2.6Ice cream containersBYERIN DENNISTONProvided byKenan Fellows Program.In this lesson, students will design a melt-proof ice cream container.Students will use their knowledge to design and build melt-proof containers for ice cream. They will track the temperature changes in the container over a four-hour period to simulate the ice cream in transit from manufacturer to store. Students will draw a diagram that shows how and why the container works.Learning outcomesStudents will: Design a melt-proof container for transporting ice cream Understand that insulators prevent heat energy transfer Choose construction materials based on their insulating abilityTeacher planningTIME REQUIRED2 sessions 4560 minutesMATERIALS NEEDEDPer group: design brief metric rulers thermometer scissors small frozen ice cream in cupFor Materials Store (adjust supplies as needed): scrap materials for construction (scrap paper, cardboard, etc.) string straws aluminum foil plastic cups wax paper cling wrap tapeSTUDENT HANDOUTSIce cream containers data sheet

One per studentOpen asPDF(18 KB, 4 pages; also available asMicrosoft Word document)

Pre-activitiesSet up the Materials Store. See below for a sample cost list.Cost listADJUST THIS LIST TO REFLECT ACTUAL ITEMS AVAILABLE FOR STUDENT USE.

ItemCost

Tape$0.10 percm

Wax paper$0.15 per 10cmsheet

Plastic wrap$0.20 per 10cmsheet

Aluminum foil$0.25 per 10cmsheet

Nylon fabric$0.15 per 10cmsquare

String$0.10 per 10cmlength

Small plates$0.15 each

Large plates$0.30 each

Craft sticks$0.02 each

Straws$0.02 each

Plastic cups$0.15 each

Activities1. IntroductionDiscuss problems in delivering goods to supermarkets. Food gets too hot or too cold, and may be ruined if not delivered properly. Introduce the activity by telling students they have just graduated from industrial design school and on their first day of work, they are going to have to design and build a container that will keep ice cream at the correct temperature for a specified period of time. They will also be responsible for developing a marketing plan detailing how the container works and why it will be effective. After introducing the activity, hand each student a data sheet.2. ChallengeEach team must design and build a new type of ice cream container that will keep the ice cream frozen for the longest period of time. (Each team will also be charged with developing a marketing plan for their new type of container.) Teamsmustwrite up their planbeforethey start to work on the container design although alterations are permitted as the design changes.3. Specifications The container must be no larger than 10cmon each side. The container must be roughly a six-sided square. The cost of the container must be as low as possible. The thermometer must be visible so that data can be collected. Before beginning the test, place the small cup of frozen ice cream into the container and seal it.4. ConstructionAfter the initial plan is complete, each team can begin construction of their container. The team must keep careful track of the materials they use and the cost of each item or unit. Criteria for success are a low-cost container that keeps the ice cream frozen for a specified period of time, depending on scheduling constraints.5. Data collectionTeams will record the initial temperature of the ice cream container as well as the final temperature.6. DesignOn a separate piece of paper, team members must draw a diagram of their final design based on the materials they used. They should label all parts of the container.7. Job analysisAfter students finish the challenge, each team member must write up a job analysis.a. Did the team work well together?b. What was the quality of the teams work okay, good, or great?c. What was the biggest challenge for their company?d. What could have made the job easier?AssessmentWith students, create a scoring rubric for the product and the process. A sample rubric appears below.SAMPLE ICE CREAM CONTAINERS RUBRIC

Process54321

Chose appropriate materials

Followed all directions

Managed time well

Worked well with group

Contributed to the process

Product

Recorded all necessary data

Completed all tasks

Demonstrated creativity

Demonstrated knowledge

North Carolina curriculum alignmentSCIENCE(2005)Grade 6 Goal 1: The learner will design and conduct investigations to demonstrate an understanding of scientific inquiry. Objective 1.01: Identify and create questions and hypotheses that can be answered through scientific investigations. Objective 1.03: Apply safety procedures in the laboratory and in field studies: Recognize potential hazards. Manipulate materials and equipment. Conduct appropriate procedures. Objective 1.05: Analyze evidence to: Explain observations. Make inferences and predictions. Develop the relationship between evidence and explanation. Objective 1.06: Use mathematics to gather, organize, and present quantitative data resulting from scientific investigations: Measurement. Analysis of data. Graphing. Prediction models. Objective 1.07: Prepare models and/or computer simulations to: Test hypotheses. Evaluate how data fit. Objective 1.08: Use oral and written language to: Communicate findings. Defend conclusions of scientific investigations. Goal 2: The learner will demonstrate an understanding of technological design. Objective 2.01: Explore evidence that "technology" has many definitions. Artifact or hardware. Methodology or technique. System of production. Social-technical system. Objective 2.03: Evaluate technological designs for: Application of scientific principles. Risks and benefits. Constraints of design. Consistent testing protocols. Goal 6: The learner will conduct investigations and examine models and devices to build an understanding of the characteristics of energy transfer and/or transformation. Objective 6.02: Analyze heat flow through materials or across space from warm objects to cooler objects until both objects are at equilibrium. Objective 6.04: Evaluate data for qualitative and quantitative relationships associated with energy transfer and/or transformation. Objective 6.06: Analyze response to heat to determine the suitability of materials for use in technological design: Conduction. Expansion. Contraction. Next:StabilityContents: Children's engineeringLESSON 2: HEAT AND TEMPERATURE Next:Stability Previous:Heat racers1. About this project1. 1Aesthetics and practicality2. 2Heat and temperature1. 2.1Overview2. 2.2POP!3. 2.3Currents around us4. 2.4Expand and contract5. 2.5Heat racers6. 2.6Ice cream containers3. 3Stability4. 4Properties of materials1. ResourcesLearn moreRELATED TOPICS Search LEARN NC for more resources ondesign,design technology,energy,engineering,heat,insulators, andscience. Print this page Share:CreditsByErin Denniston.Provided byKenan Fellows Program.The text of this page is copyright 2006.All Rights Reserved. Images and other media may be licensed separately; see captions for more information andread the fine print.

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