Environmental Science 14th Edition

Enger Solutions Manual

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EXERCISE 12
INSULATING PROPERTIES OF BUILDING MATERIALS

Purpose and Objectives

This exercise is designed to help students gain an understanding of how the insulating value (R-value) of
materials are determined and to compare the insulation value of several different building materials.
After completing this exercise the student will be able to:
1. Test the insulating effectiveness of various kinds of building materials.
2. State how R-values are determined.
3. Describe the importance of understanding the R-values of building materials to designing energy
efficient buildings.

Safety considerations: The light bulb in the box will become hot. The apparatus should not be left
unattended, or it may overheat. Check the electrical connections before turning on the bulb.

Procedures
During this exercise, students:
1.Insert thermometer in the end of the apparatus.
2.Place insulating material in the middle of the apparatus.
3.Push the two halves of the apparatus tightly together with the insulating material between them.
4.Turn on the light bulb.
5.Record the change in temperature every five minutes for thirty minutes.
6.Graph the data.

Time
This exercise can be done in a variety of time blocks by varying the number of materials tested. Each run
should last about thirty minutes. If the class is divided into groups with several sets of apparatus, the data
from several different groups can be pooled and discussed at the end of the class period.

Remarks
1.Students may need to be reminded that they are not measuring the number of Btu transferred across the
barrier. The results will not allow them to determine R values, but they should be able to show the
relationship among different R values. The graphs should indicate a slight change of temperature for
good insulators and a larger change for poor insulators. The measurement of actual Btu loss is probably
too tedious to attempt, but some students may wish to place a container of water in the apparatus to try
to measure actual Btu transfer.
2.Students may need to be reminded that accuracy in the measurement of temperature is very important.
3.If the students wish to try to measure Btu gain with water, they will need to use a Fahrenheit
thermometer or convert from Celsius to Fahrenheit.
4.A 100-watt bulb produces about 300 Btu per hour.
5.If different groups make measurements on different materials, sharing of data and discussion is
necessary.
Equipment Needs
1.The constructed apparatus
2.Thermometers to place in the end of the apparatus
3.Pieces of building material cut to fit the apparatus

Potential Problems
1.The entire apparatus tends to heat up during the first run. Therefore, you may wish to allow a cooling
period or use a fan to cool the apparatus between runs.
2.Students need to be warned that the bulb will be very hot.

Sources of Materials
The 2 boxes can be constructed of ½ or ¾ inch plywood. Each box's inside dimensions should be about
8818 inches. One end of each box is left open. See diagram. One of the two boxes will need to have
an electrical fixture mounted inside that will accept a light bulb. A 75 or 100-watt bulb works well. The
other box will need to have a hole bored through the top to allow a thermometer to be inserted. A
standard laboratory thermometer can be placed in the end of the box to measure the temperature change.
Scraps of glass and various kinds of building material can be used for the insulation examples. Lining the
box with aluminum foil will reduce the amount of heat escaping through the box walls.
The boxes can also be constructed from heavy-weight corrugated cardboard such as storage boxes or
those used to contain printer paper by cutting an 8 x 8 inch opening in one end of the box. To prevent
heat from escaping around the building material, when the apparatus is being used, the two boxes would
need to be held tightly together with duct tape or in some other manner.
Analysis

Sample graph with data using single pane glass and ½ plywood.
Questions

1. Which of the materials tested provided the most effective insulation? How do your data support this
conclusion?
Answers will depend on the materials tested. If one of the foam board products was tested it should
show the least change in temperature over time. The student should be able to state that the rate of
increase in temperature was least for the material that was the most effective.

2. If you had to choose the thinnest insulation to use, based on your results, which insulation would you use
and why?
One of the foam products, if tested, would show the least temperature change with the thinnest
material. Again the rate of temperature change will be slight.

3. Although you did not directly measure R-values, compare your results for the flow of heat through the
building material with published R-values for the materials you tested. Are your results consistent with
the R-values? Use the data you collected to support your conclusion.
The students should be able to state that the graph of temperature change (or trend lines) reflect the
R-value of the material.

4. A wall typically consists of several layers of building materials. Beginning with the inside there is usually:
a. Dry wall
b. Space filled with insulation
c. Wood product sheeting (plywood, particle board, etc.)
d. Siding or brick
Each of these products has an R-value. What percent of the insulation of a wall is the result of the
insulation?
In a typical 2 x 4 studding wall, the dry wall, sheeting, and siding have a combined R-value of about
1.5 to 2. The 3.5 inches of fiberglass batting would have an R-value of about 11. Therefore, about
80% of the insulation comes from the fiberglass batting. If the student assumes the use of one of
the foam board products the % would be higher.

5. Many new homes are built with walls that are thicker than conventional homes. The space that the
insulation occupies is 2 inches thicker. What impact would this have on the R-value of the wall?
Two additional inches of fiberglass batting would provide an additional R-value of 6-8. For the
foam products the additional R-value would be 10-14.