Cold Cup Design

16. A Design a solution for a cup system with features (structures) to slow energy transfer into the liquid inside the cup (function).

Prompt students to work with their group members to design a cup with at least 3 design features they believe will slow energy transfer into the cup system. They need to think about each design feature as a structure that serves a particular function in the system. As students work in their groups, circulate among the groups to examine the emerging cup designs. Students to share examples, such as:

• The use of metallic and other reflective colors or materials that will reflect light and minimize its absorption.
• The use of foam that contains air pockets that will slow down conduction.
• The use of two cups stacked within each other to create a double wall to slow down conduction.

Aim to provide written feedback to each group about their initial cup design on day 2 of this Lesson or prior to Lesson 17. You can provide feedback using the Design Evaluation: Peer Feedback modified for teacher feedback as opposed to peer feedback. This feedback should target the design features specifically and not necessarily focus on the cup design as a whole. You can provide one set of written feedback per group and should ideally give it to students toward the end of day 2 when they also receive peer feedback.

Students may believe that thickness matters and create a dense or thickly wrapped cup. They may also believe that ‘more’ is better and utilize a lot of supplies and materials in their first creation. Do not correct any of the students’ design, but circulate among their groups to prompt them to pay attention to the criteria and constraints for the design challenge. Students will have an opportunity to revise their designs in Lesson 17. Thus, this first round of design is simply a chance for them to test their initial ideas about what will work.

Ask students to voice any questions they have about the design process. Then, preview your expectations for their work together in groups, prompting students to think about the classroom norms as they work. Also, explain how you want students to gather materials for building their cups and cleaning up at the end of class. Once students are clear on these expectations, arrange students in groups of 2-3 for the design challenge. Group size can vary depending on the number of supplies you have available and your class size.

Design and build the first cup. Allow students the remainder of the class period to design and build the first cup. Circulate around the room to probe student thinking about design features and to monitor students as they gather and use materials. Remind students that if they waste materials, the unused materials should be added into their price check test.

Save at least 5 minutes at the end of class to return supplies to their proper place. Have each group write a group name on the bottom of their cup and place their cup where you want them. Tell students that in the next class they will test their cups to see how their first design compares to the criteria and constraints.