experiences in generating a high school team/inquiry-based renewable resources module author:...

Experiences in Generating a High School TEAM/Inquiry-Based

Renewable Resources Module

Author: Carolynn Clemons, Halls High School

CURENT RET Program Participant

RET Project Supported by National Science Foundation and Department of Energy Grant No. 1041877

July 17, 2012 Knoxville, Tennessee

High School TEAM/Inquiry-Based Renewable Resources Module

Goals of this Presentation:

1. Describe MITES summer program experience

2. Relate MITES summer program experience to the development of a high school renewable resources education module

3. Introduce the TEAM/Inquiry-Based Renewable Resources Module

4. Describe personal benefits of my participation in the CURENT-RET program

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HIGH SCHOOL TEAM/INQUIRY-BASED RENEWABLE RESOURCES MODULE

Goal #1: Describe MITES summer program experience

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MITES: Middle School Introduction to Engineering Systems• Unexpected perk of RET? MITES!• MITES is a program which serves science-minded middle

school students (mostly from TN), giving them the opportunity to participate in numerous hands-on laboratory experiences centered around the basic principles of engineering and renewable energy utilization, culminating in the generation and presentation of a group research project and poster.

• MITES lasts one week – students live on campus at UT-Knoxville

• I was afforded the opportunity to teach one day of MITES lessons (solar energy) and to assist in the other days.

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MITES: Middle School Introduction to Engineering Systems• My Contribution: SOLAR ENERGY (DAY 2)

Introduction: Brief lecture detailing the different types of solar energy (thermal and photovoltaic) and how each is used; emphasis placed on structure of a PV cell and how electrons will flow through it

Exploration: PV Angle Efficiency Lab Application: Designing/Creating the fastest solar car

(activity courtesy of Rebecca Oldham) Evaluation: Student group research and poster

presentation project (presented days 4-5)

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PV Angle Efficiency Lab• Students determine the

angle of the “sun” (100-watt incandescent bulb) which provides the highest amount of current (measured in mA on a multimeter).

• Provides reinforcement

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for the ideas presented in the preceding lesson regarding the importance of the sun’s angle on the efficiency of any PV panel (such as those they will install on their solar cars).


Solar Car Lab• Students design and create a

solar car based upon the new knowledge they have attained on solar energy and their budding engineering understandings.

• The overall goal of this project is to create the fastest solar car (to be determined by a race), meaning students must find creative solutions for various issues they may encounter (i.e. shape of car, weight, aerodynamics, etc.)

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Goal #2: Relate MITES summer program experience to the development of a high school renewable resources education module

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MITES: Middle School Introduction to Engineering Systems• My contribution to the teaching of this program,

while limited, was incredibly helpful in my development of a similar (but advanced) high school curriculum centering on renewable energy.

• I was able to take lessons learned from implementing each of the activities in order to make a streamlined and efficient high school-level curriculum.

• Many of the activities designed for the MITES program were easily adapted to work well at the high school level.

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Goal #3: Introduce the TEAM/Inquiry-Based Renewable Resources Module

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http://tn.gov/firsttothetop/


What is TEAM?• Tennessee Educator Acceleration Module; Innovative

evaluation system implemented during the 2011-2012 school year in all KCS schools.

• Most notable changes from prior evaluation systems: More frequent observation of educators in their classrooms

by highly trained, in-school observers More expedient and constructive feedback Student test data becomes an integral part of overall educator

evaluation (score 1-5), creating higher levels of accountability 50% 35% 15% score calculation for educators

50% classroom observations 35% TVAAS data for tested subjects (projected score vs.

actual score) 15% school-wide test data (many options)

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What is Inquiry-Based instruction?• Student-focused learning/projects/labs which allow for

creativity and construction of students’ own knowledge with limited (but still clearly present) teacher aid. (Read: The TOTAL opposite of the traditional ‘lecture, worksheet,

repeat’ teaching style).

• To summarize the NRC’s “Essential Features of Classroom Inquiry” (2000, p. 25), learners engaged in inquiry are: Engaged in answering true scientific questions (not “cookie-

cutter”) Required to supply evidence to support ideas Required to formulate explanations to support evidence Required to consider and evaluate alternative explanations for

their evidence Capable of justifying and presenting their ideas to others.

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Why Inquiry-Based instruction?• Research has shown there to be significantly

higher knowledge gains (upwards of 20%) when students engage in inquiry-style lessons (Banerjee, 2010; NRC, 2010).

• “Teaching strategies that actively engage students in the learning process through scientific investigations are more likely to increase conceptual understanding than are strategies that rely on more passive techniques…” (Minner, et al., 2010, p. 474).

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Overview of the Module (5-7 total instructional days):

• DAYS 1-2: Human Impact on Environment and Renewable Energy Debate Review

• DAY 3: Solar Energy and Solar Car Construction

• DAY 4: Wind Energy and Wind Turbine Construction

• DAYS 5-6: The Power House™ Final Project

NOTE: Each lesson could take as long as 2 true instructional days, depending upon the level of the students within your class; however, the most likely lessons to require 2 days are day(s) 1-2 and day(s) 5-6.

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Tennessee State Biology I Standards Addressed:• Embedded Inquiry

SPI 3210.T/E.2 Evaluate a protocol to determine the degree to which an engineering design process was successfully applied.

SPI 3210.T/E.3 Evaluate the overall benefit to cost ratio of a new technology.

SPI 3210.T/E.4 Use design principles to determine how a new technology will improve the quality of life for an intended audience.

• The Flow of Matter and Energy SPI 3210.3.4 Predict how changes in a biogeochemical cycle

can affect an ecosystem.

• Interdependence SPI 3210.2.4 Predict how various types of human activities

affect the environment.06-15


A brief aside:• Although not indicated in the following brief lesson

summaries, each of my classes starts with students recording the objectives (written in question form) from the board. They will answer these at the close of the lesson to demonstrate objective mastery.

• I also include engaging activities which pertain to the objectives for the day at the start of each class, including (but not limited to): Interest-grabbing video clips (explosions and disasters of any

form tend to be the most popular) “What Word?” Scientific cartoons or articles Current Events “2 True, 1 False”

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Days 1-2: Human Impact on Environment and Renewable Energy Debate Review

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MODULE SUMMARY


Days 1-2 Lesson Objectives:• Students will:

Review and understand basic ideologies and technologies behind each of the most common renewable energy technologies (biomass, solar, geothermal, wind, and hydropower) and East TN’s most commonly utilized non-renewable energy (coal).

Demonstrate the ability to think intellectually/openly about a given energy resource scenario by developing both “FOR” and “AGAINST” arguments (debate-style).

Make global connections between the most common energy resource topics discussed today and varying sub-topics discussed within this and other units.

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Days 1-2 Lesson BRIEF Summary:• Student groups of 3-4 (heterogeneous); Each

receives unique energy source• Individual research (accountability) time; Rejoin

group to collaborate and form arguments• Each group presents arguments; Other groups

record key points (on worksheet) and pose questions

• Close of lesson: Students are required to actively reflect on what they learned by responding to a hypothetical writing prompt.

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Day 3: Solar Energy and Solar Car Construction

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MODULE SUMMARY


Day 3 Lesson Objectives:• Students will:

Review and understand basic principles of solar energy.

Understand how Photovoltaic (PV) cells can provide energy to an electric motor.

Identify environmental and mechanical factors that optimize PV panel efficiency and car speed.

Assess and evaluate the engineering design factors which allowed for the most efficient (i.e. greatest conversion of solar energy to mechanical energy) solar car build and provide an explanation of possible revisions to be done to their own cars to accommodate this analysis. 06-

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Day 3 Lesson BRIEF Summary:• Brief instructional discussion (NOT “step-by-step”)• Students design (ON PAPER FIRST) and create

their own solar car using basic engineering principles and their existing knowledge of the utilization of solar energy.

• Whole class competes in a “race-off” (bracket-style) to determine the fastest car.

• Individual students compare/contrast their own car to the fastest and slowest cars and apply engineering principles to explain differences. (They will also be drawing and analyzing in this step.)

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Day 4: Wind Energy and Wind Turbine Construction

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MODULE SUMMARY


Day 4 Lesson Objectives:• Students will:

Review and understand basic principles of wind energy.

Understand that wind turbines can provide energy to an electric motor.

Identify environmental and mechanical factors that optimize wind turbine efficiency and speed.

Design and create a unique wind turbine blades using basic engineering principles and renewable energy conversion theory.

Apply scientific reasoning and engineering principles to revise their wind turbine blade design until they have reached the desired voltage on a multimeter.

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Day 4 BRIEF Lesson Summary:• Brief instructional discussion (NOT “step-by-step”)• Students in heterogeneous groups of 3-4; Group

collaboration on design (ON PAPER FIRST) • Groups will test the efficiency of their blades

continuously on the turbine model until they have reached the required 1.5 volts on the multimeter.

• Students will analyze and discuss their results at the close of the lesson (group collaboration, then individually for accountability).

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Days 5-6: The Power House™ Final Project

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MODULE SUMMARY


Days 5-6 Lesson Objectives:• Students will:

Review and understand the process of converting each of the “big 4” types of renewable energy (solar, wind, geothermal, and hydropower) into electricity and/or heat.

Design and create a unique and fully functional Power House™ “knock-off” using basic engineering principles and their knowledge of renewable energy.

Identify and demonstrate environmental and mechanical factors which can alter the efficiency of their Power House™.

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Days 5-6 BRIEF Lesson Summary:• Brief instructional discussion (NOT “step-by-step”) and

demonstration with example Power House™ model.• Students divided into heterogeneous groups of 3-4; Group

collaboration on design (ON PAPER FIRST) Designs must include at least 2 FUNCTIONAL examples

from both solar and wind energies (i.e. solar water heater and wind turbine).

• Individual students will also need to include in their paper designs ideas and support for the utilization of the other 2 major renewables in their Power House™: geothermal and hydropower (non-functional)

• Students will have access to a variety of construction and electrical materials for the construction of their homes and will present their houses as a group. 06-

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Immediate benefits of participation in CURENT-RET program:• MITES program experience provided inspiration for

education module• Purchased materials to include a sample set of each project

within the module in a “Biology in a Box” module which will be available to all Knox County Schools (idea credit to M. Callaway)

• Purchased materials for my own classroom which will enable me to test the effectiveness and efficiency of each lesson within the module in order to provide feedback to other educators

• My own understanding/comfort of teaching power systems and the importance of renewable energy research has been significantly increased through my participation in this program 06-

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Immediate benefits of participation in CURENT-RET program:• Excellent opportunity to network with other KCS teachers

and UTK faculty (i.e. Science Olympiad opportunity, alt. viewpoints on TEAM system)

• Field trips have been extremely informative and have given me real world experience and great ideas for trips with my own upper level classes

• Grant writing (Dr. David Cihak) provided me with invaluable information on attaining funding for accelerating learning in my classroom via technology and inquiry

• The module I created (and the supplies I purchased) will provide an excellent (and fun) inquiry-style week-long experience for my students in the time following the EOC test when they are less motivated 06-

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Topics covered in presentation:

1. Describe MITES summer program experience

2. Relate MITES summer program experience to the development of a high school renewable resources education module

3. Introduce the TEAM/Inquiry-Based Renewable Resources Module

4. Describe personal benefits of my participation in the CURENT-RET program

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Experiences in Generating a High School TEAM/Inquiry-Based

Renewable Resources Module

I cannot thank all those responsible for facilitating our experience this summer with the CURENT-RET program enough, but special thanks to Dr. Chien-fei Chen, Dr. Kevin Tomsovic, Rebecca Oldham, and Adam Hardebeck for going out of their way to accommodate us and make this experience truly memorable.

Questions?

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References

• Banerjee, A. (2010). Teaching science using guided inquiry as the central theme: A professional development model for high school science teachers. Science Educator, 19(2), 1-9. Retrieved from: http://www.eric.ed.gov/PDFS/EJ906185.pdf

• Kid Wind Project kidwind.org Accessed: 7/12/2012• Minner, D. D., Levy, A., & Century, J. (2010). Inquiry-based science

instruction-What is it and does it matter? Results from a research synthesis years 1984 to 2002. Journal Of Research In Science Teaching, 47(4), 474-496. Retrieved from: http://onlinelibrary.wiley.com/doi/10.1002/tea.20347/pdf

• National Research Council. (2000). Inquiry and the National Science Education Standards. Washington, DC: The National Academies Press. Retrieved from: http://www.nap.edu/openbook.php?record_id=9596&page=25

• The Power House™ Project http://www.discoverthis.com/power-house-2011.html Accessed: 7/11/2012

• TN State Biology I Standards http://tn.gov/education/ci/sci/doc/SCI_3210.pdf Accessed: 7/15/2012

• Tennessee Department of Education: TN Race to the Top http://team-tn.org/ Accessed: 7/15/2012

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http://www.eric.ed.gov/PDFS/EJ906185.pdf

http://www.eric.ed.gov/PDFS/EJ906185.pdf

http://learn.kidwind.org/

http://onlinelibrary.wiley.com/doi/10.1002/tea.20347/pdf

http://onlinelibrary.wiley.com/doi/10.1002/tea.20347/pdf

http://www.nap.edu/openbook.php?record_id=9596&page=25

http://www.nap.edu/openbook.php?record_id=9596&page=25

http://www.discoverthis.com/power-house-2011.html

http://www.discoverthis.com/power-house-2011.html

http://tn.gov/education/ci/sci/doc/SCI_3210.pdf



http://team-tn.org/

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