Unit Plan 23 (Grade 8 Science): Engineering Energy Solutions

Focus: Design, construct, and test devices that either minimize or maximize thermal energy transfer, using data to improve solutions under real-world criteria and constraints.

Grade Level: 8

Subject Area: Science (Physical Science • Energy • Engineering Design)

Total Unit Duration: 5 sessions (one week), 50–60 minutes per session

I. Introduction

Students take on the role of engineers tasked with controlling thermal energy transfer. Building on their understanding of conduction, convection, and radiation, they design and test devices that either keep things warm/cool (minimize energy transfer) or heat things up efficiently (maximize energy transfer). Examples include insulated containers, cool packs, or solar warmers for small objects. Working in design teams, students define criteria and constraints, build prototypes from everyday materials, and use data from tests to evaluate and improve their designs. By the end of the week, they can explain how their device uses scientific principles to control thermal energy transfer and justify design decisions with evidence.

Essential Questions

• How can we use science about thermal energy transfer to solve real-world problems?
• What does it mean to minimize or maximize thermal energy transfer in everyday situations?
• How do criteria and constraints shape the design of a solution in engineering?
• How can we test, compare, and improve designs using data rather than just opinions?
• Where do we see insulation, cooling, and heating devices in our lives, and how could they be made better?

II. Objectives and Standards

Learning Objectives — Students will be able to:

1. Describe how conduction, convection, and radiation contribute to thermal energy transfer in simple systems.
2. Define an engineering design problem that involves maximizing or minimizing thermal energy transfer, including clear criteria (what the design should do) and constraints (limits on materials, time, cost, size).
3. Design and construct a prototype device (e.g., insulator, cooler, or warmer) that applies scientific principles of thermal energy transfer.
4. Plan and conduct fair tests on their device, measuring temperature changes or related indicators over time.
5. Analyze data from tests to evaluate how well their design meets the criteria and compare it to competing designs.
6. Refine and improve their device based on test results and communicate how scientific ideas and data guided their design choices.

Standards Alignment — 8th Grade (NGSS-based custom)

• MS-PS3-3 — Apply scientific principles to design, construct, and test a device that either minimizes or maximizes thermal energy transfer.
  • In this unit, students build insulated containers or warming devices and test how well they control energy transfer using temperature data.
• MS-ETS1-1 — Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution.
  • Students create a design brief specifying what their device must accomplish and the limits on materials, time, and safety.
• MS-ETS1-2 — Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints.
  • Students compare their designs and peers’ devices using shared metrics (e.g., temperature change over time).
• MS-ETS1-3 — Analyze data from tests to determine similarities and differences among design solutions and to identify the best characteristics to combine into a new solution.
  • Students use test data to suggest improvements and justify which design features work best.

Success Criteria — Student Language

• I can explain how conduction, convection, and radiation affect thermal energy transfer in my device.
• I can clearly state the criteria and constraints for my design problem in simple language.
• I can build a prototype that aims to keep something warm/cool or heat it up efficiently, using science ideas about thermal energy.
• I can collect and interpret temperature data or other measurements to see how well my device works.
• I can compare my design to others and use data to explain which design features worked best and how I would improve my device.