Designing, evaluating, and redesigning our cups were in full swing the last few days!  After careful discussions involving lots of the science principles we've figured out, student groups were off to make a recommendation!  Look at all this hard work and how it paid off!  You've got one proud teacher here! 

​No two cups were the same, but many groups met the criteria of the challenge to minimize energy transfer all staying within the constraints they set forth!

 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.

Who cannot be excited to see all the science we've learned behind what we thought were such simple cups!  After much thought, discussing, and modeling our thinking...we came to consensus about how each feature may play a critical role in preventing energy transfer in a cup system.  I am so proud of these sixth graders!

Here is some of our group thinking that lead into establishing consensus!  Way to go 6th grade....now we'll use this knowledge to engineer newly designed cups that can withstand heat and light (hopefully) as well as fit in a cup holder and not be too expensive!  (Oh wait, it shouldn't be terrible for the environment, too!)