Thermal Physics Performance Task:
There are two kinds of energy loss associated with home heating and clothing. The first deals with radiant and conductive
energy loss and the second, with air-flow and convective currents. This task focuses on the former since the latter
provides issues that are not easy to control at this level of study and with minimal budget.
Design a quantitative experiment to test the effectiveness of different insulation materials. You may consider not only
“household insulators” like fiberglass, cellulose, different kinds of foam, bubble wrap, reflective film, drywall, housewrap,
etc., but also different materials and varieties of clothing. Obviously if you test clothing materials you should not compare
clothing to construction materials, but you should feel free to test multiple layers or thicknesses of the same material or
even mix materials. Remember that since you are testing thermal energy transfer you will be dealing with measurements
of temperature. Your experiment must account for closed (or nearly closed) systems. I encourage the use of liquid
systems unless you can carefully control a radiant system in air. This process is particularly difficult since many insulating
materials, both building materials and clothing, have different thermal properties when they become wet. Remember
also that heating and cooling are two halves of the same process. Ice may be easier to handle than a heat source
(particularly an open flame!). On the other hand, a radiant space heater or large wattage light bulbs make easily
controllable heat sources. Exercise caution: Many insulating materials and clothing types will burn or melt. Take care and
be safe. If a procedure seems unsafe, seek guidance from an adult first! Part of this task requires that you conduct a safe
experiment.
I suggest that you pool resources with several groups if you choose to investigate building materials. $5 - $10 can actually
buy a lot of insulating foam or bat/loose insulation (wear gloves and goggles if handling fiberglass, and do so in an open
area). Speak to your parents as there may be extra product that can be removed and replaced around your house so you
don’t have to spend money. Clothing is easier since you probably already own a diversity of clothing, but clothing may be
more difficult to work with depending on your procedure, unless you want to cut it up into easy to work with pieces.
Again consider pooling resources with other groups and buying a few inexpensive, used garments at a thrift store that you
could cut up (e.g., fleece, wool, cotton, etc…) and share. Since you are dealing with thermal changes you will most likely
be measuring temperature. I have a limited number of digital probes that I can check out to you and I can probably also
borrow some real glass thermometers from chemistry (you will be responsible for any equipment that you borrow).
Alternatively, you may have equipment at home that will work for your needs.
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Your experiment should be drafted with appropriate attention to scientific methodology (statement of
problem, discussion of theory, etc. Think LAB REPORT when you are writing your experiment, go back
and look at some of my labs that I have given you in the past).
Your experiment must be realistically testable. You are actually going to do it, so ensure that it can be
done. If you end up being unable to do the experiment, you will have failed the task.
Your experiment will most likely need a control of some kind to provide quantitative comparison. It is
possible that they may be several controlled variables in the experiment (don’t forget about time as a
variable).
You must compare at least 4 different materials.
You must have at least 10 different data sets (including any control data).
You will work in a group of 2 or 3 persons from your class period. You must work in a group.
Your experiment will not be the same as any other group. If there are significant similarities, a re-write
of the procedure will be required.
Attached to your final lab report, but as a separate document, you should perform a cost-benefit
analysis associated with your data trials. This analysis will include both math and verbal explanations
of your findings. No specific format is mandated, but it is encouraged that the paper product that you
turn in be appropriate for a professional report. For instance, if you compared foam board to
fiberglass to cellulose your cost-benefit analysis might look at the effectiveness of the product per inch
of thickness per square foot of product. Similarly, for clothing you might compare the effectiveness of
X number of layers/thickness of fabric to the cost per square ft. Be creative, but be mathematically
appropriate.
This will count as a full test grade.
Complete experimental outline draft, including procedure due: ____1/28/2014_________________
Final experiment draft due: ___1/30/2014__________________
Experimental lab report due: ___2/6/2014___________________
Name: _________________________________________
Name: _________________________________________
Name: _________________________________________
YOU MUST KEEP THIS RUBRIC TO TURN IN WITH YOUR LAB REPORT. IF YOU LOSE THE GRADED
COPY FROM THE SCORING OF YOUR FIRST DRAFT YOU WILL LOSE THOSE POINTS!
Rubric:
First draft of purpose/theory/procedure:
Content (5 pts)
_____
Quality and Technique (5 pts)
_____
Final draft of purpose/theory/procedure:
Content (5 pts)
_____
Quality and Technique (5 pts)
_____
Lab report: (60 pts—see back)
_____
Cost-Benefit analysis: (20 pts)
_____
Final Score (100 pts total)
_____
YOU MUST KEEP THIS RUBRIC TO TURN IN WITH YOUR LAB REPORT. IF YOU LOSE THE GRADED
COPY FROM THE SCORING OF YOUR FIRST DRAFT YOU WILL LOSE THOSE POINTS!
First & Final Drafts of Procedure:
A well-written purpose and theory provide body, background and context for the experiment. While
elements of the theory section seem procedural, the focus of this part of the report should be on the
big picture of the experiment. The theory addresses these basic questions:
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What data will be collected?
What analysis will be performed with/on that data?
What outcomes are predicted by theory or math?
A good procedure provides clear, step-by-step instructions on how the experiment is to be
performed. The reader should come away with a clear vision of how the author will proceed with the
details of collecting and analyzing the data.
Please review the formal lab outline provided in unit 1 of this course for additional details.
You will be graded on a 1-5 scale, first for the content of your written work (does it meet the criteria
above?) and secondly, for the quality and technique that you will employ. If I see major flaws in your
technique, controls or variables that are clearly not accounted for, you may lose significant points.
Few real experiments are perfect. Minor flaws and purposeful omissions in the experiment should be
noted in your written work and eventually incorporated into the theory and conclusions of your lab
write up. This outcome is perfectly acceptable. When I speak to you or grade your first draft I will try
to catch any glaring flaws in your procedure. Part of this latter category is originality. Remember,
your procedure and experiment should be unique to you.
Lab Report (60%):(Each point below is equal to 4% of project grade)
Purpose and Theory:
Procedure:
Schematic w/ dimensions:
(only needed if custom materials are used)
Data collected:
Analysis/Calculations:
____ / 4
____ / 1-2 (see next item)
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____ / 3
(includes any charts, tables, graphs created AND a sample of every type of calculation performed)
Conclusions w/ error discussion:
____ / 3
(a good conclusion might also include a discussion of extension to your experiment, how it could be
improved upon or elaborated to work with additional variables, including future work suggested by your
results)
YOU MUST KEEP THIS RUBRIC TO TURN IN WITH YOUR LAB REPORT. IF YOU LOSE THE GRADED
COPY FROM THE SCORING OF YOUR FIRST DRAFT YOU WILL LOSE THOSE POINTS!
Rubric for Lab Report
For easy scoring, each point below represents 4% of the final project grade.
Purpose/Theory
4 pts
Purpose is clearly stated. Theory contains all elements of an appropriate theory.
Grammatically correct. Coherent and readable. Contains no factual errors, serious
omissions, or contradictions. Appropriate voice (3rd person).
3 pts
Purpose is clearly stated. Theory contains all elements of an appropriate theory.
Contains no factual errors, serious omissions, or contradictions. May contain
grammatical issues or minor problems that make readability difficult. Appropriate voice
(3rd person).
2 pts
Purpose is clearly stated. Theory generally addresses experiment, but is incomplete.
Contains contradictions or minor omissions. May contain grammatical issues or minor
problems that make readability difficult. Appropriate voice (3rd person).
1 pt
Purpose is not clear. Theory may or may not address the experiment, but does not
contain clear background or experimental information. Voice is inappropriate (mixed, or
1st person). Significant grammar problems. Readability is questionable.
Procedure/Schematic:
This portion of the lab report has already been graded for content during your first/second
submissions. This section will be checked for completion only, however, any serious problems noted
or deviations from prior work may result in a loss of points.
Data:
3 pts
2 pts
1 pt
Data is complete and clearly organized in a way that is reflective of the procedure and
analysis to be performed. Appearance is neat and orderly. Units of measure are
incorporated into data tables or used appropriately.
Data is complete, but not clearly organized or neatly arranged. Units of measure are
incorporated into data tables or used appropriately.
Data is incomplete and/or not arranged in a neat way that clearly shows the progression
of the experiment. Units of measure missing, incorrect or incomplete.
Analysis/Calculations:
3 pts
All steps in data analysis are clearly shown in an orderly and logical manner. Sample
calculations for each relevant calculation type are shown with real data from the
experiment. Units are included at the end of each calculated value. All charts or graphs
contain appropriate labeling and are clearly constructed. Lines of best bit (if appropriate)
are identified with an appropriate best-fit equation.
2 pts
Analysis is complete, but not clearly organized or neatly arranged. Units of measure may
be missing, or minor elements (including some units) may be omitted from calculations
or graphs. No significant factual or calculation errors are present.
1 pt
Analysis is incomplete and/or incorrect. Not arranged in a neat way that clearly shows
the progression of the experiment. Units of measure missing, incorrect or incomplete.
Conclusions:
3 pts
Conclusion opens with statement(s) that clearly highlight the results of the experiment.
Conclusion ties back to theory in a clear way. Concludes with potential avenues for
additional investigation based on results. (A conclusion that is otherwise perfect, but
missing this last element will receive 2 pts.) Grammatically correct. Coherent and
readable. Contains no factual errors, serious omissions, or contradictions. Appropriate
voice (3rd person).
2 pts
Conclusion opens with statement(s) that clearly highlight the results of the experiment.
Conclusion ties back to theory in a clear way. Contains no serious factual errors, serious
omissions, or contradictions. May contain grammatical issues or minor problems that
make readability difficult. Appropriate voice (3rd person).
1 pt
Missing statement of results. Conclusion is incomplete and/or incorrect, or not based on
data. Not arranged in a neat way that clearly shows the progression of the experiment
and its outcomes.
Rubric for Cost-Benefit Analysis
18-20 pts
14-17 pts
10-14 pts
5-9 pts
0-5 pts
Analysis is presented in a professional way. Includes appropriate graphic organizers,
mathematical analysis, and verbal analysis/descriptions. Well tied to experimental
conclusions (no contradictions/omissions of elements of experiment). Product is neat
with few, minor grammatical errors or readability issues. No obvious math/analysis
errors.
Analysis is presented in a professional way, but may be missing appropriate graphic
organizers, mathematical analysis, and verbal analysis/descriptions. Clearly tied to
experiment, but may be missing minor elements or minor contradictions with the lab
report. Product is neat with few, minor grammatical errors or readability issues. No
obvious math/analysis errors.
Analysis is presented in a professional way, but may be missing extensive graphic
organizers, mathematical analysis, and verbal analysis/descriptions. Clearly tied to
experiment, but may be missing minor elements or minor contradictions with the lab
report. Product is neat, but with several serious grammatical errors or readability issues.
May contain minor math/analysis errors.
Analysis lacks professional presentation and may not be presented in a neat/orderly
manner. Missing/Incorrect/Contradictory graphic organizers, mathematical analysis, and
verbal analysis/descriptions. Missing multiple elements and/or substantial deviation
from lab report. Multiple serious grammatical errors or readability issues.
Analysis lacks professional presentation and is not presented in a neat/orderly manner.
Missing multiple elements and/or does not provide a cost-benefit analysis. Inconsistent
with lab report and experiment.