OpenSciEd Unit 6.2 · Lesson 17 · 17.A
Look for: changing the outside surface material to refl…
From Teacher Edition
Facilitation guidance from the lesson plan — what to notice in student thinking and how to respond while teaching.
Building towards
17.A Design a solution that is modified based on test results to improve the features (structures) to better slow energy transfer (effect) by reducing the absorption of light or opportunity for particle collisions (function/cause).
What to look / listen for
In Part 5
Redesign Ideas of Cold Cup Design Challenge packet, students work with their design group to propose modifications to their first cup design. They must identify at least 3 design features they believe will slow energy transfer into the cup system. They are prompted to describe which feature they are modifying, where this modification will improve the cup’s performance (which test), and how they believe it will help. Look for students to share examples, such as:
changing the outside surface material to reflect more light,
using fewer materials to lower costs, reduce thickness, and reduce environmental impact, and
creating more air gaps or air layers between materials to try to better use air insulation with fewer resources.
What to do
Students now have test results to work with. Some groups may be focused on improving their cup’s performance on the criteria, while other groups may be focused on better meeting the constraints. As students work with their groups, circulate around to groups to provide oral feedback to each group. At this time, use probing questions to learn about the modifications each group has decided to make and what they expect the modification will do with respect to the tests. Make certain to provide written feedback on each group’s redesign on day 2 of this lesson or prior to Lesson 18. You can provide feedback using the Design Evaluation: Peer Feedback modified for teacher feedback as opposed to peer feedback.
- Ask students to voice any questions they have about the design process.
- Then, preview your expectations for their work together in groups, and 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, they can begin their redesign work in groups.
Design and build the second cup. Allow students the remainder of the class period to design and build the second cup. Circulate around the room to probe student thinking about design features they are considering changing and why they want to make a change. 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.
If the light sensor test is added, have students take light sensor measurements prior to their build. They can record this information in Part 6: Test 2 at the bottom of the test results page.
SAFETY PRECAUTIONS
If hot glue is used, warn students not to touch the tip of the glue gun and to be careful when they handle it. They should carefully return the glue gun to the table top when finished. Students need to be careful when handling parts of the cup until the hot glue has cooled.
- 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 in a designated location.
- Tell students that in the next class they will test their cups to see how their second design compares to the criteria and constraints and improves in performance to their first design.