Sandy Polan Model Math Lesson using Venier probes:

A: Description of how each STEAM area is addressed:

Summary: Students will develop a way to increase the insulation ability of 12-ounce cardboard coffee cup with
a plastic lid.

Target audience: 6th to 8th grade students

Objectives
Science:
1. Students will discuss concepts of heat transfer, conductivity, thermal conductors, thermal insulators.
2. Students investigate different types of material and see which types are more effective in reducing heat
loss (i.e. better insulators)

Technology:
1. Students will use the Vernier Logger 3 program, the Vernier Labpro interface, and the Vernier
temperature probe to collect temperatures.

Engineering:
1. Students will design a device to increase the insulation ability of a disposable cardboard coffee cup.
2. Students will test the heat capacity of the original cup and the redesigned cup.

Art:
1. Students will design an insulation device that is not only functional but also visually appealing.

Math:
1. Students will measure circumference of top and bottom of cup as well as height and slant height). These
measurements may be used in the design of the device.
2. Students may need to calculate the surface area of the cup for their design.
3. Students will calculate the Thermoconductivity constant with provided formulas.

B: Full detailed instructions:

Introduction: Now that the weather is getting colder, we often look forward to a nice hot cup of coffee, tea, or cocoa. It
can be annoying when our hot beverage cools down too fast. The type of material that a disposable coffee cup is made of
can influence how fast or slow our beverage loses heat. Insulators are materials that prevent heat from moving between
objects. Conductors are materials that allow the transfer of thermal energy (heat) i.e. metals, aluminum. Styrofoam is a
great insulator, but it is not biodegradable and therefore not the best choice for the environment. For a variety of reasons,
more companies are starting to serve hot beverages in disposable cardboard cups with plastic lids rather than those made
with Styrofoam. Our class has been asked develop a device that can improve the insulation capability of the cardboard
cup that is not only functional but attractive as well. We assigned each of you to a team. Each team will design a device
and then test it to determine if it improves the insulation capability of the original device. It may be necessary for your
team to adjust your original design if your team is not satisfied with the improvement. After completion, each team will
present their product and the class will vote on the device which will be presented to the company Warm and Toasty!

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Materials
2 12-ounce cardboard cups with lids (1 to be used as experimental unit and the other for the control)
Computer with Logger pro 3 program installed
Thermometer to measure ambient air temperature
Vernier temperature probe
Vernier Lab Pro 3 interface along with appropriate cords
Two measuring cups preferably with units in milliliters or two graduated cylinder if available
Access to hot water
Access to cold water
Inexpensive materials to create an insulator device i.e. felt, thin layers of foam, cotton balls, paper, Velcro,
elastic, glue, aluminum foil, rubber bands, string, cardboard, etc.
Scissors, thread, needle, tape measure or ruler (in cm)
Lab notebook

Procedure:
I. Determine Thermoconductivity constant of coffee cup
Step 1: Determine Thermoconductivity constant of coffee cups
1. Record ambient temperature
2. Open Logger pro program and set of Vernier interface and attach temperature probe.
3. Change settings of data collection to collect in minutes and increase the duration to at least 12
minutes. Temperatures should be recorded every 30 seconds.
4. Fill one measuring cup or graduated cylinder with 150 mL of boiling tap water and one measuring cup
with cold water.
5. Add 150 mL of cold water to the cup being tested and cover with lid.
6. Place temperature probe in hole of lid and leave to rest.
7. Add 150 mL of hot water into the control cup and cover with lid.
8. Start collecting the temperature of cup containing cold water.
9. After 3 minutes, remove probe and quickly dry with paper towel and place into cup containing hot
water. Note the program will stop collecting at this point, make sure to click collect and extend data
collection.
10. Record temperature for an additional 3 minutes.
11. After 3 minutes, quickly remove probe and lids of coffee cups. Add the hot water from control cup to
cup be tested, replace lid and reinsert probe. Swirl to distribute hot water in cup. Do not stop the data
collection. Note the program will stop collecting at this point, make sure to click collect and extend
data collection.
12. Continue recording temperatures for an additional 6 minutes.
13. After 12 minutes, stop data collection and store data collection as save file.
14. Print graph and data table and staple into lab notebook recording date and time.
15. In notebook, describe any factors that may have influence the results of the experiment.
Note to teacher: Ideally this step should be repeated for 3 times and calculating the mean and
standard deviation.

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Step 2: Calculation of Thermoconductivity constant for the original cup

1. Calculate energy lost by the hot water using the formula q = m Cp ΔT where the Cp, specific heat
capacity of water, is 4.184 J/g-1 °C-1
2. Calculate energy gained by the cold water using the formula q = m Cp ΔT whereCp, the specific heat
capacity of water, is 4.184 J/g-1 °C-1
𝐸𝑛𝑒𝑔𝑦 𝑔𝑎𝑖𝑛𝑒𝑑 𝑏𝑦 𝑐𝑜𝑙𝑑 𝑤𝑎𝑡𝑒𝑟−𝐸𝑛𝑒𝑟𝑔𝑦 𝑙𝑜𝑠𝑡 𝑏𝑦 ℎ𝑜𝑡 𝑤𝑎𝑡𝑒𝑟
3. Calculate the heat capacity of the cup: 𝑇𝑒𝑚𝑝𝑒𝑟𝑎𝑡𝑢𝑟𝑒 𝑔𝑎𝑖𝑛𝑒𝑑 𝑏𝑦 𝑐𝑜𝑙𝑑 𝑤𝑎𝑡𝑒𝑟
4. All calculations along with the date and time should be recorded in your lab book.

II. Design an insulation device for the cup

1. Design a device using everyday household materials and the knowledge you have acquired on thermal
energy and insulation to improve the cup’s ability to insulate.
2. In your lab notebook, record the materials you plan to use and the rational for using these materials.
3. In your lab notebook, draw a diagram for the device including measurements. Make sure to state the
units you are using.
4. You may want to take measurement of the cup in order to fit the device properly. Record dimensions
of the cup and well as formulas you used in your notebooks. Hint: picture what the cup would look like
if it was opened up into a 2 dimensional shape. (net diagram of 3 D shape)

III. Create a prototype of your design.

Based on your design, create a model. Make sure to take pictures of your model and include in your lab
notebook. If you need to modify the original design, make sure to note in your lab books and comment
on the rational for the revision.

IV. Test your model

1. Repeat the procedure described in Part I step 1 of the experiment to determine Thermoconductivity
constant of coffee cup with the insulation device. Make sure to use the same cup that was originally
tested. Try to keep original temperature of cold and hot water as close to the temperatures when the
original cup was being tested.
2. Calculate the calorimeter constant based on procedure outlined in Part I set 2.
3. Compare the results of the Thermoconductivity constant for the original cup and the same cup with the
insulation device.
Note to teacher: Ideally this set should be done 3 time with the mean and standard deviation calculated
for the result.

V. Reflection
1. Create a reflection section in your lab notebook and answer the following questions
a) Did the device increase the cups ability to insulate significantly?
b) What factors affected the performance of the insulator if any?
c) How can you redesign the device to be more effective?
d) How does the thickness of the material effect the insulation capability of the device? Are there any
disadvantages to have additional thickness?
e) How would the density of a material effect the insulation capability of the device? How could we measure
the density of a particular material if it is not provided?

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VI. Presentation
1. Develop a PowerPoint or a presentation board to present your device to the class.
2. Your presentation should include your rational for choosing specific materials as well as your specific
design.
3. Your presentation should summarize the result of your testing
4. Your presentation should include advantages of your product and improvements you would like to
make in the future.

References:
1. http://www.chemteam.info/Thermochem/Calculate-a-Calorimeter-Constant.html
2. http://www.physicsclassroom.com/class/thermalP/Lesson-2/Calorimeters-and-Calorimetry
3. http://hyperphysics.phy-astr.gsu.edu/hbase/Class/PhSciLab/heat.html
4. http://www.chem.latech.edu/~deddy/chem104/ZZ_Vernier_Determining%20the%20Specific%20Heat_TECH.pdf
5. http://www.youngscientist.com.au/wp-content/uploads/2015/02/Chemistry-10-12-Laura-Gibson-report.pdf
(this young student’s project inspired my project idea)
6. https://www.youtube.com/watch?v=m1FEs-frWX0
7. https://www.youtube.com/watch?v=TZSpPnkZRak

C: Assessment (10 pts)

A rubric will be developed for each phase of the activity. Each team will be keeping a notebook containing
the information for each phase of the activity. The following are some items to consider in the development
of the rubric.
1. Determine Thermoconductivity constant of original coffee cup- Did students follow the proper
protocol? Did include units? Did students apply formulas correctly? Did student print out tables and
graphs?
2. Design phase- Did students take measurement of original cup? Did students calculate surface area
properly? Did students record materials that plan to use and explain the reason behind the selection?
Did students describe design and rational for the design? Did description include specifics as to
thickness of material and how to they would procedure to make model from design? Were diagrams
included and were they drawn to scale?

3. Original Prototype Phase -Did students follow the model described in their design phase? Did they
include picture of their device in the notebook? Did they describe any problems they encountered in
their notebook? Did student describe any modification needed to be made in their original design
when making prototype?

4. Testing phase- Did students follow correct procedures to determine Thermoconductivity constant of
insulation device for coffee cup? Did they record and analyze their results? Did they compare their
results of their prototype to original cup? Did they include data table and graphs in notebook? Did
students include comments about factors that may have affected their results?

5. Reflection phase- Did students respond to at least 4 of the question presented?

6. Presentation phase-did they describe the features of their design? Did students discuss the way they
tested their prototype? Did presentation include advantages of their product and future
modifications? Was their presentation clear? Was presentation easy to read?

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D: Outcome and standards addressed in Next Generation Science Standards 5 pts
NGS standard: Next Generation Science standards
MS-PS3-3 Energy-Apply scientific principles to design, construct, and test a device that either minimizes or
maximizes thermal energy transfer.
MSETS1-
1. Evaluate competing design solutions using a systematic process to determine how well they meet the criteria
and constraints of the problem
3. Analyze data from tests to determine similarities and differences among several design solutions to identify
the best characteristics of each that can be combined into a new solution to better meet the criteria for success
4. Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process
such that an optimal design can be achieved

Sample run of the data (15 pts)

1. Image of set up

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2. Image of materials used to create coffee sleeve.

3. Image of underside of coffee sleeve

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4. Image of the original and redesigned coffee cup

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5. Image of calculation for Thermoconductivity constant for original and redesigned coffee mug

6. The link provides the data collected from the Vernier temperature probe.

ed661\temperature data for coffee cup experiment.pdf

7. The graph below displays the data collected from the Vernier temperature probe time (in
minutes) verses temperature (degrees Celsius)