Student Name:
School: Montegomery Secondary School
Year: 2026
Level: O-level
Learning Area: Combined Science
Syllabus Topic: Conservation of Heat Energy
Project Title: Which Local Material is the Best "Heat-Stopper"? An
Investigation into Thermal Insulation for Energy Conservation.
Objectives:
To find out which local material (Grass, Charcoal, or Sawdust) keeps water hot for the longest
time.
To understand how heat moves through Conduction and Convection.
To show my school mates how to cook food using "Retained Heat" to save on firewood and
electricity.
Stage 1: Problem Identification
Statement of Problem:
The problem is that energy is very expensive, and fetching firewood is hard work for many
students at my school. When our parents cook, they often leave the pot on the fire until the food
is done. This uses a lot of fuel. If we can find a way to "trap" the heat inside the pot, the food will
finish cooking without needing more fire. This problem affects everyone in our community who
wants to save money and time.
Theme: The focus of my project is Energy Conservation and Heat Transfer.
Statement of Intent:
I am going to solve this by building "Insulation Boxes." I will test three different materials from
our local environment to see which one is the best at stopping heat from escaping.
Design Specifications:
What it looks like: I will use four identical cardboard boxes. Inside each box, I will place a small
metal tin to hold hot water.
What I am going to use: I will use a Thermometer to measure the temperature, a Stopwatch (on a
phone) to track time, and 400ml of boiling water for each test.
Stage 2: Investigation of Related Ideas
At this stage, we look at how the world currently deals with heat conservation.
Solution 1: The Commercial Vacuum (Thermos) Flask
Where used: Households, hospitals, and offices worldwide.
Success: High (95%). It can keep liquids hot for over 12 hours.
Advantages (Strengths):
Eliminates Conduction/Convection: The vacuum between the two glass walls has no
particles, so heat cannot travel through it.
Reflects Radiation: The silver lining reflects infrared heat back into the liquid.
Hygiene: Glass and stainless steel do not react with food or tea.
Disadvantages (Weaknesses):
Fragility: The inner glass envelope can shatter if dropped.
Cost: A 2-liter flask can be expensive for a student or a large family.
Size Limitation: You cannot fit a large pot of sadza or stew inside a standard flask.
Solution 2: Polystyrene (Styrofoam) Cooler Boxes
Where used: Used by vendors selling cold drinks and by catering companies.
Success: High (80%) for short-term storage (3–5 hours).
Advantages (Strengths):
Low Thermal Conductivity: Polystyrene is mostly trapped air, which is a near-perfect
insulator.
Lightweight: It is very easy to carry even when full.
Waterproof: It does not lose its insulating power if the contents spill.
Disadvantages (Weaknesses):
Environmental Impact: It is a plastic that does not rot (non-biodegradable), causing
pollution in our community.
Health Concerns: If used with very hot food, it can melt or release chemicals into the
meal.
Durability: It breaks easily into small white beads that are hard to clean up.
Solution 3: Traditional "Underground" Cooking Pits
Where used: Ancient cooking methods and some rural ceremonies.
Success: Moderate (50%).
Advantages (Strengths):
Zero Cost: Uses the natural earth as an insulator.
Wind Protection: Being underground prevents cold wind (convection) from hitting the
pot.
Disadvantages (Weaknesses):
Conduction Loss: If the soil is damp, it actually sucks heat away from the pot very
quickly.
Inconvenience: It is difficult to dig a hole and bury a pot every time you cook.
Sanitation: Dust and insects can easily get into the food.
Stage 3: Generation of Ideas
Based on the investigation above, I have developed these three local solutions, focusing on using
"trapped air" as the main insulator.
Solution A: The "Thatch-Pack" (Dry Grass)
Advantages (Strengths):
Indigenous Knowledge: Uses materials already used to keep Zimbabwean homes cool in
summer and warm in winter.
Cost-Effective: Can be harvested for free in the school grounds or near home.
Compostable: Once the project is over, the grass can be used as mulch in the school
garden.
Disadvantages (Weaknesses):
Low Density: Grass has large gaps between stems, allowing some air to move
(convection), which lets heat escape.
Moisture Absorption: If steam from the pot makes the grass wet, it loses all insulating
power.
Pest Attraction: Dry grass can attract insects or rodents if stored in the kitchen.
Solution B: The "Carbon-Guard" (Crushed Charcoal)
Advantages (Strengths):
Radiation Absorption: The black color and porous nature of charcoal are excellent at
capturing and holding thermal energy.
Stability: Charcoal does not rot or mold, making it a long-term solution.
Recycling: You can use the leftover "dust" from the bottom of a charcoal bag that would
normally be thrown away.
Disadvantages (Weaknesses):
Messy: The black soot stains the cardboard box and the student’s uniform/hands.
Weight: A charcoal-filled box is significantly heavier than a grass-filled one.
Conductivity: If the charcoal pieces are too large, they can touch each other and conduct
heat away through the solid carbon.
Solution C: The "Dust-Buffer" (Fine Sawdust)
Advantages (Strengths):
Small Air Pockets: Because sawdust is so fine, the air pockets are tiny. This almost
completely stops convection currents.
Perfect Fit: Sawdust "pours" like a liquid, meaning it fills every gap around the pot,
leaving no "cold spots."
Waste Management: Uses a waste product from the school carpentry shop that is usually
a fire hazard or litter.
Disadvantages (Weaknesses):
Dust Hazard: Fine particles can get into the student's eyes or lungs if not poured
carefully.
Settling: Over time, the sawdust settles at the bottom, leaving the top of the pot
uninsulated.
Flammability: Like grass, it must be kept away from open flames.
Stage 4: Development of Selected Ideas
Justification:
I chose the Sawdust-Sleeve because it is a waste product that the school usually throws away. It
is also very light and easy to pour into a box around a pot.
Tools and Materials:
4 Cardboard Boxes (all the same size).
4 Metal Tins (all the same size).
Dried Grass, Sawdust, and Crushed Charcoal.
A Thermometer and a Kettle.
The Process:
I filled the space between the tin and the box with 5cm of the chosen material.
I made a "Lid" for each box to make sure no heat escapes from the top.
Refinement: I made sure all the materials were completely dry, because wet material would let
the heat escape faster through conduction.
Stage 5: Presentation of Results
I tested my solution by pouring 400ml of boiling water into each tin. I measured the temperature
every 15 minutes.
Results Table:
Time No Insulation Grass Box Charcoal Box Sawdust Box
| 0 min 95°C 95°C 95°C 95°C
30 min 55°C 78°C 72°C 85°C
60 min 35°C 65°C 55°C 75°C
Functionality:
I demonstrated this to my Science class. The water in the Sawdust Box stayed hot enough to
make tea even after an hour, while the water with no insulation became cold and useless.
Stage 6: Evaluation & Recommendations
Evaluation:
My project was a success! I proved that we don't need expensive equipment to save energy. The
Sawdust Box was the winner because it kept the water the hottest (75°C after one hour).
Problems Faced:
It was hard to read the thermometer quickly for all four boxes at once.
How I overcame it: I asked a friend to help me. One person checked the time, and I wrote down
the temperatures.
Recommendations:
For the School Kitchen: The school should use large sawdust-filled boxes to keep the
students' tea warm during the winter mornings.
For Students: You can build a small version of this for your lunchbox to keep your food
warm until break time.
For the Environment: If we all use "Wonder-boxes" to finish cooking our food, we will
cut down fewer trees for firewood