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Wax That Melts on Purpose: Cooling a Delivery Robot
Grade 7 physical science: analyze heat-sink data from a robot run and use a particle model to explain how melting and freezing wax absorb and release thermal energy.
Grade 7ScienceInteractive · Printable
Aligned toMS-PS1-4
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What’s included
- Single worksheet
- Auto-graded online
- 1 NGSS standard
- Printable answer key
- 9 questions
- Classroom-ready
Details
- Format
- Interactive · Printable
- Grade
- Grade 7
- Subject
- Science
- Question types
- Fill in the blank, Multiple choice, Circle the answer, Short answer
About this worksheet
What students practice
- Students use temperature data to describe how adding or removing thermal energy changes temperature and state.
- Students use a particle model to explain what happens to wax particles as it melts, warms and freezes.
How to use
Have students trace the with-wax column of Table 1 with a finger and mark where the temperature stops rising. Discuss what the particles are doing there before they answer.
Curriculum
NGSS standard covered
Model how adding or removing thermal energy changes particle motion, temperature and state of a substance.
Preview
OwlSheets.com
Wax That Melts on Purpose: Cooling a Delivery Robot
Use temperature data and a particle model to explain how melting wax protects a robot's electronics.
The test run
Read the passage and Table 1, then answer the questions.
A Robot That Overheats
1The robotics team at Maple Grove Middle School built a wheeled robot that carries mail and packages between the school's front office and the classroom wings. On long runs, its motor controller, a small circuit board that sends power to the motors, gets hot. The board sits on a metal heat sink. If the heat sink goes above 70 °C, the controller shuts itself off to avoid damage, and the robot stops in the hallway. The team noticed that this happened most often on afternoon runs, after the robot had already made several trips.
2Team captain Sofia Lindqvist read that some electronics are protected with a wax that melts at a useful temperature. With help from their coach, Mr. Bashir Rahimi, the team bought 20 g of a wax blend that melts near 54 °C. Sofia sealed it in a small aluminum can, filling the can only about 85 percent full, and the team clamped the can against the heat sink. Aluminum carries thermal energy well, so the wax inside stays close to the temperature of the heat sink.
3To test the idea, the team ran the robot on the same 28-minute route twice in a 22 °C hallway: once without the wax can and once with it. Both runs used the same 2 kg box, the same speed and a fully charged battery. A temperature probe on the heat sink took a reading every 4 minutes. During the second run, Darius Mensah peeked through a small clear window in the can's lid to see the wax, and he wrote down what it looked like each time the probe took a reading. By the end of that run, the liquid wax had risen almost to the lid.
4After the second run, the team parked the robot with its power off and kept recording the heat-sink temperature as it sat in the hallway. Those readings are in Table 2.
| Time (min) | No wax (°C) | With wax (°C) | Wax in the can |
|---|---|---|---|
| 0 | 22 | 22 | solid |
| 4 | 41 | 35 | solid |
| 8 | 56 | 46 | solid |
| 12 | 66 | 53 | solid, soft at edges |
| 16 | 72, shut off | 54 | about 1/3 liquid |
| 20 | — | 54 | about 2/3 liquid |
| 24 | — | 56 | nearly all liquid |
| 28 | — | 63 | all liquid |
From minute 0 to minute 12, how many more degrees did the heat sink warm without the wax than with the wax? °C
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