Design a Thermos

Science 7
Name: ____________________
Group Members: ________________________________________
Outcomes:
o Compare heat transmission in different materials (STS-K2A)
o Explain how heat is transmitted by conduction, convection and radiation in solids,
liquids and gases (STS-K2B)
o Describe the effect of heat on the motion of particles; and explain changes of state,
using the particle model of matter (STS-K2C)
o Distinguish between heat and temperature; and explain temperature, using the concept
of kinetic energy and the particle model of matter (STS-K2D)
o Use instruments effectively and accurately for collecting data and information (S2C)
o Test the design of a constructed device of system (S3D)
o Work collaboratively in carrying out investigations and in generating and evaluating
ideas (A4)

Task: Your group will apply your knowledge of the particle model, thermal conductors, thermal
insulators, and energy transfer in designing a thermos. Your challenge it to create a thermos
that will keep boiling water hot for as long as possible.
1. Materials: Choose your materials and provide a rationale for each using your knowledge
of heat transmission. First, choose between either a pop can or a pop bottle and explain.
Other materials could include the following: newspaper, cotton balls, tin foil, masking
tape, hot glue, etc. You are limited to using 4 other materials besides your pop
bottle/pop can.
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2. Sketch your thermos below:
(this is not a drawing for art class, but should be a simple, clear diagram including labels)

3. Prediction: (If, then, because model)

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4. Materials:
Chosen Materials Kettle Beaker or
Scissors Thermometer Measuring Cup

5. Procedure:
a. Discuss with your group which materials you will use and create a rationale for each.
Sketch your thermos and create a prediction.
b. Collect the materials you group has chosen
c. Together with your group, begin creating your thermos. Remember to leave an
opening in which the water can be poured into your thermos, and a thermometer
inserted. You may create a flap that will close the opening during the time you are
not measuring the temperature.
d. Pour 350 mL boiling water into your thermos. Immediately record the temperature.
Continue to record the temperature every 5 min.
 e. Add your group members names and materials used to the class observation chart.
Keep the information updated throughout the class.
6. Observations:

Temperature after (in Celsius) after…

Starting Temperature 5 minutes 10 minutes 15 minutes 45 minutes

7. Analysis:
a. What was the manipulated variable?
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b. What was the controlled variable?
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c. What was the responding variable?
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d. Based on your observations, which materials made the best insulators?
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e. Based on your observations, were there any specific design features that created a
better thermos?
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f. How was heat lost through the following?
a. Conduction: ____________________________________________________
b. Convection: _____________________________________________________
c. Radiation: ______________________________________________________
g. If you had the chance to create another thermos, what would you do differently and
why?
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Rubric:
4 3 2 1
Design and justify Provides Provides clear Provides Provides
choice of materials detailed and and logical partial and vague and
(STS-K2A, STS-K2B, insightful explanations reasonable unsupported
STS-K2C, STS-K2C, explanations of design and explanations explanations
STS-K2D) of design and chosen of design and of design and
chosen materials. chosen chosen
materials. materials. materials.
Demonstrates safety, Consistently Generally Rarely Fails to
accuracy, and demonstrates demonstrates demonstrates demonstrate
collaboration while safety, safety, safety, safety,
constructing and accuracy, and accuracy, and accuracy, and accuracy, and
testing device (S2C, collaboration. collaboration. collaboration. collaboration.
S3D, A4)
Analysis Provides Provides Provides Provides
demonstrates compelling meaningful simplistic vague
understanding and evidence of evidence of evidence of evidence of
knowledge (STS-K2A, how thermal how thermal how thermal how thermal
STS-K2B, STS-K2C, energy affects energy affects energy affects energy affects
STS-K2C, STS-K2D) materials materials materials materials
based on based on based on based on
observations. observations. observations. observations.