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5.thermal systems building envelope


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5.thermal systems building envelope

  1. 1. Thermal Systems Building Envelope
  2. 2. Time Approximately 60-75 min. for activity 1 Approximately 60-75 min. for activity 2 Approximately 30 min. for calculating heat loss activity
  3. 3. Prepare
  4. 4. Overview In this lesson students investigate the physical characteristics of good insulators and create an experiment to test the effect of installation quality on an insulator’s performance. Students also learn to analyze the economic benefits of good insulation by calculating heat loss through building materials. This lesson encompasses two lab activities and should be tailored to fit the needs of your students. In the first activity, students use different materials to insulate containers of hot water, and their objectives to identify the physical characteristic that make materials good insulators. The second activity focuses on the in the installation of insulation in buildings, and students are asked to design an experiment that compares a “well insulated“ container of water in this lesson plan the first activity asks students to experiment with containers of ice water set containers of hot water while the second asks them to experiment with containers of ice water or underneath heat lamps . This experiment al set up is designed to help students understand the effectiveness of insulation in both heating and cooling climates. However, each method ( either hot or cold) is equally able to illustrate how insulation resists heat transmission, so the experimental setup can be tailored to suit the need of your classroom
  5. 5. Objectives  Students will be able to explain the relationship between conduction, convection, radiation, and insulation by identifying the various physical properties that make a material a good insulator.  Students will be able to identify independent, dependent, and controlled variables by designing and conducting their own original scientific experiment.  Students will be able to articulate methods to improve the efficiency of a building envelope.
  6. 6. Next Generation Science Standards  HS-ETS1-3. Evaluate a solution to a complex real- world problem based on prioritized criteria and trade- offs that account for a range of constraints, including cost, safety, reliability, and aesthetics as well as possible social, cultural, and environmental impacts.  HS-PS3-4. Plan and conduct an investigation to provide evidence that the transfer of thermal energy when two components of different temperature are combined within a closed system results in a more uniform energy distribution among the components in the system (second law of thermodynamics).
  7. 7. Crosscutting Concepts  Systems and System Models Models (e.g., physical, mathematical, computer models) can be used to simulate systems and interactions—including energy, matter, and information flows— within and between systems at different scales. (HS- ETS1-4)
  8. 8. Materials  Tin cans or paper cups, at least 4 per team.  Hot water (for heating climate experiment), approximately 4 cups per team.  Ice water (for cooling climate experiment), approximately 4 cups per team.  Measuring cups  Thermometers with a range of 0°C to 110°C, 4 per team.  Various materials to test for their insulating value such as : ◦ Bubble wrap ◦ Cardboard ◦ Newspaper ◦ Aluminum foil ◦ Cotton cloth (such as an old t- shirt)
  9. 9. Materials Denim Insulation, approximately 3 sq. ft. per team. For the second activity, students will be using real building insulation and any natural fiber insulation will work. Fiberglass should not be used as it is a skin and reparatory irritant. Duct tape Heat lamps (or lamp fixtures with high wattage light bulbs), 1 per team.
  10. 10. Vocabulary Convection – The transfer of heat through a fluid, such as water or air. Conduction – The transfer of heat from molecule to molecule in a solid substance. Independent variable – The part of an experiment you can change in order to test a hypothesis Dependent variable – The part of an experiment that you measure to determine the results of the change you made. Controlled Variable – A variable that you can control so that it does not unintentionally affect the results of the experiment. R-vale – a measurement of the extent to which a material resists heat transmission; higher R-values indicate more resistance to heat transmission.
  11. 11. Question 1. What dose R-value measure? 2. Explain the difference between dependent and independent variables? 3. Why is it important to identify variables that must be controlled in an experiment?
  12. 12. Material 1 Material 2 Material 3 Material type Is it thick or thin? Is it reflective ? Is it rough or smooth ? Is it solid or porous ?