Project 1.3.4 Renewable Insulation
Example – Teacher Notes
Sample Data and Teacher Notes
This guide is designed to provide sample calculations, background, and tips for the
teachers performing this project with the Vernier Stainless Steel Temperature Probes
and LoggerPro Software. At the end of this guide is a copy of the project complete with
sample data.
Having the LoggerPro software installed on a number of computers will allow students
to take their individual data files and complete a work of their choosing without tying up
the log tag units.
To set up LoggerPro to collect data, follow the steps below.
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POE – Unit 1 – Lesson 1.3 – Project 1.3.4 Renewable Insulation Example – Teacher Notes – Page 1
Set up the experiment length and the sampling rate.
When you are ready to start collecting data, click Collect.
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A typical screen from the LoggerPro software for the inside and outside temperature
probes:
Note that temperature automatically sets to °C. If you need to change to a different unit,
click on one of the Go!Link buttons, then click on the desired unit. Also note that the
temperature probes do not need to be calibrated, so do not choose that option.
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Data can be represented in the graph in various ways. Click on the axis labels and
select the variable that you would like to have on each axis.
A summary of the data can be obtained by following the steps below. It includes for
each temperature probe selected max, min, time, and other info. Please note that the
temperature occasionally dips, so the minimum recorded value may not be a value that
you want to use.
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Individual data points can be obtained by clicking the Examine icon at the top of the
LoggerPro window. This is shown below.
As the cursor is moved horizontally across the graph, the data points for each
temperature probe are shown in the Examine box.
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POE – Unit 1 – Lesson 1.3 – Project 1.3.4 Renewable Insulation Example – Teacher Notes – Page 5
Amount of heat lost through the (un-insulated) bottom is not significant in this
experiment (if a student should ask about it).
We are ignoring the heat absorbed and released by the box and the insulating materials
themselves. Cp: air=1000, Styrofoam=1300, and acrylic=1470 J/kg°C, which means
that the air will experience a greater temperature change for the same amount of energy
transfer. Air is also a better conductor of heat than Styrofoam or acrylic.
We cannot measure R values with the heat box. The industry identifies R values by
measuring heat flux (heat flow per unit area). Insulating material to be tested is placed
between two metal plates held at different constant temperatures. The amount of
energy flowing through the material or the amount of energy required to keep the plates
at their constant temperature difference provides the data to determine R values. We
are not at a steady state ΔT, so the P=Q/t=kAΔT/L equations do not apply.
You also may want to “calibrate” your room and unit by running it with no insulation.
This will allow the students to see the difference the insulation on the top can make.
Here is sample data for a box as-is, 20 minutes on/off (same dimensions as indicated
below).
T-inside (start-max-final): 23.8, 54.8, 34.6
T-outside:
23.9, 49.9, 33.7
Q gained: 145.04J, Q lost: 94.51J, Q retained net: 50.53J
ΔT (max) = 54.8-49.9 = 4.9°C
Below is the completed project, like an answer key, with sample data and calculations in
red.
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POE – Unit 1 – Lesson 1.3 – Project 1.3.4 Renewable Insulation Example – Teacher Notes – Page 6
Project 1.3.4 Renewable Insulation
Introduction
The largest amount of energy consumed within the average home is related to
maintaining adequate climate control through heating and cooling systems. To
conserve energy and decrease expenses associated with climate control, proper
home insulation techniques are required. Insulation technologies relating to
materials and application have advanced throughout the home building industry with
time. The home building industry once relied on straw and newspaper for insulating
material. The industry currently utilizes technology such as fiberglass and blown
expandable foam. Insulation material advancement is driven by consumers
demanding insulation material designed for high insulation value along with positive
occupant health and environmental impact. Many homeowners today are designing
new “green” homes. To meet the needs of green consumers, insulation
manufacturers are developing insulating materials made from recycled products
such as jeans, t-shirts, and other low volatile organic products that can be treated
with boric acid. Manufacturers have found that many green materials have other
benefits to the homeowner as well, such as cotton’s ability to provide excellent
soundproofing.
Equipment
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Computer
Heat box apparatus
LoggerPro software
2 – Stainless steel temperature probes
Insulation materials
Tape
Standard and metric ruler
Procedure
Your team will design a renewable composite insulation material.
Design Constraints:
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Composite insulation material must produce minimum heat loss, representing
good insulating value.
Composite insulation material must have overall uniform thickness less than or
equal to one inch.
Composite insulation material must have consistent internal composition.
Individual insulation material(s) must be environmentally friendly.
Individual insulation material(s) must be recyclable.
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POE – Unit 1 – Lesson 1.3 – Project 1.3.4 Renewable Insulation Example – Teacher Notes – Page 7
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Individual insulation material(s) must be economical.
Composite insulation material dimensions must not exceed the overall
dimensions of heat box apparatus top.
The change in temperature inside the box is directly related to the heat absorbed
or released by the air in the box.
Design Evaluation Data Collection:
Pretest Data:
Use a metric measurement device to calculate pretest data.
The volume of air being heated is obtained by measuring the inside dimensions
of the box.
1. Inner dimensions (m)
l = 0.148
w= 0.148
h= 0.178
2. Volume of air (m3) (=l x w x h)
V = 0.00390
3. Description of insulation material
Towel, loosely folded to size of
top of apparatus, 1in. thick, 8
layers
Test Data:
Plug two Stainless Steel Temperature Probes into two Go!Link connector. Plug
the Go!Link into one of the computer’s USB ports.
Insert a temperature sensor with acquisition capabilities inside the acrylic top
cover of the heat transfer apparatus.
Place or attach your fabricated composite insulation material to the outside top
surface of the heat transfer apparatus cover.
Place a second temperature sensor with acquisition capabilities outside of the
box to measure the ambient room temperature.
Open the program LoggerPro on your computer by clicking Start, All Programs,
Vernier Software, LoggerPro 3.8.
Activate heat source and leave on for 20 minutes or until the inside temperature
remains relatively constant.
While the tester is heating up, Setup LoggerPro to take data for 20 minutes
o Click Experiment, Data Collection.
o Change the experiment length to 20 min and the sample rate to 4
samples per minute.
o Click OK.
Turn the heat source off and collect temperature data for 20 minutes. To do so,
click on the green Collect Data icon at the top of the LoggerPro program.
Once all of your data is collected, save the LoggerPro document.
Remove temperature probes from the heat box.
Return the temperature probes and the Go!Link connectors to your teacher.
You may obtain the necessary temperature data by examining the graph or using
analysis tools in LoggerPro.
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POE – Unit 1 – Lesson 1.3 – Project 1.3.4 Renewable Insulation Example – Teacher Notes – Page 8
4. Heat source light bulb wattage
P = 25W
5. Initial internal temperature (°C)
T Initial 1 = 22.5
6. Maximum internal temperature (°C)
T Max 1 = 54.2
7. Final internal temperature (°C)
T Final 1 = 40.4
8. Initial room temperature (°C)
T Initial 2 = 22.8
9. Maximum room temperature (°C)
T Max 2 = 28.2
10. Final room temperature (°C)
T Final 2 = 27.1
11. Heating time (s)
t1 = 20 min = 1200 sec
12. Cooling time (s)
t2 = 20 min = 1200 sec
Design Evaluation Calculations:
Constants:
ρ:
1.20 kg/m3 (density of air, Greek letter rho)
Cp:
1000 J/kg°C (specific heat capacity of air)
All calculations are based on the combination of both your composite insulation
material and the acrylic heat transfer apparatus material.
1. Mass of air being heated
Select equation(s).
Mass = volume x density, m = V x ρ
List all known and unknown values.
V = 0.0039 m3
ρ = 1.20 kg/m3
Substitute known values into equation(s).
m = (0.0039 m3)(1.20 kg/m3)
Simplify and solve for mass (m, in kg).
m = 0.00468 kg
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POE – Unit 1 – Lesson 1.3 – Project 1.3.4 Renewable Insulation Example – Teacher Notes – Page 9
2. Energy gained by the air in the box during heating – Q (heat) in J (joules).
Select equation(s).
Q = m x Cp x ΔT
List all known and unknown values.
m = 0.00468 kg
Cp = 1000 J/kg°C
T(start) = 22.5 °C
T(max) = 54.2 °C
Substitute known values into equation(s).
Q = (0.00468kg)(1000 J/kg°C)(54.2-22.5°C)
Simplify and solve for energy gained – Q (heat).
Q = 148.36 J
3. Energy lost by the air in the box during cooling – Q (cool) in J (joules).
Select equation(s).
Q = m x Cp x ΔT
List all known and unknown values.
m = 0.00468 kg
Cp = 1000 J/kg°C
T(max) =54.2 °C
T(max) = 40.4 °C
Substitute known values into equation(s).
Q = (0.00468kg)(1000 J/kg°C)(54.2-40.4°C)
Simplify and solve for energy lost – Q (cool).
Q = 64.58 J
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POE – Unit 1 – Lesson 1.3 – Project 1.3.4 Renewable Insulation Example – Teacher Notes – Page 10
4. Net energy retained within the box – Q (net) in J (joules).
Select equation(s).
Q(net) = Q(heat) – Q(cool)
List all known and unknown values.
Q(heat) = 148.36J
Q(cool) = 64.58J
Substitute known values into equation(s).
Q(net) = 148.36 J – 64.58 J
Simplify and solve for net energy retained – Q (net).
Q(net) = 83.78 J
5. A qualitative measure of your insulating ability is the difference between the
maximum inside temperature and the maximum outside temperature (larger is
better).
Tin(max) =
54.2°C
Tout(max) =
28.2°C
ΔT(max) =
26.0°C
6. Compare your results with those of some other teams.
Q (net):
ΔT (max) =
(team 1)
Q (net):
ΔT (max) =
(team 2)
Q (net):
ΔT (max) =
(team 3)
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POE – Unit 1 – Lesson 1.3 – Project 1.3.4 Renewable Insulation Example – Teacher Notes – Page 11
Conclusion
1. Explain how your house might lose energy through radiation, convection, and
conduction.
2. What modifications could be made to your team’s insulation design that allow for
more energy efficiency?
3. Which beverage would be more beneficial for cooling you on a hot summer day –
a cup of ice cold water or a cup of hot cocoa? Justify your choice.
4. How do birds insulate their bodies to prevent energy loss on the skin’s surface?
5. Suppose that you are sitting close to a campfire. You decide to clean your
glasses and notice that your eyes feel warmer without your glasses. Explain this
phenomenon.
6. We wear winter coats and cover with blankets to stay warm in the winter. If the
coats and blankets are not a source of energy, how do we stay warm?
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POE – Unit 1 – Lesson 1.3 – Project 1.3.4 Renewable Insulation Example – Teacher Notes – Page 12