Transformation 2013 Design Challenge Planning Form Guide Design Challenge Title: Solar Power v.s Hydrogen Power Teacher(s):Laura Johnson School: Region XIII Education Service Center Subject: Chemistry or potentially IPC as well Abstract: In this lesson, students are introduced to different energy sources. Specifically, they will investigate hydrogen and solar power as a sources of energy for automobiles. Students see the advantages and disadvantages to both types of energy as they study how the energy is produced, the energy output/efficiency, cost and supply, the effects of the energy on the environment, and how technological advancements in areas such as nanotechnology might make these energy sources more effective in the future.
MEETING THE NEEDS OF STEM EDUCATION THROUGH DESIGN CHALLENGES
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Step 1: Begin with the End in Mind
Does this design challenge meet the criteria for STEM student needs (21st century skills, TEKS, TAKS)?
Section 1 Summarize the theme or “big ideas” for this design challenge. Students will investigate the two types of energy sources through research, demo’s and actual testing of small scale models. They then will analyze their collected information and determine which type of alternative fuel source for vehicles would be most beneficial in investing in for automotive companies. Section 2 Identify the TEKS/SEs that students will learn in the design challenge (two or three).
(5.A) Science Concepts.. The student knows that energy transformations occur during physical or chemical changes in matter. The student is expected to: (A) identify changes in matter, determine the nature of the change, and examine the forms of energy involved. The student is expected to: (B) identify and measure energy transformations and exchanges involved in chemical reactions; and (3.B) Science Concepts.. The student uses critical thinking and scientific problem solving to make informed decisions. The student is expected to: (B) make responsible choices in selecting everyday products and services using scientific information. Section 3 Identify key performance indicators students will develop in this design challenge.
Students will be able to do the following, find information on solar power and hydrogen power through research, calculate the energy exchange in chemical reactions, how to © 2008 Transformation 2013
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describe the simple make-up of solar and hydrogen power cars, how to design a presentation and poster board, as well as learning about key vocabulary terms from the subject matter. Section 4 Identify the 21st century skills that students will practice in this design challenge (one or two). Communication, Critical Thinking, Problem Solving, Collaboration, Analysis, Research Section 5 Identify STEM career connections and real world applications if content learned in this design challenge.
Students will use research and technology to solve a problem our automotive engine designers will face in the very near future.
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Step 2: Craft the Design Challenge  Have you posed an authentic problem or significant question that engages students and requires STEM knowledge to solve or answer?
You are an automotive engineer working for Acura. Your boss has come to you with the problem of trying to decide which type of alternative energy you will be using in future car designs. He asks you to assemble two teams of engineers to investigate the pros and cons of using hydrogen fuel or solar power as the energy source for the new line of NSX automobiles your company is designing. He asks that you include in your presentation to the board, the science behind the energy sources, pros and cons of each type, what type of transformations are occurring, the amount of energy created, the energy efficiency, how easily accessible the supplies to create this type of technology is, test run data on scaled models, the environmental effects, future technological advances that might improve this technology (such as nanotechnology) as well as your teams recommendations for which one Acura should start investing in and why you think so. You have little time, better get started!
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Step 3: Map the Design Challenge Look at the major product for the design challenge and analyze the tasks necessary to produce a high-quality product. What do students need to know and be able to do to complete the tasks successfully? How and when will they learn the necessary knowledge and skills?
Performance Indicators (Refer to Step I, Section 3)
1. The types of energy transformations. 2. How to research information about solar power and hydrogen power. 3. How to calculate the energy exchange in a chemical reaction or look it up. 4. How to build either a model solar car of a model hydrogen car (or how to use them if already provided like in this project). 5. How to design a presentation and poster board. 6. Develop key vocabulary: energy transformations, photovoltaic cell, hydrogen fuel, chemical equation, enthalpy, Hess’s Law, reactants, products, balanced equations, excited state electrons, semiconductors, current, electricity, doping.
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Step 4: Plan the Design Challenge 5E Lesson TASK 1: Enter the Design Challenge Title and TEKS/TAKS objectives for your 5E lesson in the template provided. TASK 2: Describe the activities that occur throughout the 5E learning cycle. Provide explicit instructions in the 5E lesson plan, such that a first year teacher can easily understand what is expected and execute the design challenge lesson. Provide discussion facilitation questions if applicable. Use the planning forms provided on the following pages to complete each section of the 5E lesson. Refer to Step 3: Map the Design Challenge to help you identify relevant activities to include in the 5E learning cycle that focus on what students need to know and be able to do to complete the design challenge TASK 3: Identify and define the products and artifacts for each phase of the design challenge 5E learning cycle. Artifacts are evidence of the student’s thinking. Products could include culminating products or products that provide checkpoints for progress through the learning cycle. The table below shows some examples of artifacts and products. Many additional possibilities exist. Use the planning forms provided on the following pages to complete the 5E lesson. ARTIFACTS PRODUCTS Notes Research papers* Journal entries Reports* E-mail records Multimedia shows* Chat records Presentations within the school* Records of conversations, decisions, revisions Exhibitions outside the school* Interviews using a structured set of questions Proposals Short, reflective paragraphs Outlines Library search record Plans Telephone logs Blueprints Purchase receipts Drafts Samples Edited drafts Minutes of meetings Revised drafts Discarded ideas Models Prototypes Product critiques Group process reports Videos Final versions of papers Field guides Biographies Websites Flow charts Design Briefs *indicates culminating projects
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Design Challenge Title: Hydrogen Fuel v.s. Solar Power TEKS/TAKS objectives: 2A.4A; 2A.6B; 2A.7A,B; 2A.8; 2A.9; 2A.11 Engage Activity Identify/focus on instructional task, connect between past & present learning experiences, lay groundwork for activities (ex. Ask a question, define a problem, show a surprising event, act out a problematic situation) The particular subject area is introduced to the students with common examples that have meaning in their lives.
Define the products and
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Show the following clips to engage the students: http://www.youtube.com/watch?v=iIXuXlfKyrc (This video talks about the history of the types of energy used by the U.S) http://www.youtube.com/watch?v=hkuD7yQ3gFk (brief on types of energy, funny) Discuss with the class the video’s they just watched. Try to get the class to talk about any recent discoveries they may have heard on their own about new types of energy sources. Introduce the students to the design challenge: You are an automotive engineer working for Acura. Your boss has come to you with the problem of trying to decide which type of alternative energy you will be using in future car designs. He asks you to assemble two teams of engineers to investigate the pros and cons of using hydrogen fuel v.s solar power as the energy source for the new line of NSX automobiles your company is designing. He asks that you include in your report the kind of energy transformation your group worked on, the amount of energy created by the transformation, how this translates to efficiency, how easily accessible the supplies to create this type of technology is, test data on small scaled models of each type of vehicle, the environmental effects, as well as your teams recommendations for which one Acura should start investing in and why you think so. You have little time, better get started! Assign students to groups of 4 and determine whether they are working on hydrogen or solar power. Have the students map out the ground work for their project (how much time they will need, what resources can they use to find information on their topic, who will focus on what parts, etc.) They can do this by completing a KWS chart. Have each group member then contribute their paragraph of ideas, thoughts, and questions they have, and how they think their project will turn out thus far. Have the students then do a team building activity where they have to work together to lower a helium stick with their index fingers only. Class discussion
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artifacts for the Engage Activity.
Project Log Entries. KWS
Artifacts (KWL charts, journal entries, etc) are evidence of the student’s thinking. Products (flow charts, data tables, models, etc) include checkpoints for progress through a design challenge.
Materials/Equipment: Computer, LCD Projector, Internet Access, Log Handout, Pencils, KWS Handout, 6 straight lightweight sticks/tubes.
Resources: http://www.youtube.com/watch?v=iIXuXlfKyrc http://www.youtube.com/watch?v=hkuD7yQ3gFk Explore
Have the hydrogen power students explore a hydrogen gas from water demonstration apparatus (supervised by you).
Students get involved with phenomena and materials, Have the solar power students groups explore a circuit using students work in teams to explore a solar cell that can power a small wind turbine or make a through inquiry. small light bulb glow. Directed laboratories are conducted so the students can experience the principles in a controlled manner. This experience is crucial to success in solving design challenges.
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After the students have viewed the demo’s have them switch with their opposites to get a chance to view the other type of technology. Bring the students back together and have them answer questions about what they saw/learned. (You can have them do this as a group or individually.)
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Define the products and artifacts for the Explore Activity.
Questions from the Activity Informal Observations (use a rubric if you want to make sure they are progressing through the demo’s)
Artifacts (KWL charts, journal entries, etc) are evidence of the student’s thinking. Products (flow charts, data tables, models, etc) include checkpoints for progress through a design challenge. Materials/Equipment: Beaker, Water, salt, cardboard, 2 twisty ties stripped of plastic, nine volt battery Solar Motor, Propeller, small light bulb, solar panel. Questions Worksheet.
Resources: http://www.wikihow.com/Make-Oxygen-and-Hydrogen-from-Water-UsingElectrolysis http://www.siliconsolar.com/demokit-solar-kit-p-118.html Explain Students discuss observations, ideas, questions and hypotheses with peers, facilitators, groups. Learners apply labels to their experiences – thus developing common language, clarification/explanation of key concepts Delivery of the content begins with a discussion of the principles illustrated by the Hands-On examples. In this way, the participants’ intuition is tapped to introduce terms and concepts that they may have heard. This approach leads naturally to an indepth discussion of the science and mathematics concepts underlying the particular subject area.
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Have the students break into their groups again. Have them discuss what they learned during the Explore Activity. Have them note in their project log any new information they may have discovered about the types of technology. At this point it will be pertinent to review/introduce the vocabulary needed for the project. Some of the student may already be familiar with some of the terms. (energy transformations, photovoltaic cell, hydrogen fuel, chemical equation, enthalpy, Hess’s Law, reactants, products, balanced equations, excited state electrons, semiconductors, current, electricity, doping, etc.). Clear up any misunderstandings about the types of technologies or conceptual topics. Make sure they take notes on the material. It will most likely be useful for their final project! You might want to refresh their memories on how to calculate the enthalpy of a chemical reaction. They could also potentially look this information up. Remind them of how to research their topic and how to tell whether websites are of quality.
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Define the products and artifacts for the Explain activity.
Project Logs Notes
Artifacts (KWL charts, journal entries, etc) are evidence of the student’s thinking. Products (flow charts, data tables, models, etc) include checkpoints for progress through the design challenge. Materials/Equipment: Paper, pencil, possibly dry erase board, markers, laptop, power point presentation of vocabulary.
Resources: None
Elaborate Expand on concepts learned, make connections to other related concepts, apply understandings to the world. (ex. Extend & apply knowledge). At its heart, engineering is the application of science and mathematics to design solutions to problems for humanity. Thus, providing design opportunities to students is a key component of STEM education. Opportunities to be creative in open-ended situations peak the interest of many students, providing an answer to the ubiquitous question: “Why do we need to know this?”
Research: Here students will work to solve the design challenge. They must document their work using their project logs and research materials worksheet. Schedule some time in the library or computer labs for students to research their topic. They should site any materials used in their final project. You might consider providing a set of questions for each group as a guide for things to think about and possibly some interesting sources of information about their topic ahead of time. This along with monitoring should ensure that your students head in the right direction. At this point the students will need to conduct time trials of how well their provided model cars work. I recommend they run at least 5 timed trials of a certain distance and record their data on a data table. Make sure they note the weight of their model. (Camera’s are useful in this instance for taking pictures of the groups and their project in action!) Once they are done have them complete a data set in excel to turn in. Have each group trade information with one of the groups working on the other type of technology. Upon completion, have the groups of 4 make a poster board demonstrating what they have learned. Provide them with a rubric of what is required on the poster board. Remind them
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of the original project initiative to present this material to the engineering boss at Acura. Their posters should be neat and have relevant information. Define the products and artifacts for the Elaborate activity.
Research Materials Worksheet Project Logs Excel Data Table Poster Board
Artifacts (KWL charts, journal entries, etc) are evidence of the student’s thinking. Products (flow charts, data tables, models, etc) include checkpoints for progress through the design challenge. Materials/Equipment: Research Materials Worksheet, Model Cars, Computers, Excel, Poster board, printer, tape, glue, colored pencils, markers, pens, ect.
Resources: Solar Power Video's http://www.youtube.com/watch?v=meZOOEn29Fs&feature=related (problems with solar technology) http://www.youtube.com/watch?v=7T6EONdTWFE&feature=related (how solar technology works) http://www.youtube.com/watch?v=sO2QnhK06L4&feature=related (about solar energy) http://www.youtube.com/watch?v=qYeynLy6pj8&feature=related (how to make a solar cell) http://www.youtube.com/watch?v=Ru0O2w1AhPk&feature=related (solar energy power point) Hydrogen Powered Cars http://www.youtube.com/watch?v=ydEkV-E0mP8&NR=1 (myth busters video) http://www.youtube.com/watch?v=oy8dzOB-Ykg (how hydrogen fuel works in a car)
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Evaluate Ongoing diagnostic process to determine if the learner has attained understanding of concepts & knowledge (ex. Rubrics, teacher observation with checklist, student interviews, portfolios, project products, problem-based learning products, assessments) Leads to opportunities for enrichment through further inquiry and investigation.
Students will present their results to you and the rest of the class using their poster board. Have them give an oral presentation of their poster, about 10 min maximum should be good. After presenting, have the students post and display their results around the classroom and or hallway. Ask the students to pay attention to other groups presentations and ask questions if they have any at the end. It’s important that students learn to defend their ideas!
What is the culminating task?
Define the products and artifacts for the Evaluate Activity.
Presentation Poster board
Artifacts (KWL charts, journal entries, etc) are evidence of the student’s thinking. Products (flow charts, data tables, models, etc) include checkpoints for progress through a design challenge. What is the final product (working model, portfolio, presentation, etc) you will require? Materials/Equipment: Poster Board
Resources: None
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Step 5: Plan the Assessment State the criteria for exemplary performance for each artifact/product of each section of the 5E lesson.
Do the products and criteria align with the standards and outcomes for the design challenge?
Engage Artifact(s)/Product(s): Project Log Entries – subjective grading KWS – Subjective grading (Must Include relevant information, they should not just write, “nothing”). Explore Artifact(s)/Product(s): Demo Questions – number grading.
Explain Artifact(s)/Product(s): Project Log Entries – subjective grading Notes – objective grading (must include so many things).
Elaborate Artifact(s)/Product(s): Research Materials Worksheet – Objective Grading Project Log Entries – Subjective grading Excel Data Table – Objective Grading. Evaluate Artifact(s)/Product(s): Presentation – Objective (using a rubric) Poster Board –Objective Grading (using a rubric).
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Rubric Project Log Entries Rubric Teacher Name: Student Name:
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Category/Grade Scale
4 (A)
3 (B) Information clearly relates to the main topic. Includes thought out ideas about how the project is going so far. It provides 1-2 supporting details and/or examples of future ideas and where the project is going next.
How the project is going so far.
Information clearly relates to the main topic. Includes well thought out ideas about how the project is going so far. It also includes several supporting details and/or examples of future ideas and where the project is going next.
Specific Questions to think about.
All topic questions are addressed All topic questions are addressed and all questions answered with and most questions answered at least 2 sentences about each. with at least 2 sentences about each. Student includes an accurate self Student includes a some what reflection of how they are accurate self reflection of how participating in the group. they are participating in the group.
Self-Reflection
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2 ( C)
1 (D)
Information clearly relates to the main topic. Includes ideas about how the project is going so far, but they are not well thought out. No details and/or examples are given.
Information has little or nothing to do with the main topic. No thoughts on how the project is going so far, or the student does not know from lack of participation. No details and/or examples are given.
All topic questions are addressed, One or more topic and most questions answered with questions were not 1 sentence about each. addressed. Student includes a self reflection of how they are participating in the group, but their reflection is unaccurate.
Student does not include a self reflection of how they are participating in the group.
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Storyboard Day 1(A-day)
Changes of Matter Power Point Lecture Changes of Matter Demonstrations
Day 2(B-day)
Changes of Matter Power Point Lecture Changes of Matter Demonstrations
Day 3(A-day)
Introduction to chemical changes Power Point Lecture Chemical Changes Lab
Day 4(B-day)
Introduction to chemical changes Power Point Lecture Chemical Changes Lab
Week 1 Activities
Day 6(A-day)
Week 2 Activities
Team Building Activity Explore Labs Project Brainstorming/Proj ect Logs
Day 7(B-day)
Day 11(A-day)
Week 3 Activities
Time Trials Excel Data Graph Poster/Presentation Prep
Team Building Activity Explore Labs Project Brainstorming/Proj ect Logs
Day 8(A-day)
Day 12(B-day)
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Time Trials Excel Data Graph Poster/Presentation Prep
Research Day Materials Documentation Project Logs
Day 9(B-day)
Day 13(A-day)
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Poster/Presentation Prep
Research Day Materials Documentation Project Logs
Day 14(B-day)
Poster/Presentation Prep
Day 5 (45min A&B) You Tube Video on history of types of energy used in the U.S. Class Discussion Design Challenge given to students Groups Assigned Brainstorming KWS
Day 10(45min A&B) Research Day Project Logs
Day 15(45min A&B) Project Presentations
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Team Building Activity: Helium Stick Equipment: Long (4x5ft) Plastic PVC Pipe (about ½ inch in diameter or smaller) – make sure its light Plastic plugs or some type of clay plugged into the end
Instructions: 1.) Have the student groups break in half and line up facing each other. 2.) Have one side of the students take a step to the left so that they are not directly across from their partner. 3.) Introduce the Helium Stick (let the students think that their really is helium in it)/ 4.) Ask participants to stick out and point their index fingers (both hands) while holding their arms stretched towards the people opposite them. (like a zombie) 5.) Lay the helium stick on top of their fingers. 6.) Have the groups adjust their fingers and arms so that the stick is horizontal to everyone’s index fingers. 7.) Explain the point of the exercise is to have everyone together lower the stick to the ground. The catch is that each person’s index fingers must be in contact with the helium stick at all times. Pinching and grabbing the pole isn’t allowed and the pole must stay on top of their fingers the whole time.
Notes: -
This really works well with groups of 8 so you may want to join groups of 4 together for this activity.
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Initially participants are a little confused as to why the helium stick seems to rise when they are trying to lower it.
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Don’t let them give up easily, suggest that the group stop their task, discuss a strategy and then try it again
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If a group is doing too well you can add large washers to the ends of the stick and tell them the washers should not fall off while they are lowering it.
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What’s Happening: -
Basically the stick doesn’t contain helium like you said. The students collectively tend to raise their index fingers against the pressure of the stick and the force of this is greater than the weight of the stick so it appears to float upwards.
Things to think about: -
What did the groups learn?
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What skills did they need to be successful
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How well did they work together against the challenge?
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What were their initial reactions?
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What creative solutions did they manage to come up with?
Reference: Gass, M. A. (1999). Lowering the bar. Ziplines: The Voice for Adventure Education, Summer, 39, 25-27.
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Name: _____________________________ Date: _______________________________ KWS Chart Add details to each column. Topic __________________________________________________________________ What I Know
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Possible Sources
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Exploring: Hydrogen Production through Electrolysis Laboratory Supplies: 2L Glass Beaker Tap Water Salt Cardboard/Paper Plate Wire (Stripped Twisty Ties) 9 Volt Battery
Information: Electrolysis is a method for separating chemically bonded elements and compounds by passing an electric current through them. Typically this is done through an ionic substance that is melted or dissolved into a solvent. (Remember ionic compounds hold negative and positive charges!). Electrodes which are made of a semiconductor material, are inserted into the ionic substance. A semiconductor is a material that transmits electricity easily. An electric current is then sent through the electrodes which reaches the ions that are melted or dissolved. The positive charges move to one of the electrodes and the negative charges move to the other electrode. Electrons are absorbed and released by the electrodes (processes called oxidation and reduction).
Oxidation takes place at the anode and is where electrons are released. The following reaction is an example of oxidizing ferrous ions to ferric ions: . Reduction takes place at the cathode and is where electrons are absorbed by the semiconductor like in the following reaction showing the reduction of ferricyanide ions to ferrocyanide. Š 2008 Transformation 2013
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One of the more important electrolysis reactions is that of water to produce hydrogen and oxygen. 2H2O(l) → 2H2(g) + O2(g). Cathode (reduction): 2H2O(l) + 2e− → H2(g) + 2OH−(aq); Anode (oxidation): 4OH−(aq) → O2(g) + 2H2O(l) + 4e−; It may be possible in the future to use hydrogen as a fuel source for electrical motors and internal combustion engines. Electrolysis of water can be seen when placing current from a battery through a semiconductor into water that as an ion dissolved (like salt). Hydrogen will bubble up from the cathode and oxygen can be seen bubbling up at the anode.
Instructions: 1.) Fill the 2L glass beaker about 3/4th full with tap water. 2.) Dissolve about 1-2 teaspoons of salt in the water. (This helps for electricity conduction). 3.) Place the paper plate over the top of the beaker. 4.) Twist together 2-3 stripped metal twisty ties together. 5.) Insert 2 separate Twisty Tie units about 2 inches apart until they both are about 2-3 inches submerged in the water. 6.) Wrap the un-submerged ends of the wires around the positive and negative terminals of the nine volt battery. 7.) Soon you will begin to see bubbles forming along the ends of the wires. Hydrogen forms on the negative wire and oxygen on the positive wire.
Extras: 1.) You can sharpen two pencils on both side and use them instead of the stripped twisty ties. (you usually get larger bubbles this way). 2.) You could also use two small graphite rods. 3.) If you have a higher voltage you will get more bubbles. 4.) ONLY USE DC CURRENTS.
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WARNINGS: 1.) Hydrogen gas is explosive when mixed with oxygen in large amounts. DO NOT attempt to collect the hydrogen gas. 2.) Hydrogen gas is also flammable. 3.) DO NOT add too much salt or the wire that is producing oxygen could start producing chlorine gas‌which is TOXIC!
Questions: 1.) Why did we use metal twisty ties or graphite pencils in the experiment? 2.) What is the anode and which element bubbles from it? 3.) What is the cathode and which element bubbles from it? 4.) Define electrolysis. 5.) The process of losing electrons is called? 6.) The process of gaining electrons is called? 7.) Why would electrolysis of water be important for science in the future?
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Exploring: Solar Cell (PV) Systems Laboratory Supplies: Photovoltaic solar cell Disc Motor
Information: Photovoltaics (PV) were first used in the 1890’s. The word comes from Photo, the Greek word for light and volt, from the name of the electricity pioneer Alessandro Volta. Essentially photovoltaics means light electricity. Solar cells are the basic building blocks of solar electricity and are the system in which photovoltaics occur. Solar cells are made up of semiconductor material, meaning that electricity can be passed through this material. Semiconductors are capable of absorbing sunlight and energy is transferred from the light to the electrons in the solar cell. This new energy allows these electrons to move from their usual position in the semiconductor material and this movement of charge creates electrical flow or current. This process is called the photoelectric effect and was discovered by physicist Edmond Bequerel in 1839. In fact, two types of semiconductor materials are used in solar cells (n-type and p-type). N-type has lots of electrons and is negatively charged. P-type has way less electrons and has a positive charge. When n- and p-type silicon come into contact, excess electrons move from the n-type side to the p-type side. The result is a buildup of positive charge along the n-type side of the interface and a buildup of negative charge along the p-type side. Where these two types meet (the p/n junction) an electrical field is created and the solar cell behaves like a battery, giving off electrical charge.
Instructions: 1.) Attach the motor to the PV cell with the two wires provided. 2.) Attach the disc/propeller to the stem of the motor so that is spins when you flick it 3.) Place the PV cell in bright sunlight and observe as it spins the propeller disc
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4.) Place the PV cell underneath a translucent piece of plastic. What do you notice about the speed of the propeller now? 5.) Change the angle of the PV cell to the sun. What do you notice about the speed of the propeller in direct sunlight? 6.) Observe the direction of the spin. Remove the wires from the PV cell posts and reconnect them to the opposite posts. What direction is the propeller going now?
Questions: 1.) What are PV cells? 2.) What allows PV cells to generate electric current? Describe this process. 3.) How does changing the amount of light that reaches the PV cell affect its energy output? 4.) How does changing the angle in which the PV cell faces the sunlight effect its energy output? 5.) Does artificial light produce as much electricity as sunlight? Why or Why not? 6.) What is the difference between n-type and p-type semiconductor materials? 7.) Why would solar cells be important for science in the future?
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Research Materials Worksheet Give the students a set of websites that you would consider credible to use as sources for their research. Here are a few to get started with. http://www.eia.doe.gov/kids/energyfacts/sources/renewable/solar.html http://www.ases.org/ http://www.solarenergy.org/ http://www.eia.doe.gov/kids/energyfacts/sources/IntermediateHydrogen.html http://www.hydrogenenergy.com/ http://www.hydrogen.energy.gov/ Also give them a set of websites that you would consider good reference sites to start with, but not credible and not always to be trusted. http://en.wikipedia.org/wiki/Hydrogen_economy http://en.wikipedia.org/wiki/Solar_power Have them document what sites they visit and get information from and record that information on one sheet for easy access. It’s important that they keep track of what information came from where. Plagiarism is the unauthorized use of someone else’s information with out their permission, but also can occur when documentation isn’t correct. Here’s an example sheet that I might use with my students. Possible Questions: 1.) Why trust sites with .org or .gov at the end? 2.) Why can’t we consider Wikipedia a good source for documentation? Is it truly an encyclopedia?
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Name: Date: Class:
Research Documentation and Information Organizer 1.) Website: ______________________________________________________________________________ Information from website ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ 2.) Website: Information from website ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ 3.) Website: Information from website ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ 4.) Website: Information from website ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________
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Name: Date: Class:
Racing Cars Data Collection Weight of Hydrogen Car_________________________ Weight of Solar Powered Car_____________________ Hydrogen Powered Car Time Trials: Hydrogen Car Time Trials Trial 1 Trial 2 Trial 3 Start Time Finish Time Distance Traveled (m) Speed (m/s)
Trial 4
Trial 5
Trial 4
Trial 5
Solar Powered Car Time Trials: Trial 1
Solar Car Time Trials Trial 2 Trial 3
Start Time Finish Time Distance Traveled (m) Speed (m/s) Things to think about: If the cars have a weight difference you should account for it by looking at the actual power output to weight ratio.
Have the students compare the hydrogen car time trials and the solar car time trials, which one has the better speed? Why? Which one seems more powerful? Etc.
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