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Activity (Hands-On)Grades 9 - 12

To Heat or Not to Heat?

Students are introduced to various types of energy with a focus on thermal energy and types of heat transfer as they are challenged to design a better travel thermos that is cost efficient, aesthetically pleasing and meets the design objective of keeping liquids hot. They base their design decisions on material properties such thermal conductivity, cost and function. These engineering and science concepts are paired with student experiences to build an understanding of heat transfer as it plays a role in their day-to-day lives. While this introduction only shows the top-level concepts surrounding the mathematics associated with heat transfer; the skills become immediately useful as students apply what they know to solve an engineering challenge.

Photo shows flames pouring from a screw-in light bulb.Students examine thermal energy

Energy is all around us and in everything we do. It is important for engineers to understand all the forms of energy: heat (thermal), light (radiant), motion (kinetic), electrical, chemical, nuclear and gravitational. This energy is typically either stored (internal) energy or working (kinetic) energy.

In our daily lives, we attempt to be energy conscientious or energy efficient for two main reasons: 1) to reduce cost associated with energy consumption, and 2) to minimize the environmental impact (reduce by-products of fuel production, minimize the consumption of raw materials used to produce energy, such as trees and oil). Thus, engineers consider energy in all their designs, whether from the cost associated with producing a plastic cup (raw materials, energy required to melt and form plastic into shapes, disposal of waste streams), or designing a cooling system for a computer (fan or liquid cooling) to help keep internal electronics from over-heating.

After this activity, students should be able to:

  • Follow step-by-step procedures.
  • Explain the role energy plays in their daily lives.
  • Explain the basic modes of heat transfer and give examples of each.
  • Apply an understanding of heat transfer to design and build a prototype thermos that is cost-effective, aesthetically pleasing, and meets the need of keeping a liquid hot over a long period of time.

Goals:

  • Math competency: Skills and appreciation for data collection used in real life.
  • Quantitative literacy: Ability to follow procedures and provide recommendations.
  • Engineering applications: engineering design process, material selection and cost considerations.
  • Cultural relevancy: Follow procedures, collaborative work in small groups and hands-on activities.

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