Now that sixth graders have modeled the scientific thinking behind energy transfer with different cup materials and cup features, we're running wild with the Cold Cup Challenge! It's been amazing to see how students are really thinking about all the scientific principles we've uncovered over these weeks to think about:
1. Energy transfer
2. Particle collisions
3. Measuring temperature
4. Considering criteria and constraints
I am one proud teacher! Continue to check back as we add all our our thinking and designs! If you're really curious, students are given a budget and are highly suggested to consider the environmental impact when designing their cup. They also are constrained by the number of materials they can use.
The ultimate goal--don't have the temperature of the cold water in their newly designed cup elevate by 1 degree Celsius in bright light and 2 degrees Celsius in regular light.
1. Energy transfer
2. Particle collisions
3. Measuring temperature
4. Considering criteria and constraints
I am one proud teacher! Continue to check back as we add all our our thinking and designs! If you're really curious, students are given a budget and are highly suggested to consider the environmental impact when designing their cup. They also are constrained by the number of materials they can use.
The ultimate goal--don't have the temperature of the cold water in their newly designed cup elevate by 1 degree Celsius in bright light and 2 degrees Celsius in regular light.