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Grade 7 Heat ActivitySamantha BeattieDivision: Primary/JuniorInstitution: University of Ontario Institute of TechnologyPre-activity:To introduce students to the concept of heat transfer we will test how quickly temperature of hot water cools off using different cups. By doing this, students can see how heat transfers from the liquid to the cup and to the air. Materials:Styrofoam cups, fast food cups, travel mugsTechnology:To test the temperature and keep a record of how the heat leaves the water at different rates for different cups, use EV3 Robots with the temperature sensor with LEGO MINDSTORMS Education EV3 online application (The LEGO Group, 2019). Students can use the technology to track the temperature of the water to see which cup prevents heat transfer the most (unplugged would be using thermometers). Reflection:After testing different cups, you can have a conversation with students on why the water might have cooled off faster with some cups. This conversation might involve how well the cup is insulated and what materials are used in the cup. Also have a conversation about where that heat went to and how the heat travelled. Main Activity:Starbucks produces a lot of waste in paper cups everyday as a result of serving coffee to many customers. They want to reduce this waste. Your task is to design a coffee cup that prevents heat transfer from the cup to the customer’s hand, while also being environmentally friendly. You must consider:Financial cost of the cup to Starbucks. They want to keep their prices close to what it is now and cannot afford a drastic price increase. Environmental cost of the cup. Your cup must reduce the waste that is currently being produced by Starbucks. The technology required for building the cup. How are you ensuring the cup will prevent heat transfer? Production of your cup. Will Starbucks be able to produce millions of cups for their multiple stores? How will you present your findings and your finished product to the class keeping your audience in mind?Learning Goal: We are learning how to prevent heat transfer, and how materials used to prevent heat transfer can impact the environment. Success Criteria (built with students): We will know we are successful when:We can describe materials that can prevent heat transferWe can explain the environmental impact of changing Starbucks’ cupsWe can use rate to explain how much our coffee cup will cost StarbucksWe use a visual aid to demonstrate our learningWe can communicate what we have learned orally to a 7th grade audience Outcomes of using this project:The result of this project was that some students constructed physical cups out of materials, and explained what materials they would use for mass production of Starbucks cups. Other students created an online replica of what their cup would look like. Some students were able to find materials that decomposed easily, while others focused on creating reusable cups where Starbucks could change their structure, selling more expensive coffee with a reusable cup that customers could bring back (and get a cheaper rate). They discussed how the materials would prevent heat transfer to the customer’s hand, and also the impact to the environment. Students were also able to work out how much it would cost Starbucks per cup ($/cup rate). Possible Curriculum Connections (Grade 7):Science:Overall Expectation: “1. assess the costs and benefits of technologies that reduce heat loss or heat-related impactson the environment;” (Ontario Ministry of Education, 2007)Specific Expectations: “1.1 assess the social and environmental benefits of technologies that reduce heat loss or transfer” (Ontario Ministry of Education, 2007).“2.4 use scientific inquiry/experimentation skills (see page 12) to investigate heat transfer through conduction, convection, and radiation” (Ontario Ministry of Education, 2007). Math:Overall Expectation:“demonstrate an understanding of proportional relationships using percent, ratio, and rate” (Ontario Ministry of Education, 2007). Specific Expectations:“demonstrate an understanding of rate as a comparison, or ratio, of two measurements with different units (e.g., speed is a rate that compares distance to time and that can be expressed as kilometres per hour);” (Ontario Ministry of Education, 2005).“solve problems involving the calculation of unit rates (Sample problem: You go shopping and notice that 25 kg of Ryan’s Famous Potatoes cost $12.95, and 10 kg of Gillian’s Potatoes cost $5.78. Which is the better deal? Justify your answer.).” (Ontario Ministry of Education, 2005). Language: Overall Expectation:“2. use speaking skills and strategies appropriately to communicate with different audiencesfor a variety of purposes;” (Ontario Ministry of Education, 2006). Specific Expectations:“2.3 communicate orally in a clear, coherent manner, using a structure and style appropriate to both the topic and the intended audience” (Ontario Ministry of Education, 2006). “2.7 use a variety of appropriate visual aids (e.g., charts, videos, props, multimedia) to support and enhance oral presentations” (Ontario Ministry of Education, 2006). Safety GuidelinesWe will be using hot water to test materials for this project, so there is a safety concern, and the following guidelines must be followed. Gloves – insulated gloves must be worn by any student handling hot water.Aprons – it would be advisable for students to wear aprons when handling hot water in case there was a spill. Designated area – having a designated area where the cups are stationed and they are not to move from that area to prevent spilling. It is recommended that the teacher handle the water and pour into the cups. Technology – because students will be using computers/chrome books and technology, they must ensure that the technology is a safe distance away from the water. They must also ensure that the cups with water are stationary, so there is less chance for spilling. Towels – have absorbent materials under cups to prevent further spread of water in the event of water spilling. When students are constructing cups, the following safety guidelines must be followed. Gloves – if using hot glue, a teacher must be present and protective gloves should be worn. Caution – safety guidelines depend on the materials being used in your classroom. Advise of specific safety guidelines for specific materials used in your class. References:Ontario Ministry of Education. (2005). Mathematics: The Ontario Curriculum Grades 1-8. Retrieved from: Ministry of Education. (2006). Language: The Ontario Curriculum Grades 1-8. Retrieved from: Ministry of Education. (2007). Science and Technology: The Ontario Curriculum Grades 1-8. Retrieved from: Sazama, M., Sharpless, B. (Writers), & Nutter, D. (Director). (2018). Lost in Space: Danger, Will Robinson [Television series episode].The Lego Group. (2019). Mindstorms EV3: Downloads EV3 Programmer App. Retrieved from: ................
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