ENGAGE

IB Learner Profile: Unit 2:

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Heat and Ene
rgy in the Ear
th System
Knowledgeable Investigation

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Thinkers Notebook

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Andrea Ramir
Approaches to ez

Learning: Karen Henriq

uez

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Sophia Valien
Communicating te

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Group: D
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 ENGAGE
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Volcanic Eruption Anak Krakatau, October 2018

Controlling Energy Transfer

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The challenge is to build a device that will
minimize energy transfer. The device can be a

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prototype of a small system, or it can be a model
of a system that is too large or complex to build
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as a prototype. Use the engineering design

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process to improve the device. This is a report
that describes the design process.
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Controlling Energy Transfer

Introduction Design Challenge

Controlling the transfer of energy has important
implications for how we live. Whether we’re trying to
keep cold items cold, or hot items hot, the materials we
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The challenge is to develop, test, and
optimize an inexpensive, portable

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use to prevent the transfer of energy in the form of device that keeps food cold enough
heat can have a great impact on success. to prevent the growth of foodborne
pathogens for several hours in a

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Consider an ice chest. The chest is designed to keep
food and drinks cold by minimizing the transfer of warm outdoor environment
energy into the system. Keeping food cold prevents the
growth of pathogens that can make people sick. In this project, we used the

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However, it can be difficult to keep items cold when engineering design process to
they are kept outside for long periods of time. That is develop a system that keeps food
why your company has hired you to develop a food

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safe for human consumption by
protection system that will keep food safe and protect
minimizing energy transfer in the
people from foodborne illnesses, even when they are
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away from refrigeration facilities for long periods of

form of heat.

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time.

Materials
• indirectly vented chemical splash goggles,
nonlatex apron
POSSIBLE MATERIALS
• duct tape • hair driers • ice • stop watch •
thermometers • tools, such as scissors, pliers, and
screwdrivers • variety of building materials, such as
wood, aluminum foil, aluminum sheets, pliable or
stiff foam, cardboard, plastic cups or sheets, and
paper of many types
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Safety Information
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● Wear indirectly vented chemical
splash goggles and a nonlatex
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apron during the setup, hands-on,
and takedown segments of the
activity.
● Use caution when using sharp
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tools, which can cut or puncture
your skin.
● Use caution when working with hot
materials, which can cause burns.
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● Use only GFI protected circuits
when using electrical equipment,
and keep away from water sources
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to prevent shock.
● Wash your hands with soap and
water immediately after completing
this activity.
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 What is the highest air temperature a person

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Make a Claim might encounter in an outdoor environment?
How much weight can a person comfortably
bear?

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By what amount can the temperature in the system - The highest air temperature a person
increase before food becomes unsafe for human might encounter in an outdoor

consumption?
Bacteria grows most rapidly in the range of
temperatures between 40 °F and 140 °F, doubling
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environment is 108.14 degree fahrenheit.
A weight that a person can comfortably
bear is up to 51 pounds.

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How do different materials compare in
in number in as little as 20 minutes. terms of their properties, durability, and
cost

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- Flexibility
- Depend on the amount of matter being
measured

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- How long it last
- The characteristics of the material.
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Conduct Research
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Use this section to begin thinking
about the background of your unit
performance task
1. At what temperature should cold food be kept to
prevent the growth of pathogens? What practices
are recommended for ensuring that food stays safe
for human consumption?
- We should keep cold food at below 40 F.
Practice that are recommended for
ensuring that food stays safe for human
consumption is to avoid contact
between raw foods and cooked foods,
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wash hands, and keep all kitchen
surfaces clean.
2. What types of materials are typically used for making ice
chests, lunch boxes, and other insulated devices? What
properties do these materials have in common, and how
are their properties related to their functions in these
devices?
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- Lunch boxes are made out of tough plastic
fabric like vinyl, nylon, or polyester. What
they have in common is that they hard to
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stain or tear.
3. What types of methods are typically used for
determining the amount of energy transferred in the form
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of heat between a device and its surroundings? How might
you apply these methods to this project?
The types of method that determine the amount of
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energy transferred in the form of heat are either a
thermometer or calorimetry. For our model we’re going
to use a thermometer to see the temperature of the
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coffee and to measure the volume.
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Asking Investigative Questions

What are some questions that we must answer before we can start to design our portable device?
Come up with at least 3 investigative questions that are directly related to the unit performance task

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and explain why you choose them.

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Investigative Question Why is this question important to my project?

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How long will it take to heat up? So we can figure out if the transfer of energy
occurred or not.
Will the temperature decrease or increase? To figure out if the design was stable enough to

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keep the food warm.
Will the design prevent transfer energy? It will tell us if we need to adjust the design so
we can prevent energy from leaving the box.

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Define Engineering Criteria and Constraints
What are the criteria (goals) for the portable
device project?
- To ensure that our portable device
functions and can keep hot foods stay
at the same temperature.
- To also ensure that the model can
incorporate hot foods or liquids without
it spoiling.
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What are the constraints (limits) for the portable
device project? What will impact a successful
solution? What limitations must you consider? How
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will you weigh factors such as time, cost, and the
availability of materials to develop the best possible
solution under the given constraints?
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- Some constraints are the materials and
time wise. Using the right amount of
materials will impact a successful
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model. A few limitations is the budget
for the materials and how much time we
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have to complete the model. We’re going
to keep track of how much materials we
use so that we don’t waste it if ever so
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our first model does not function.
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Design Initial Solution
1. As a team, brainstorm some possible solutions to the problem. Consider what materials and

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other design features will help the device minimize the transfer of energy and meet the criteria
for a successful solution. Make a decision matrix to choose the solution that best meets the
criteria and satisfies the constraints. Record your output here. Include images.

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Design Initial Solution
2, Once you have chosen a solution, make a conceptual model of your design that includes the

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energy transfer problem your device will solve. Label the components of the device and the
materials used for each one. Record your output here. Include images.

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Design Initial Solution
3. Develop a plan for building a prototype of your device. As you develop the plan, make sure to

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include the steps for constructing your device and the materials and technology you will use.
Record your output here. Include images.

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1. Surrounding the shoe box we put
4. We used a thermometer to check the
styrofoam
temperature of inside the box (leave space
2. We add the aluminum foil on to the

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to put the thermometer in)
styrofoam
5.We check the temperature before and
3. We wrap in around the shoe box to
after we put the food in to heat up.
absorb the heat energy inside the box

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TEST

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1. Develop a plan for testing your prototype. Write
out a description of your plan and make sure to
include the following: materials and

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technology you will need necessary safety
procedures the number of trials you will
perform how you will measure the amount of

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energy transferred between the device and its
surroundings how you will record your data

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TEST

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2. Test your prototype to determine how well it
meets the most important criteria for an effective
solution. Pay close attention to detail as you record

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your observations and measurements. Document
the testing procedure using drawings or digital
photos or video. This will be useful to include in your

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presentation at the end of the project.

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Optimize - page 1
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1. Review your test results. What parts of the 2. Which change do you plan to make to improve
design could you change to optimize the your design? What additional materials do you need
performance of the device? How will these to make your design changes?
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changes decrease the transfer of energy?

- Since our model was unexpectedly
successful, we don’t think we have to
Our design worked very well, it lasted for

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a couple of hours which is more than change anything to improve our
expected. design. There aren’t any additional

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materials needed since we’re not
going to change our model.

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Optimize - Page 2 4, Revise the design plan for your device. Include an
updated materials list and a complete description of
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your proposed changes. Also provide any revisions

3. Evaluate your testing procedure. Can it be to your testing procedure. Submit your new plans to
improved so that you obtain more accurate or more your teacher for approval. Once approved, make the
reliable results? How? design changes and test your new design.
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We think that it could be improve so - Get a better thermometer

that we can obtain a more accurate, - Have a smaller box (less space for
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reliable results by using a energy to transfer)

thermometer (used in chemistry) - Have more aluminium foil

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rather than a thermometer people use
when they get sick or have a fewer.

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Analyze
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1. How did your design changes affect the 2. Which parts of your device could be further
performance of the device? Explain your changed to improve its performance?
answer.
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Our idea was to put aluminium

Our design changes affected the
surrounding styrofoam to create
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performance of the devise in a

some sort of heat and let it stay at
good way, we were able to
a certain temperature for a hour or
thoroughly get to a solution where
two, we can improve by monitoring

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the food can prevent energy to
the temperature very carefully and
transfer elsewhere creating an
create data to have a sustainable
isolated system.

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device.
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Reflect - LESSON 1: THERMAL ENERGY AND

THE BEHAVIOR OF MATTER
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1. Describe the direction of the transfer of energy in 2. What happens to the kinetic energy and motion of
the form of heat between objects. Explain the the molecules as thermal energy increases and
direction that energy flowed between parts of your decreases? How do changes in kinetic energy affect
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device and between the device and its the function of your device?
surroundings.
Pure substance when thermal energy is added
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The direction of heat transfer is first from or removed.molecular-level models of solids,

the higher-temperature object to the liquids, and gases to show that adding or
lower-temperature object, then back again to removing thermal energy increases or
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the higher-temperature object, and so-forth, decreases kinetic energy of the particles until a
until the objects are in thermal equilibrium. change of state occurs.

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Reflect - LESSON 1: THERMAL ENERGY AND Reflect - LESSON 2: ANALYZING THE FLOW
THE BEHAVIOR OF MATTER Page 2 OF ENERGY IN SYSTEMS
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1. How was energy conserved when energy was

3. Describe what happens when two objects in transferred between parts of your device or when
contact with each other reach thermal equilibrium. energy was transferred between your device and its
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Did parts of your device reach thermal equilibrium, environment?

or did the device reach thermal equilibrium with its
surroundings? How do you know? Energy was transferred between our
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model and the liquid inside it, once they

Heat is transfer between had transfer energy to each other the
the objects. Our device
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device and the environment made

reached thermal
temperature transfer between each other.
equilibrium because the
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surroundings of the box

were at the same
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temperature as the liquid

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we put inside it to test it.
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Reflect - LESSON 2: ANALYZING THE FLOW Reflect - LESSON 2: ANALYZING THE FLOW
OF ENERGY IN SYSTEMS OF ENERGY IN SYSTEMS
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2. What factors influence how rapidly a substance

3. Describe the three modes of energy transfer in
will heat up or cool down? Describe how you can
the form of heat. Which modes were involved in the
apply these concepts to help you select materials
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function of your device?

for your device

Experiments show that the heat transferred There are three modes of heat transfer:
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to or from a substance depends on three conduction, radiation, and convection.

factors—the change in the substance's
The mode that was involved in our device is
temperature, the mass of the substance, and
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convection.
certain physical properties related to the phase
of the substance.
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Reflect - LESSON 3: ENERGY TRANSFER IN Reflect - LESSON 3: ENERGY TRANSFER IN

EARTH’S INTERIOR EARTH’S INTERIOR
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1. How do scientists use inference to construct

2. Energy transfers at different rates through solids,
explanations about how energy transfers through
liquids, and gases. How is this observed in how
the Earth system? Did you have to use inference to
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energy travels through Earth’s interior? How might

explain how energy transferred through your
the physical state affect the
device? Explain.
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- Scientists use inference to construct - Earth's interior is by looking at how

explanations about how energy transfers energy travels from the point of an
through the earth’s system by using earthquake, called seismic waves.
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observations and background to reach a Seismic waves travel outward in all

logical conclusion. This provides evidence directions from where the ground
energy transfers in three different ways:
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breaks at an earthquake.
radiation, conduction, and convection. By
observing the temperature of the model, we
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can say on how energy is transferred is

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through convection.
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Photo Story
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Working on the slides

Discussing what to
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bring- when meeting

Cutting pieces of styrofoam to
put in the shoe box
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Aligning the
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styrofoam to fit in
the shoes box
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Photo Story
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The covered cut styrofoam is being

placed to over the shoe box(isolated
system)
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Overlapping the
Styrofoam onto
Covering styrofoam with the The shoe box
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aluminium
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Thank you!
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References

HMH Unit Lesson 1

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Unit Lesson 2

Unit Lesson 3
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