working+module+4

** Penguin Palaces (Grade 8/9) ** Adapted from Christine Schnittka

**Problem Based Learning Scenario:** Former Vice President, Al Gore, is holding an international conference on Global Warming in Brussels. He has asked for proposals from teams of students and teachers to participate in an effort to save species affected by global warming. Your team’s challenge is to design the most efficient house to extend the lives of penguins. These houses would be built at the north and south poles to help penguins survive the warmer temperatures. Ultimately, you will have to argue for the efficiency of your Penguin Palace using data acquired through your design and experimentation.  Here are your tasks:  1)  You will be given a kit of material samples and a price list.  2)   You will be given $250 to purchase the materials your group decides would be most efficient to build your Penguin Palace  3)  You will build a palace that has the best insulating properties.  4)   You will place your palace with your four-penguin family in the Global Warming Simulation Unit.  5)  You will measure the mass of water collected over time; record and graph your results in your journal; determine rate of melting; and write a report.

 **Roles Guidelines:**  Each member of a team brings critical expertise to this process. Each of you must serve as your team’s expert, gathering and sharing information to make your best case for your penguin palace. Descriptions below are basic guidelines, but you may think of additional things you can contribute to your team.  **Mathematician—**It is important that your Penguin Palace is affordable. You will be given a cost sheet for all materials, and be in charge of calculating the costs of the palace. You will use your expertise to interpret and explain data calculations and graphs. <span style="FONT-FAMILY: 'Arial','sans-serif'"> <span style="FONT-FAMILY: 'Arial','sans-serif'">**Language/Communication Specialist**—Communication of your team’s work is going to be very important. Your task is to take the information acquired through the data collection process and the report to make an argument for your Penguin Palace to Mr. Gore. This argument will take the form of a cartoon, which will be part of the packet participants in the conference in Brussels will receive. <span style="FONT-FAMILY: 'Arial','sans-serif'"> <span style="FONT-FAMILY: 'Arial','sans-serif'">**Media/Technology Specialist**—Your job will be to create a cartoon from the argument the Language/ Communication Specialist has developed. <span style="FONT-FAMILY: 'Arial','sans-serif'"> <span style="FONT-FAMILY: 'Arial','sans-serif'">**Social Scientist—**You will need to contextualize the environment of the Penguin Palace. Using sources such as Google Earth, create a scenario that will explain the conditions the penguins will be facing. [Gayla help here?] Determine the weather conditions--wind, temperature, precipitation etc.
 * Scientist—**As a scientist, you will need to ensure accuracy and appropriateness of data collection, recording, and reporting. You will help your team understand the concepts of //conduction, convection, radiation, and insulation.// Using this understanding, You will help your team select appropriate materials to build your penguin palace.

**Content Background Information Required:** Student should have a basic understanding of the following content to complete the task assigned: .... each content specialist needs to add here

** Convection ** is the transfer of heat by the actual movement of the warmed matter. Heat leaves the coffee cup as the currents of steam and air rise. Convection is the transfer of heat energy in a __gas__ or __liquid__ by movement of currents. (It can also happen is some solids, like sand.) The heat moves with the fluid. Consider this: convection is responsible for making macaroni rise and fall in a pot of heated water. The warmer portions of the water are less dense and therefore, they rise. Meanwhile, the cooler portions of the water fall because they are denser. Conduction is mainly seen with solid objects, but it can happen when any materials come into contact. When you put your hand in a container of warm water, you hand it heated by conduction from the water. Some materials are better conductors of heat than others. For example, metals are good conductors of heat, while a material like wood isn't. Metal heated on one end will soon be hot on the other end too, while that is not true with a piece of wood. Good conductors of electricity are often good conductors of heat. Since the atoms are closer together, solids conduct heat better than liquids or gasses. This means that two solid materials in contact would transfer heat from one to the other better than a solid in contact with a gas or a gas with a liquid.
 * Science Background: ** There are three main types of heat transfer, convection, conduction, radiation.
 * Conduction** is the transfer of energy through matter from particle to particle. It is the transfer and distribution of heat energy from atom to atom within a substance. For example, a spoon in a cup of hot soup becomes warmer because the heat from the soup is conducted along the spoon. Conduction is most effective in solids-but it can happen in fluids. Have you ever noticed that metals tend to feel cold? Believe it or not, they are not colder! They only feel colder because they conduct heat away from your hand. You perceive the heat that is leaving your hand as cold.

T  hermal insulation is the method of preventing heat from escaping a container or from entering the container. In other words, thermal insulation can keep an enclosed area such as a building warm, or it can keep the inside of a container cold. Heat is transferred by from one material to another by conduction, convection and/or radiation. Insulators are used to minimize that transfer of heat energy. In home insulation, the R-value is an indication of how well a material insulates.
 * Radiation : ** Electromagnetic waves that directly transport ENERGY through space. Sunlight is a form of radiation that is radiated through space to our planet without the aid of fluids or solids. The energy travels through nothingness! Just think of it! The sun transfers heat through 93 million miles of space. Because there are no solids (like a huge spoon) touching the sun and our planet, conduction is not responsible for bringing heat to Earth. Since there are no fluids (like air and water) in space, convection is not responsible for transferring the heat. Thus, radiation brings heat to our planet.
 * Thermal Insultation**

Where thermal insulation is used
If you have an object or area that is at a certain temperature, you may want to prevent that material from becoming the same temperature as neighboring materials. This is usually done by employing a thermal insulation barrier. For example: In any location where there are materials of two drastically different temperatures, you may want to provide an insulating barrier to prevent one from becoming the same temperature as the other. In such situations, the effort is to minimize the transfer of heat from one area to another.
 * If the air outside is cold, you may want to protect your skin by wearing clothes that keep the cold out and the body warmth in.
 * If your house has cool air inside during the summer, you may want to prevent the temperature from becoming the same as the hot air outside by having the house well insulated.
 * If you have a hot drink, you may want to prevent it from becoming room temperature by putting it in a thermos bottle.

How insulation works
Insulation is a barrier that minimizes the transfer of heat energy from one material to another by reducing the conduction, convection and/or radiation effects.

Insulating materials
Most insulation is used to prevent the conduction of heat. In some cases radiation is a factor. A good insulator is obviously a poor conductor. Less dense materials are better insulators. The denser the material, the closer its atoms are together. That means the transfer of energy of one atom to the next is more effective. Thus, gases insulate better than liquids, which in turn insulate better than solids. An interesting fact is that poor conductors of electricity are also poor heat conductors. Wood is a much better insulator than copper. The reason is that metals that conduct electricity allow free electrons to roam through the material. This enhances the transfer of energy from one area to another in the metal. Without this ability, the material--like wood--does not conduct heat well.

Insulation from conduction
Conduction occurs when materials--especially solids--are in direct contact with each other. High kinetic energy atoms and molecules bump into their neighbors, increasing the neighbor's energy. This increase in energy can flow through materials and from one material to another.

__//Solid to solid//__
To slow down the transfer of heat by conduction from one solid to another, materials that are poor conductors are placed in between the solids. Examples include:
 * Fiberglass is not a good conductor nor is air. That is why bundles of loosely packed fiberglass strands are often used as insulation between the outer and inner walls of a house.
 * Heat cannot travel though a vacuum. That is why a thermos bottle has an evacuated lining. Heat cannot be transferred from one layer to the other through the thermos bottle vacuum.

//__Gas to solid__//
To slow down the heat transfer between air and a solid, a poor conductor of heat is placed in between. A good example of this is placing a layer of clothing between you and the cold outside air in the winter. If the cold air was in contact with your skin, it would lower the skin's temperature. The clothing slows down that heat loss. Also, the clothing prevents body heat from leaving and being lost to the cold air.

//__Liquid to solid__//
Likewise, when you swim in water, cold water can lower your body temperature through conduction. That is why some swimmers wear rubber wet suits to insulate them from the cold water.

Insulation from convection
convection is transfer of heat when a fluid is in motion. Since air and water do not readily conduct heat, they often transfer heat (or cold) through their motion. A fan-driven furnace is an example of this. Insulation from heat transfer by convection is usually done by either preventing the motion of the fluid or protecting from the convection. Wearing protective clothing on a cold, windy day will inhibit the loss of heat due to convection.

Insulation from radiation
Hot and even warm objects radiate infra-red electromagnetic waves, which can heat up objects at a distance, as well as lose energy themselves. Insulation against heat transfer by radiation is usually done by using reflective materials. A thermos bottle not only has an evacuated lining to prevent heat transfer by conduction, but it also is made of shiny material to prevent radiation heat transfer. Radiation from warm food inside the thermos bottle is reflected back to itself. Radiation from warm outside material is reflected to prevent heating cold liquids inside the bottle.

R-value
The R-value of a material is its resistance to heat flow and is an indication of its ability to insulate. It is used as a standard way of telling how good a material will insulate.The higher the R-value, the better the insulation.

Definition
The R-value is the reciprocal of the amount of heat energy per area of material per degree difference between the outside and inside. Its units of measurement for R-value are:


 * (square feet x hour x degree F)/BTU** in the English system and
 * (square meters x degrees C)/watts** in the metric system

Table
Insulation for the home has R-values usually in the range of R-10 up to R-30. The following is a listing of different materials with the English measurement of R-value: Reference [|Hyperphysics Georgia State University] The R-value is proportional to the thickness of the material. For example, if you doubled the thickness, the R-value doubles.
 * **Material** || **R-value** ||
 * Hardwood siding (1 in. thick) || 0.91 ||
 * Wood shingles (lapped) || 0.87 ||
 * Brick (4 in. thick) || 4.00 ||
 * Concrete block (filled cores) || 1.93 ||
 * Fiberglass batting (3.5 in. thick) || 10.90 ||
 * Fiberglass batting (6 in. thick) || 18.80 ||
 * Fiberglass board (1 in. thick) || 4.35 ||
 * Cellulose fiber (1 in. thick) || 3.70 ||
 * Flat glass (0.125 in thick) || 0.89 ||
 * Insulating glass (0.25 in space) || 1.54 ||
 * Air space (3.5 in. thick) || 1.01 ||
 * Free stagnant air layer || 0.17 ||
 * Drywall (0.5 in. thick) || 0.45 ||
 * Sheathing (0.5 in. thick) || 1.32 ||

** How atoms and molecules are affected by Heat :** **Kinetic theory of matter:** All matter is made up of atoms and molecules that are constantly moving. When heat is added to a substance, the molecules and atoms vibrate faster. As atoms vibrate faster, the space between the atoms increases. the motion and spacing of the particles determines the state of matter of the substance. The end result of increased molecular motion is that the object expands and takes up more space. Mass of the object remains the same, however. Solids, liquids and gases all expand when heat is added. When heat leaves all substances, the molecules vibrate slower. The atoms can get closer which results in the matter contracting. Again, the mass is not changed.


 * Solids**: Sidewalks, bridges, telephone lines, railroad tracks, and other countless objects all expand on a hot summer day. They contract when they lose their heat.


 * Liquids**: Liquids expand when heated and they contract when cooled. Think about mercury in a thermometer!  //Ice however, expands when it freezes. As the water molecules lose heat, they vibrate less__, and are able to form geometric patterns that take up more space__. Remember that Density = Mass/Volume. As the volume of ice increases, the density of ice decreases and the ice floats.//

**Student Objectives:**
 * Gases**: Gases expand when heated and contract when cooled. For instance, a balloon will expand if it is left in a hot car. It will get smaller if it is put in the refrigerator.
 * As a team students will determine which materials are best to insulate the penguin family of 4 from global warming.
 * As a team, students will use available materials to design a structure that will keep their "penguin family" from melting.
 * Students will use budgeting skills to purchase the necessary materials to build their structure.
 * Students will test their structure to measure the effectiveness of the insulation design.
 * ** Students will ceate a cartoon to use in thier argument for their design  **

** Materials: ** Each group will be given samples of the following materials to examine and plan their design. Actual materials will be available for purchase after the design is complete. **  SUSAN Add Supplies here ** ** Lesson Preperation: ** 1) Obtain and prepare materials for activity 2) Prepare sample boxes for student design process 3) Prepare and copy materials 4) Set up "Global Warming Simulator" ( ADD picture from Kristin to appendix see appendix for directions) 5. Freeze the penguin ice cubes (add link) **Lesson Procedures:** **Introduction** 1) Show clip from "March of the Penguins" and/or Al Gore Clip 2) Define and Discuss with students the issue of global warming and how it is affecting the planet, specifically the penguins. 3) Present Class opener: Problem Based Learning Scenario above 4) Review Roles with students checking to see if students understand the tasks and roles assigned. Body ** 1) 15 minutes- Pass out the sample boxes and have student examine the content and discuss the design of their "palaces". During this time, students need to share information from their respective roles (i.e., scientist shares about heat transfer...) 2) 20 miuntues- Allow student to experiment with the materials and construct their penguin palace. 3) 15 minutes- students test their penguin palace structures in the "Global Warming Simulator". Student collect data of melting mass over time. 4) Convert mass to volume and graph volume vs. time 5) Add your data to the class table for comparison. Choose which penguin palace is the most efficient ** Conclusion ** Students will prepare and present their results. Students will create the cartoon Rubrics  Ideas for content area extensions and assessment: Add ideas here  **PASS:**  <span style="FONT-SIZE: 90%; FONT-FAMILY: 'Times New Roman', Times, serif"><span style="FONT-SIZE: 110%; FONT-FAMILY: Arial, Helvetica, sans-serif"> Math:  1. Equations    a. Model, write, and solve 2-step linear equations using a variety of methods.    b. Graph and interpret the solution to linear equations on a number line with one variable and on a coordinate plane with two variables.    c. Predict the effect on the graph of a linear equation when the slope changes (e.g., make predictions from graphs, identify the slope in the equation y = mx + b and relate to a graph).    1. Estimate and find the surface area and volume in real world settings (e.g., unwrap a box to explore surface area; use rice, 1-inch cubes, centimeter cubes, cups. . . to estimate the volume of boxes, irregular shaped objects, containers).   2. Apply knowledge of ratio and proportion to solve relationships between similar geometric figures (e.g., build a model of a 3-dimensional object to scale).    3. Formulas    a. Select and apply appropriate formulas for given situations:    i. an equation (e.g., d = rt, i = prt)   ii. measurement problems (e.g., p = 2l + 2w, v = lwh)    1. Select and apply appropriate formats (e.g., line plots, bar graphs, stem-and-leaf plots, scatter plots, histograms, circle graphs) to display collected data.  Science: <span style="FONT-SIZE: 90%; FONT-FAMILY: 'Times New Roman', Times, serif">**Physical Science Standard 1**: Properties and chemical changes in matter- Students will measure matter and identify changes in matter.  <span style="FONT-SIZE: 90%; FONT-FAMILY: 'Times New Roman', Times, serif"> **Life Science Standard 3:** Diversity and Adaptations of Organisms- Students wiill understand that organisms have a great varitey of internal and external structures that enable them to survive in a specific habitat **Earth Science Standard 5:** Earth's History- Students will understand that catastrophic events impact life on earth.
 * price list
 * Assessments: **
 * Content Standards**
 * Standard 1: Algebraic Reasoning - The student will graph and solve linear equations and inequalities in problem-solving situations. **
 * Standard 4: Measurement - The student will use measurement to solve problems in a variety of contexts. **
 * Standard 5: Data Analysis and Statistics - The student will use data analysis and statistics to interpret data in a variety of contexts. **

Language Arts <span style="FONT-FAMILY: 'Times New Roman', Times, serif">**Reading Standard 1:** Vocabulary- Students will expand vocabulary Social Studies: <span style="FONT-FAMILY: 'Times New Roman', Times, serif">**Standard 2-** Discussion and Debate: Students will write on, speak about and dramatize different evaluations of teh causes and effects of major events.
 * Reading Standard 5:** Research and Information: The student will conduct resaerch and organize information.
 * Oral Language Standard 1**: Listening- the studenet will listen for information and pleasure
 * Oral Language Standard 2:** Speaking-the student will express ideas and opinions in group or individual situations.

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<span style="FONT-FAMILY: 'Times New Roman', Times, serif"> ** Process Standards ** ** : ** Math:

1. Develop and test strategies to solve practical, everyday problems which may have single or multiple answers. 2.  Formulate problems from situations within and outside of mathematics and generalize solutions and strategies to new problem situations. 4. Evaluate results to determine their reasonableness. 5.  Use oral, written, concrete, pictorial, graphical, and/or algebraic methods to model mathematical situations. 1. Discuss, interpret, translate (from one to another) and evaluate mathematical ideas (e.g., oral, written, pictorial, concrete, graphical, algebraic). 2. Reflect on and justify reasoning in mathematical problem solving (e.g., convince, demonstrate, formulate). 3. Select and use appropriate terminology when discussing mathematical concepts and ideas. 1. Apply mathematical strategies to solve problems that arise from other disciplines and the real world. 2. Connect one area or idea of mathematics to another (e.g., relate equivalent number representations to each other, relate experiences with geometric shapes to understanding ratio and proportion). 1. Use a variety of representations to organize and record data (e.g., use concrete, pictorial, and symbolic representations). 2. Use representations to promote the communication of mathematical ideas (e.g., number lines, rectangular coordinate systems, scales to illustrate the balance of equations). 3.  Use a variety of representations to model and solve physical, social, and mathematical problems (e.g., geometric objects, pictures, charts, tables, graphs). Science: <span style="FONT-FAMILY: 'Times New Roman', Times, serif">**Standard 1:** Observe and Measure- Students will identify qualitative and/or quantitative changes given conditions before, during and after an event. Students will use appropriate tools and units (SI) to measure temperature, volume, and mass.
 * Process Standard 1: Problem Solving **
 * Process Standard 2: Communication **
 * Process Standard 4: Connections **
 * Process Standard 5: Representation **
 * Standard 3:** Experiment-Students will ask questions, design and conduct an investigation
 * Standard 4:** Interpret and Communicate-Students will interpret and report data using appropriate methods. Students will communicate results of thier investigation.
 * Standard 5:** Inquiry-Students will use systematic observations, make accurate measurements, and identify and control variables. Students will use technology to gather data and analyze results of their investigation. Students will formulate and evaluate explanations by examining and comparing evidence.

Language Arts: <span style="FONT-FAMILY: 'Times New Roman', Times, serif">**Writing Process Standard 2:** Modes and Forms of Writing- The student will write for a variety of prposese and audiences.
 * Writing Process Standard 3:** Grammar/Usage and Mechanics- The student will demonstrate correct use of standard English in speaking and writing.

Social Studies: <span style="FONT-FAMILY: 'Times New Roman', Times, serif">**Standard 1:** Process skills in Social Studies- Students will develop and apply cause and effect reasoning and chronological thinking to past, present and potential future situations. Students will locate on a map, major physical features.

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