.
By statement 7 – poll the audience for their responses.
If you answers True to any of these statements you are incorrect
All of the statements are False
From where do you think these statements come?
These are children’s alternative, if not mis-, conceptions about heat and heat transfer
(Albert, 1978; Clough & Driver, 1985; Erickson, 1979; Erickson, 1980)

6. What elementary school students need to know about heat?
Students can:
Observe how heat spreads from one object to another and can consider ways to increase or decrease the spreading of heat.
Wonder where the energy comes from that makes things happen.

7. You are going on a field trip and must pack a lunch to take with you
You are going on a field trip and must pack a lunch to take with you. You put a bottle of cold water in your lunch bag in the morning, but when you opened your lunch later that day the drink was warm! What happened?
“Keeping the Cold In” Misconception: A teacher may believe coldness escapes from the can. To address this misconception, remind them that only heat (not cold) transfers. If only heat can transfer, what is happening? Heat is transferring from the outside to the lunch bag and then to the cold bottle, warming it.

8. Guiding question Which materials can keep a cup of cold water cold?
Materials include:
Aluminum foil
Bubble wrap
Wool felt
Newspaper

9. Notebook entry Guiding question Prediction Procedure Data Results
Word Bank
Heat
Cold(er)
Warm(er)
Temperature
Increase
Decrease
Transfer
Guiding question
Prediction
Procedure
IV, DV, Control
Data
Results
Conclusion
What data will you collect?
How will you collect this data?
How will you organize this data?

10. Present results What were your team’s predictions?
What were your team’s results?
How can you explain your results?
“Keeping the Cold In” Misconception: A teacher may believe that his/her method will keep the cold in the bottle. To address this misconception, remind them that only heat (not cold) transfers. If only heat can transfer, what is their method really doing? Ultimately it is keeping the heat out of the bottle; NOT keeping the cold in the bottle.
“Wool Adds Warmth” Misconception: A teacher may think that the wool sock will warm up the bottle of water. This misconception stems from the idea that warm clothing, wool socks, supposedly warms up their feet in the wintertime. To address this misconception, explain that when you put on socks, your feet feel warmer because the socks are trapping in the heat your body is emitting, they are not producing their own heat. Ask: “If you put a wool sock on the table, would it make the table warm?” They can test this!
“Traditions” Misconception: A teacher may believe that aluminum foil will work the best because students may have witnessed someone wrapping sodas in aluminum foil. To address this misconception, remind students that traditions get passed down for generations without question and that today they will have the opportunity to question the tradition.

11. Design Challenge
The Boiler Treat Company (BTC) has started an ice cream flavor of the month club. Each month they will send club members a cup of their latest flavor of ice cream. The ice cream will be shipped overnight to the customer (taking up to 24 hours). BTC would like you to design a way to insulate a box that would keep the ice cream cups (represented by ice cubes) from melting. Also, they would like you to calculate the cost to insulate the box.
Design constraints include:
The size of the box
The materials available

12. Notebook Entry Problem (goal, criteria, constraints, client, end user)
Individual Plan
Team Plan
Data Table
Results from testing with
an explanation
Re-design
Word Bank
Heat
Cold(er)
Warm(er)
Temperature
Increase
Decrease
Transfer

13. Organizing your data * Remove any water from cup(s) Description
Mass (g) A
Mass of two empty cups B
Mass of two cups with ice C
Mass of ice [B – A] D
Mass of two cups with ice* E
Mass of remaining ice [D – A]
* Remove any water from cup(s)

14. Communicate Results Present your team plan
Share results from performance testing
Did your team meet the client’s needs?
Based on what evidence?
What is one strength of your design?
What is one weakness of your design?

15. What is the Engineering Design Process?
Design is the approach engineers use to solve engineering problems—generally, to determine the best way to make a device or process that serves a particular purpose.
Design is not a linear, step-by-step process.
Design is an iterative process.
Brenda

16. SLED Model for Engineering Design
IDENTIFY PROBLEM
SHARE AND DEVELOP A PLAN
CREATE AND TEST
COMMUNICATE RESULTS
IMPROVE AND RETEST
Brenda
This model is an iterative process

17. SHARE AND DEVELOP A PLAN
What is the problem?
What is the setting?
Who is the user or client?
What are the constraints?
IDENTIFY PROBLEM
SHARE AND DEVELOP A PLAN
CREATE AND TEST
COMMUNICATE RESULTS
GATHER FEEDBACK
IMPROVE AND RETEST
What are your ideas?
What are others’ ideas?
What materials will you need?
What will your team measure?
How might your scientific knowledge inform your design?
How will you improve your solution?
What are the results from your retest?
Which solution best addressed the problem?
Brenda
How did your model, prototype, or solution perform?
What were your results?
What feedback did your team receive?
How will you use this feedback to inform your model or solution?
What kinds of scientific concepts could explain your results?
How will your team create a prototype, model, or solution?
Does your solution match the team’s plan?
How will you record results from testing?
What kinds of scientific concepts could explain your results?

18. Essential Features of Design-based Instruction
Client-driven and goal-oriented
Constraints
Authentic and has a social context
Use of materials, tools, and equipment that are familiar to students
Allows for many different possible solutions that require students to use evidence to explain their solutions
Solutions include either an artifact or process
Promotes student-centered, collaborative learning
Brenda
Distribute Cards
(Beneson, 2001; Crismond, 2001; Lewis, 2006)

19. Today’s Big Ideas Heat transfers in predictable ways.
Heat transfers from areas of high temperatures to areas of lower temperature.
Insulators slow down the rate of heat transfer.
Materials affect the rate of heat transfer.
Different materials vary in their ability to reduce heat transfer.
Materials can be used in conjunction with one another to affect the rate of heat transfer.

20. Today’s Science Content
Heat
Temperature
Heat transfer
Insulator

21. Deconstructing Today’s Lesson
To what extent did we engage in practices similar to the work of a scientist?
To what extent did we engage in practices similar to the work of an engineer?

22. Instructional Activities
Engineering Design
(Engineering Practices)
Identified the problem
Goal-oriented
Worked within constraints
Set criteria
Brainstormed solutions
Developed an individual and team plan
Constructed, tested, and analyzed the performance of your prototype
Communicated results
Re-designed
Experimental Design
(Science Practices)
Guiding question
Developed an experimental procedure
Identified variables (independent and dependent)
Gathered, organized, and presented data
Analyzed and interpreted the data
Made claims based on evidence

23. Heat Transfer Assessment
1. You pick up a can of soda off of the countertop. The countertop underneath the can feels colder than the rest of the counter. Which explanation do you think is the best?
A. The cold has been transferred from the soda to the counter.
B. There is no heat energy left in the counter beneath the can.
C. Some heat has been transferred from the counter to the soda.
D. The heat beneath the can moves away into other parts of the countertop.

24. Answer
1. You pick up a can of soda off of the countertop. The countertop underneath the can feels colder than the rest of the counter. Which explanation do you think is the best?
A. The cold has been transferred from the soda to the counter.
B. There is no heat energy left in the counter beneath the can.
C. Some heat has been transferred from the counter to the soda.
D. The heat beneath the can moves away into other parts of the countertop.
This is based on the principle that heat transfers from areas of higher temperature to areas of lower temperature.

25. 2. After cooking an egg in boiling water, you cool the egg by putting it into a bowl of cold water. Which of the following explains the egg’s cooling process?
A. Temperature is transferred from the egg to the water.
B. Cold moves from the water into the egg.
C. Energy is transferred from the water to the egg.
D. Energy is transferred from the egg to the water.

26. Answer
2. After cooking an egg in boiling water, you cool the egg by putting it into a bowl of cold water. Which of the following explains the egg’s cooling process?
A. Temperature is transferred from the egg to the water.
B. Cold moves from the water into the egg.
C. Energy is transferred from the water to the egg.
D. Energy is transferred from the egg to the water.
This is based on the principle that heat transfers from areas of higher temperature to areas of lower temperature.

27. 3. Why do we wear sweaters in cold weather?
A. To keep cold out.
B. To generate heat.
C. To reduce heat loss.
D. All of the above.

28. Answer 3. Why do we wear sweaters in cold weather?
A. To keep cold out.
B. To generate heat.
C. To reduce heat loss.
D. All of the above.

29.  4. Amy wraps her dolls in blankets but can’t understand why they don’t warm up. Why don’t they warm up?
A. The blankets she uses are probably poor insulators.
B. The blankets she uses are probably poor conductors.
C. The dolls are made of materials which don’t hold heat well.
D. None of the above.

30. Answer
 4. Amy wraps her dolls in blankets but can’t understand why they don’t warm up. Why don’t they warm up?
A. The blankets she uses are probably poor insulators.
B. The blankets she uses are probably poor conductors.
C. The dolls are made of materials which don’t hold heat well.
D. None of the above.

31. 5. As water in a freezer turns into ice,
A. The water absorbs energy from the air in the freezer.
B. The water absorbs the coldness from the air in the freezer.
C. The freezer air absorbs heat from the water.
D. The water neither absorbs nor releases energy

32. Answer 5. As water in a freezer turns into ice,
A. The water absorbs energy from the air in the freezer.
B. The water absorbs the coldness from the air in the freezer.
C. The freezer air absorbs heat from the water.
D. The water neither absorbs nor releases energy

33. 6. You have a can of soda in your lunchbox that you want to keep cold
6. You have a can of soda in your lunchbox that you want to keep cold. Which material will work best to keep it cold? A. Aluminum foil wrapped around the soda because metals transfer heat energy easily. B. A paper towel wrapped around the soda because paper soaks up the moisture. C. Wax paper wrapped around the soda because wax paper traps the moisture. D. Your wool sweater wrapped around the soda because wool traps air.

34. Answer
6. You have a can of soda in your lunchbox that you want to keep cold. Which material will work best to keep it cold? A. Aluminum foil wrapped around the soda because metals transfer heat energy easily. B. A paper towel wrapped around the soda because paper soaks up the moisture. C. Wax paper wrapped around the soda because wax paper traps the moisture. D. Your wool sweater wrapped around the soda because wool traps air.