To create your own heat pack!

Jacqueline Lawson
Framingham State University
The Art of Engineering Design
Fall 2016

Standards: EXPLORE CREATE SHARE

MA Science and Technology/Engineering Standards
6.MS-PS1-6. Plan and conduct an experiment involving exothermic and
endothermic chemical reactions to measure and describe the release or X X
absorption of thermal energy.
6.MS-ETS1-1. Define the criteria and constraints of a design problem with
sufficient precision to ensure a successful solution. Include potential impacts X X
on people and the natural environment that may limit possible solutions.
6.MS-ETS1-5(MA). Create visual representations of solutions to a design
problem. Accurately interpret and apply scale and proportion to visual X X X
representations.
6.MS-ETS2-2(MA). Given a design task, select appropriate materials based
X X
on specific properties needed in the construction of a solution.
6.MS-ETS1-6(MA). Communicate a design solution to an intended user,
X X
including design features and limitations of the solution.

NGSS
MS-PS1-2: Analyze and interpret data on the properties of substances before
and after the substances interact to determine if a chemical reaction has X X X
occurred.
MS-PS1-4: Develop a model that predicts and describes changes in particle
motion, temperature, and state of a pure substance when thermal energy is X X
added or removed.
MS-PS1-6: Undertake a design project to construct, test, and modify a device
X X
that either releases or absorbs thermal energy by chemical processes.
MS-PS3-3. Apply scientific principles to design, construct, and test a device
X
that either minimizes or maximizes thermal energy transfer.
MS-ETS1-1. Define the criteria and constraints of a design problem with
sufficient precision to ensure a successful solution, taking into account X
relevant scientific principles and potential impacts on people and the natural
environment that may limit possible solutions.
MS-ETS1-3. Analyze data from tests to determine similarities and differences
among several design solutions to identify the best characteristics of each X X
that can be combined into a new solution to better meet the criteria for
success.
MS-ETS1-4. Develop a model to generate data for iterative testing and
modification of a proposed object, tool, or process such that an optimal X
design can be achieved.
MS-ETS1-2. Evaluate competing design solutions using a systematic process
X
to determine how well they meet the criteria and constraints of the problem.

Massachusetts Technology Literacy Standards and Expectations

G6-8: 1.18 Use Web browsing to access information (e.g., enter a URL, access
X
links, create bookmarks/favorites, print Web pages).
G6-8: 3.1 Explain and demonstrate effective searching and browsing
X
strategies when working on projects.
G6-8: 3.7 Plan, design, and develop a multimedia product to present
X
research findings and creative ideas effectively, citing sources.
G6-8: 3.2 Collect, organize, and analyze digital information from a variety of
X
sources, with attribution.
G6-8: 3.4 Independently use appropriate technology tools (e.g., graphic
X X
organizer) to define problems and propose hypotheses.
G6-8: 3.9 Use a variety of telecommunication tools (e.g., e-mail, discussion
groups, Web pages, blogs, Web conferences) to collaborate and X
communicate with peers, experts, and other audiences (at district’s
discretion).

Common Core Standards for ELA and Literacy in History/Social Studies, Science and Technical Subjects
1. Write arguments focused on discipline-specific content. X X
4. Produce clear and coherent writing in which the development,
X X
organization, and style are appropriate to task, purpose, and audience.
6. Use technology, including the Internet, to produce and publish writing and
present the relationships between information and ideas clearly and X X
efficiently.
7. Conduct short research projects to answer a question (including a self-
generated question), drawing on several sources and generating additional X
related, focused questions that allow for multiple avenues of exploration.
8. Gather relevant information from multiple print and digital sources, using
search terms effectively; assess the credibility and accuracy of each source; X
and quote or paraphrase the data and conclusions of others while avoiding
plagiarism and following a standard format for citation.
9. Draw evidence from informational texts to support analysis, reflection,
X X
and research.
1. Cite specific textual evidence to support analysis of science and technical
X
texts.
2. Determine the central ideas or conclusions of a text; provide an accurate
X
summary of the text distinct from prior knowledge or opinions.
4. Determine the meaning of symbols, key terms, and other domain-specific
words and phrases as they are used in a specific scientific or technical X
context relevant to grades 6–8 texts and topics.
7. Integrate quantitative or technical information expressed in words in a
text with a version of that information expressed visually (e.g., in a flowchart, X
diagram, model, graph, or table).
9. Compare and contrast the information gained from experiments,
simulations, video, or multimedia sources with that gained from reading a X
text on the same topic.

Explore: Heat Pack

Lesson Summary
  The goal of this phase is to teach students about chemical reactions and thermal energy.
Students will be looking specifically at endothermic and exothermic reactions. Students will
learn that different materials and different temperatures cause different reactions. Students will
then research and watch videos to understand what creates a good heat pack.

Objective/Goal
 Students will understand thermal energy and how temperature relates to thermal energy.
 Students will understand and be able to identify endothermic and exothermic reactions.
 Students will understand chemical reactions and how to detect a chemical change.
 Students will conduct research and determine how to create a heat pack.

Standards
MA Science and Technology/Engineering Standards

6.MS-PS1-6. Plan and conduct an experiment involving exothermic and endothermic chemical reactions
to measure and describe the release or absorption of thermal energy.

6.MS-ETS1-5(MA). Create visual representations of solutions to a design problem. Accurately interpret

and apply scale and proportion to visual representations.

6.MS-ETS2-2(MA). Given a design task, select appropriate materials based on specific properties needed
in the construction of a solution.

NGSS

MS-PS1-2: Analyze and interpret data on the properties of substances before and after the substances
interact to determine if a chemical reaction has occurred.

MS-PS1-4: Develop a model that predicts and describes changes in particle motion, temperature, and
state of a pure substance when thermal energy is added or removed.

MS-PS1-6: Undertake a design project to construct, test, and modify a device that either releases or
absorbs thermal energy by chemical processes.

Massachusetts Technology Literacy Standards and Expectations

G6-8: 1.18 Use Web browsing to access information (e.g., enter a URL, access links, create
bookmarks/favorites, print Web pages).

G6-8: 3.1 Explain and demonstrate effective searching and browsing strategies when working on
projects.

G6-8: 3.2 Collect, organize, and analyze digital information from a variety of sources, with attribution.

G6-8: 3.7 Plan, design, and develop a multimedia product to present research findings and creative ideas
effectively, citing sources
G6-8: 3.4 Independently use appropriate technology tools (e.g., graphic organizer) to define problems
and propose hypotheses.

Common Core Standards for ELA and Literacy on History/Social Studies, Science and Technical
Subjects

Reading:

1. Cite specific textual evidence to support analysis of science and technical texts.

2. Determine the central ideas or conclusions of a text; provide an accurate summary of the text distinct
from prior knowledge or opinions.

4. Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they
are used in a specific scientific or technical context relevant to grades 6–8 texts and topics.

7. Integrate quantitative or technical information expressed in words in a text with a version of that
information expressed visually (e.g., in a flowchart, diagram, model, graph, or table).

9. Compare and contrast the information gained from experiments, simulations, video, or multimedia
sources with that gained from reading a text on the same topic

Writing:

1. Write arguments focused on discipline-specific content.

4. Produce clear and coherent writing in which the development, organization, and style are appropriate
to task, purpose, and audience.

6. Use technology, including the Internet, to produce and publish writing and present the relationships
between information and ideas clearly and efficiently.

7. Conduct short research projects to answer a question (including a self-generated question), drawing
on several sources and generating additional related, focused questions that allow for multiple avenues
of exploration.

8. Gather relevant information from multiple print and digital sources, using search terms effectively;
assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of
others while avoiding plagiarism and following a standard format for citation.

9. Draw evidence from informational texts to support analysis, reflection, and research.

Handouts, Materials
● Readings
● Jellyfish Notes Blank Sheet
 ● Student Websites for Research
● Web quest
● Comparison Chart
● Prezi Presentation
● Epson Salt
● Laundry Detergent
● Small plastic bags
● Picture/video of Fire
● Hand warmers
● Pictures of melted ice cubes and frozen ice cubes
● Steel Wool
● Baking Soda
● Vinegar
● Video of a cooking egg
● iPad
● “Exothermic or Endothermic Reaction?” handout
● Video to introduce Heat Packs
● “What makes a good heat pack?” handout

Resources
- http://www.middleschoolchemistry.com/lessonplans/chapter6/lesson11
- http://www.diffen.com/difference/Endothermic_vs_Exothermic
- http://www.everythingmaths.co.za/science/grade-11/12-energy-and-chemical-change/12-
energy-and-chemical-change-02.cnxmlplus

Activity Steps
Day One and Two (60 minute periods)

1. Teacher will provide students with readings for chemical reactions, thermal energy, and
endothermic and exothermic reactions.
2. Students will read and highlight text and then check-in with the teacher to make sure all
important parts have been addressed.
a. Students will work in partners
3. Students will transfer information into their jellyfish notes.
a. Teacher will walk around and help students when needed
4. Students will check-in with teacher to make sure jellyfish notes are complete.
a. Teacher will give feedback if notes need to be changed.

Day Three and Four (50 -60 minutes)

1. Teacher will review jellyfish notes with students and go over the topics: thermal energy,
chemical reactions, endothermic reaction, and exothermic reaction.
 2. Teacher will review with students the appropriate use of the Internet.
3. Teacher will provide students with web quest link for additional research.
a. http://zunal.com/webquest.php?w=339119 - Link to web quest
b. Students will work in groups of three and complete the web quest
c. Teacher will monitor students and provide help when needed.
4. Students will present keynote presentations to class on their findings from the web quest
5. Teacher will provide students with a comparison chart as a quick reference sheet for students to
keep on their iPad.

Day Five (50 – 60 minutes)

1. Teacher will present the students with a Prezi presentation reviewing endothermic reaction,
exothermic reaction, thermal energy, and chemical reactions.
2. Students will have a PDF version to follow along on their iPads.
a. Students will have time to turn and talk to one another during the Prezi to answer
questions throughout the presentation
b. Teacher will walk around and observe students and listen to conversations
c. Students will share answers with the class
3. Students will have to complete the mystery lab at the end of the Prezi.
a. The mystery lab: Students get into groups of two. Students are given one bag of Epson
salt and one bag of laundry detergent, it is their job to figure out which one will cause an
endothermic reaction and which one will cause an exothermic reaction.
i. Students put a little water in each bag and wait for the reaction and explain
where the energy went and what reaction occurs.
b. Teacher will walk around and observe student conversations and predictions
c. Teacher will also ask each group to write down what their results were and explain why
each substance was either endothermic or exothermic.
d. Teacher will review at the end of class once all written responses have been collected.

Day Six (80 - 90 minutes)

1. Teacher will pass out “Exothermic or Endothermic Reaction?” handout.

2. Teacher will explain the worksheet as well as the six stations students will rotate.
a. Some of the stations will have pictures, some will have videos, some will have items at
the station
b. Students will work in groups of 3 – 4 students.
3. Students will have 10 minutes at each station to draw a picture and explain what type of
reaction is occurring and explain why.
a. Endothermic or exothermic
b. Students will label the drawing with the heat flow
c. Teacher will walk around and observe students at each station and ask guiding
questions throughout the lab.
4. Teacher will review all stations at end to ensure student understanding of different reactions.
a. Teacher will ask students to share explanation and drawings on airplay to help review all
six stations.
Day Seven (50 – 60 minutes)

1. Teacher will show video on different types of heat packs.

a. This will be displayed to whole class.
2. After watching the video students will write down three things on a blank sheet of paper:
a. What did you notice?
b. What do you wonder?
c. Why do you think we are watching a video on different heat packs?
3. Teacher will have students share answers out to class.
4. Teacher will introduce students to the challenge of making a heat pack.
5. Teacher will explain to students that they have today to research heat packs.
a. Teacher will pass out a guided worksheet to help students narrow their research
b. Teacher will actively monitor and helps students when needed

Create: Heat Pack

Lesson Summary
 The goal of this phase of the project is to design and redesign a heat pack for Reptile Eggs.
Students will use their knowledge of chemical reactions, endothermic and exothermic reactions
to build a heat pack that will solve a simple task in a complex way.

Objective/Goal
 Students will build a heat pack that solves a simple problem in a complex way.
 Students will create their product using the engineering design process.
 Students will demonstrate their understanding of endothermic and exothermic reactions by
including the reactions in their final heat pack.
 Students will understand how certain chemical reactions can increase or decrease temperature.
 Students will understand how thermal energy transfers from a higher temperature to a lower
temperature to create heat.

Standards
MA Science and Technology/Engineering Standards

 6.MS-ETS1-1. Define the criteria and constraints of a design problem with sufficient precision to
ensure a successful solution. Include potential impacts on people and the natural environment
that may limit possible solutions.
 6.MS-PS1-6. Plan and conduct an experiment involving exothermic and endothermic chemical
reactions to measure and describe the release or absorption of thermal energy.
 6.MS-ETS1-5(MA). Create visual representations of solutions to a design problem. Accurately
interpret and apply scale and proportion to visual representations.
 6.MS-ETS1-6(MA). Communicate a design solution to an intended user, including design
features and limitations of the solution.
 6.MS-ETS2-2(MA). Given a design task, select appropriate materials based on specific properties
needed in the construction of a solution.

NGSS

 MS-PS1-2. Analyze and interpret data on the properties of substances before and after the
substances interact to determine if a chemical reaction has occurred.
 MS-PS1-4. Develop a model that predicts and describes changes in particle motion,
temperature, and state of a pure substance when thermal energy is added or removed.
 MS-PS1-6. Undertake a design project to construct, test, and modify a device that either
releases or absorbs thermal energy by chemical processes.
 MS-PS3-3. Apply scientific principles to design, construct, and test a device that either minimizes
or maximizes thermal energy transfer.
 MS-ETS1-1. Define the criteria and constraints of a design problem with sufficient precision to
ensure a successful solution, taking into account relevant scientific principles and potential
impacts on people and the natural environment that may limit possible solutions.
  MS-ETS1-3. Analyze data from tests to determine similarities and differences among several
design solutions to identify the best characteristics of each that can be combined into a new
solution to better meet the criteria for success.
 MS-ETS1-4. Develop a model to generate data for iterative testing and modification of a
proposed object, tool, or process such that an optimal design can be achieved.

Handouts, Materials
 “Heat Pack Challenge” Handout
 iPad
 timer
 Calcium chloride
 Baking soda
 Water
 Salt
 2 small clear plastic cups
 1 graduated cylinder
 Measuring spoons (1/8 tsp., ¼ tsp., and ½ tsp.)
 2 small thermometers
 2 small zip-closing plastic bag
 Reptile plastic eggs (Silly putty containers or made from model magic)

Activity Steps
Day One (30 – 45 minutes)

1. Teacher will engage class by replaying the heat pack video from the explore phase. Students will
be reminded that they will be creating their own heat pack.
2. Students will receive the creating a heat pack challenge handout.
3. Teacher will present students with the problem.
a. Teacher will read the problem aloud.
b. Students will look at the chart to see what type of reptile eggs they might encounter.
c. Students will answer questions 1 and 2 on the heat pack challenge handout
d. Teacher will have a whole class discussion on questions 1 and 2 to ensure student
understanding before starting their challenge.
4. Teacher will give students 15 minutes to individually plan out their design.
a. Students will be reminded to label all materials.
b. Students will be reminded that they can look back to their information gathered from
the explore phase
c. Teacher will walk around and observe students work.
5. Teacher will than have students get into partners.
a. Teacher will have assigned partners prior to this class.
b. Students will decide one thing they like about their design, one thing they like about
their partners design, and one thing they had in common.
c. Teacher will walk around and observe students work.
6. Students with their partners will draw their combined design
 a. Students will be reminded to label all materials
b. Teacher will walk around and observe students work.

Day Two (45 – 60 minutes)

1. Teacher will explain to students how the test and redesign charts should be completed
2. Teacher will provide students with the initial temperature of the room
3. Teacher will explain the constraints to students:
a. If temperature is above 32 degrees Celsius for 2 minutes you have damaged your reptile
eggs.
b. If temperature does not reach 28 degrees Celsius within the first 5 minutes your have
damaged your reptile eggs.
4. Students will work with their partners to get their materials and start to create their heat pack.
5. Students will take a picture and test their first design.
a. Students will test the temperature, time, and whether the eggs were protected and
oriented correctly.
i. Students record their temperature after 30 seconds, 1 minute, 2 minutes, 3
minutes, 5 minutes and 10 minutes.
ii. If the heat pack reaches the ideal temperature (28 – 32 degrees Celsius)
students will time for how long the ideal temperature lasts (This could be more
than 10 minutes. They can record the time for as long as it lasts.)
b. Students will record information in their testing #1 charts in their heat pack challenge
handout
c. Teacher will be observing students test their designs and ask questions.
6. Students will discuss what went wrong and have an opportunity to redesign their heat pack.
a. Students will draw their new design in the redesign 1 section of their heat pack
challenge handouts
b. Teacher will walk around and observe student corrections.

Day Three and Four (60 minute periods)

1. Students will get new materials and create their new and improved heat pack designed the day
before.
2. Students will take a picture and test their second design.
a. Students will test the temperature, time, and whether the eggs were protected and
oriented correctly.
i. Students record their temperature after 30 seconds, 1 minute, 2 minutes, 3
minutes, 5 minutes and 10 minutes.
ii. If the heat pack reaches the ideal temperature (28 – 32 degrees Celsius)
students will time for how long the ideal temperature lasts (This could be more
than 10 minutes. They can record the time for as long as it lasts.)
b. Students will record information in their testing #2 charts in their heat pack challenge
handout
c. Teacher will be observing students test their designs and asking questions to help guide
students to the correct solution.
3. Students will discuss what went wrong and have an opportunity to redesign their heat pack.
 a. Students will draw their new design in the redesign 2 section of their heat pack
challenge handout
b. Teacher will walk around and observe student corrections.
4. Students will take a picture and test their third design and talk about their final design.
a. Teacher will remind students that this should be their optimal solution.
b. Students will test the temperature, time, and whether the eggs were protected and
oriented correctly.
i. Students record their temperature after 30 seconds, 1 minute, 2 minutes, 3
minutes, 5 minutes and 10 minutes.
ii. If the heat pack reaches the ideal temperature (28 – 32 degrees Celsius)
students will time for how long the ideal temperature lasts (This could be more
than 10 minutes. They can record the time for as long as it lasts.)
c. Students will record information in their testing #3 charts in their heat pack challenge
handout
d. Teacher will be observing students test their designs and asking questions to help guide
students to the correct solution.
5. Students will have a third opportunity for redesign if needed and if time allows.

Share: Heat Pack

Lesson Summary
 The goal of the share phase is for students to share the information that they have learned with
their peers. The student’s will be reflecting on their Heat Packs and sharing whether they were
successful as well as what they would do differently next time.

Objective/Goal
 Students will reflect on their project and redesign when necessary.
 Students will explain how heat packs are created through different types of reactions.
 Students will make a claim and support it through evidence and reasoning.

Standards
MA Science and Technology/Engineering Standards

6.MS-ETS1-1. Define the criteria and constraints of a design problem with sufficient precision to ensure
a successful solution. Include potential impacts on people and the natural environment that may limit
possible solutions.

6.MS-ETS1-5(MA). Create visual representations of solutions to a design problem. Accurately interpret

and apply scale and proportion to visual representations.

6.MS-ETS1-6(MA). Communicate a design solution to an intended user, including design

features and limitations of the solution.

NGSS
MS-ETS1-2. Evaluate competing design solutions using a systematic process to determine how well they
meet the criteria and constraints of the problem.

MS-ETS1-3. Analyze data from tests to determine similarities and differences among several design
solutions to identify the best characteristics of each that can be combined into a new solution to better
meet the criteria for success.

MS-PS1-2. Analyze and interpret data on the properties of substances before and after the substances
interact to determine if a chemical reaction has occurred.

Massachusetts Technology Literacy Standards and Expectations

G6-8: 3.4 Independently use appropriate technology tools (e.g., graphic organizer) to define problems
and propose hypotheses.

G6-8: 3.9 Use a variety of telecommunication tools (e.g., e-mail, discussion groups, Web pages, blogs,
Web conferences) to collaborate and communicate with peers, experts, and other audiences (at
district’s discretion).

Common Core Standards for ELA and Literacy on History/Social Studies, Science and Technical
Subjects
1. Write arguments focused on discipline-specific content.

4. Produce clear and coherent writing in which the development, organization, and style are appropriate
to task, purpose, and audience.

6. Use technology, including the Internet, to produce and publish writing and present the relationships
between information and ideas clearly and efficiently

9. Draw evidence from informational texts to support analysis, reflection, and research.

Handouts, Materials
 Heat Pack Challenge Handout
 iPad
 Schoology
 Pictures of Heat Pack
 Schoology Prompt
 Checklist for Schoology Prompt

Activity Steps
Day One (40 - 50 minutes)

1. Teacher will have students get with their partners.

2. Teacher will refer to students heat pack challenge handout and direct students to the last page.
3. Teacher will explain to students that they will be reflecting on their original and redesigned heat
packs
4. Teacher will read through each question.
a. After each question teacher will have student turn and talk with partner about their
possible answers to each question
5. Teacher will have students get back to their seats
6. Teacher will give students 15 minutes to respond to the three questions.
7. Teacher will have students take a picture of their responses on their iPads.
8. Teacher will collect each student’s packet.
a. Teacher will grade these for effort and accuracy
9. Teacher will have 2-3 students share out their answer for each question.

Day Two (30 minutes)

1. Teacher will explain to students that they will share their final design for a heat pack on
schoology.
a. Teacher will have created the following prompt prior to class:
i. Please upload the picture of your optimal heat pack design. Below your picture
write a paragraph including the following:
1. What type of reaction did you use in your heat pack and why?
2. Was your heat pack successful? Why or why not?
 3. What was the most challenging part of the engineer design process?
Explain your reasoning.
4. If you could make one more heat pack what would you change and
why?
b. Students will be required to respond to three of their classmate’s posts. The only
restriction is that they cannot respond to their partners post. Their responses will
include:
i. Identify one thing you like about your classmates design
ii. Identify one thing you think would help your classmate to improve their design
iii. Identify one thing you had in common with your classmate

Possible Extension:

If time allows students could create a commercial to try and sell their heat packs!
Explore Materials/Handouts: Heat Pack
Reading – Attached as a PDF

Jellyfish Notes – Students will need three – four copies

Students place the topic on the top (such as thermal energy, endothermic reaction etc. and in the boxes
are supporting details or examples.
Link to Web quest for student research

http://zunal.com/webquest.php?w=339119

Comparison Chart

Endothermic Exothermic
Introduction A process or reaction in which A process or reaction that
the system absorbs energy from releases energy from the
its surroundings in the form of system, usually in the form of
heat. heat.

Result Energy is absorbed from the Energy is released from the

environment into the reaction. system into the environment.

Form of Energy Energy is absorbed as heat. Energy is usually released as

heat, but can also be electricity,
light or sound.

Etymology Greek words endo (inside) and Greek words exo (outside) and
thermasi (to heat). thermasi (to heat).
Examples Melting ice, photosynthesis, Explosions, making ice, rusting
evaporation, cooking an egg, iron, concrete settling, chemical
splitting a gas molecule. bonds, nuclear fission and
fusion.

Link to Prezi

https://prezi.com/imhpgcemu2ao/exothermic-and-endothermic-reactions/
 Exothermic or Endothermic Reaction?
Station 1 – Fire

Draw a picture – make sure to label all parts and the heat flow

Is this reaction endothermic or exothermic? _________________________________________________

Explanation:___________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

Campfire Video: https://www.youtube.com/watch?v=HzpzvAPj1kw

Picture:
Station 2 - Hand warmers

Draw a picture – make sure to label all parts and the heat flow

Is this reaction endothermic or exothermic? ______________________________________________

Explanation:___________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________
Station 3 – Freezing/Melting Ice Cubes

Draw a picture – make sure to label all parts and the heat flow

Is this reaction endothermic or exothermic? ______________________________________________

Explanation:___________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

Frozen Ice Cube: Melting Ice Cube:

Station 4 – Steel Wool and Vinegar

Draw a picture – make sure to label all parts and the heat flow

Is this reaction endothermic or exothermic? ______________________________________________

Explanation:___________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________
Station 5 – Cooking an Egg

Draw a picture – make sure to label all parts and the heat flow

Is this reaction endothermic or exothermic? ______________________________________________

Explanation:___________________________________________________________________________

_____________________________________________________________________________________

____________________________________________________________________________________

Video for Cooking an Egg:

https://www.youtube.com/watch?v=01jIeSnP0lI
Station 6 – Baking Soda and Vinegar

Draw a picture – make sure to label all parts and the heat flow

Is this reaction endothermic or exothermic? ______________________________________________

Explanation:___________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

Video to Introduce Heat Packs:

http://www.middleschoolchemistry.com/lessonplans/chapter6/lesson11
What makes a good heat pack?
To help guide your research use the following:

 Materials used:

 Do I want an endothermic or exothermic Reaction?

 What temperature are heat packs?

 How do heat packs stay hot?

 Any additional facts you think will be helpful:

Create Materials/Handouts: Heat Pack
Name: ______________________________________

Heat Pack Challenge

Problem:

Imagine that you volunteered to rescue reptiles (turtles, snakes, and lizards) that are in the unlucky
position of living in the path of new construction. Typically in these cases, animals move. They search for
new homes and food sources nearby. However, eggs cannot crawl, slither, or swim to another location.
And construction projects will not wait for eggs to hatch.

You have talked with the construction workers and with a nearby reptile conservation center. The
workers are willing to notify you when they come across reptile eggs. The center is able to incubate the
eggs until the babies hatch and then return them to the wild. Your role is to design a device for reptile
eggs that will keep them warm and safe as it is transported from the worksite to the reptile conservation
center.

Reptile eggs are leathery and soft. While they are not prone to crack easily, they need to remain in the
same orientation they were originally laid – whatever is facing up, must stay facing up. They cannot be
flipped, turned, or jostled. Very importantly, the eggs must be kept warm, but not too warm, to properly
develop and hatch.

You have a job to do before the first batch of eggs is found – build a temporary portable reptile egg
device that will keep one egg warm and properly positioned while you take it to the reptile conservation
center. Let’s give these young lizards, turtles, and snakes their best chance at life!

Good news! We have been informed that construction workers have found eggs!

Look at the Reptile Egg identification chart on the next page to answer the
following questions:

1. Do these eggs belong to a snake, turtle, or lizard?

2. What characteristics helped you identify these eggs?

Materials

- Calcium chloride
- Baking soda
 - Water
- Salt
- 2 small clear plastic cups
- 1 graduated cylinder
- Reptile plastic eggs
- Measuring spoons (1/8 tsp., ¼ tsp., and ½ tsp.)
- 2 small thermometers
- 2 small zip-closing plastic bag
- iPad
- timer

Independently draw your design for a temporary portable snake egg heat pack in the large space below.
Make sure to label your drawing. In your drawing use captions to point out how your device meets the
following requirements:

- Keep the egg at the ideal temperature for as long as possible

- Hold the egg in the proper orientation
- Protect the egg from impact
Write one thing you like about your design: _______________________________________________________

Write one thing you like about your partner's design: ____________________________________________

Write one thing you and your partner had in common: ___________________________________________

Now, with your partner draw your final design for a temporary portable snake egg heat pack in the large
space below. Make sure to label your drawing. In your drawing use captions to point out how your
device meets the following requirements:

- Keep the egg at the ideal temperature for as long as possible

- Hold the egg in the proper orientation
- Protect the egg from impact

Initial room temperature: ____________________________ (Provided by your teacher!)

 Constraints:

 If temperature is above 32 degrees Celsius for 2 minutes you have damaged your reptile eggs.
 If temperature does not reach 28 degrees Celsius within the first 5 minutes your have damaged
your reptile eggs.

* Take a picture of each heat pack you design with your iPad! For now keep them in your camera roll!

Test #1

Temperature: Time: Protected? / Orientation?

After 30 Seconds: ______________ * Once you have reached your

ideal temperature set a timer
After 1 minute: ________________ and see how long your ideal
temperature lasts!
After 2 minutes: _______________

After 3 minutes: _______________

After 5 minutes: _______________

After 10 minutes: ______________

Test #2

Temperature: Time: Protected? / Orientation?

After 30 Seconds: ______________ * Once you have reached your

ideal temperature set a timer
After 1 minute: ________________ and see how long your ideal
temperature lasts!
After 2 minutes: _______________

After 3 minutes: _______________

After 5 minutes: _______________

After 10 minutes: ______________

Test #3

Temperature: Time: Protected? / Orientation?

After 30 Seconds: ______________ * Once you have reached your

ideal temperature set a timer
After 1 minute: ________________ and see how long your ideal
temperature lasts!
After 2 minutes: _______________

After 3 minutes: _______________

After 5 minutes: _______________

After 10 minutes: ______________

Opportunities for redesign:

- In the box below track your improvements. It can be a drawing with labels or a written
description. If you need more room use the back of this packet to track your redesigns.

Redesign 1

Redesign 2
Redesign 3
Share Materials/Handouts: Heat Pack
Reflect on your design solutions and share with your peers.

1. Share an example of a success and an example of a failure you experienced through this process.

___________________________________________________________________________________

___________________________________________________________________________________

___________________________________________________________________________________

___________________________________________________________________________________

___________________________________________________________________________________

___________________________________________________________________________________

2. As you were building and testing, what where 2 specific changes your group made to improve your
design of the earthquake proof structure? Why did you make those changes? Make sure to explain
using your testing data.

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

3) If you had to do this whole process again, what would you do differently? Why?

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________
Schoology Prompt:

This will be posted as an assignment. The assignment will be called: Heat Pack Challenge Share

The prompt:

Please upload the picture of your optimal heat pack design. Below your picture answer the following
question in a written paragraph:

1. What type of reaction did you use in your heat pack and why?
2. Was your heat pack successful? Why or why not?
3. What was the most challenging part of the engineer design process? Explain your reasoning.
4. If you could make one more heat pack what would you change and why?

Once you have posted your response you will be able to see your classmates response. Please respond
to three classmates. Make sure you do not respond to your heat pack challenge partner’s post. Include
the following in your response:

1. Identify one thing you like about your classmates design

2. Identify one thing you think would help your classmate to improve their design
3. Identify one thing you had in common with your classmate

The following checklist will be how you are graded:

Student included the following:

_____ Student mentioned the type of reaction used in their heat pack

_____ Student included an explanation

_____ Student mentioned whether their heat pack was or wasn’t successful

_____ Student included an explanation

_____ Student mentioned the most challenging part of the engineer design process

_____ Student included an explanation

_____ Student mentioned a change they would make

_____ Student included an explanation

_____ Student responded to three classmates in an appropriate and informative way