Problem statement, Standards, Data and Technology

Transcription

1 1 Lesson Plan Title: Next Generation Renewable Energy Infrastructure in Hydroelectricity Teacher Name: Mr. Bi Yu You School: F.J. Reitz High School Subject: Biology - Environmental Science Grade Level: 9-12 Problem statement, Standards, Data and Technology Asking questions and defining problems Establish driving question for the lesson plan or define problem students will be solving. Attach any documents used to establish the driving question or define the problem. How can students design and implement a less invasive, destructive hydroelectric dam that will have a small impact on the environment at the same time provide the same amount or even more efficient energy generation. The two form of impact focuses on land reformation and biodiversity. Incorporating Next Generation Science Standards, Common Core, or State Standards State the standards that will be covered during this lesson plan. Include all standards which may apply (NGSS, Common Core, or State Standards) Understand and explain that human beings are part of the Earth's ecosystem and give examples of how human activities can, deliberately or inadvertently, alter ecosystem Explain how the size and rate of growth of the human population in any location is affected by economic, political, religious, technological, and environmental factors, some of which are influenced by the size and rate of growth of the population Recognize and describe the difference between systems in equilibrium and systems in disequilibrium Differentiate between renewable and nonrenewable resources, and compare and contrast the pros and cons of using nonrenewable resources.

2 Recognize and describe alternative sources of energy provided by water, the atmosphere, and the sun Identify specific tools and technologies used to adapt and alter environments and natural resources in order to meet human physical and cultural needs. Obtaining and evaluating information How will students be obtaining and/or collecting the information? Prior to the project, students will research current damaging land effects of hydroelectric dams and their impact on the wildlife. Students will be presented with current technologies on hydroelectric dams and their current infrastructure design. Students will then begin to research information on the water system and design an infrastructure that will have a very little impact on the environment while producing efficiency energy. Their design will be tested in a mock water system. Students will then research water turbine design to produce a highly effective, efficient and least footprint possible. Once the turbine is designed and built, they will shift to implementing the infrastructure to house the turbine.

3 3 Analyzing and interpreting data How will students be analyzing and interpreting the collected data? There are three components that they will focus on: 1. Energy generation Can your design produce power? This will be measured using a voltmeter. 2. Living organism's Students will be monitoring the movement of mock organisms in the water system and their ability to bypass the infrastructure with ease or lack of. 3. Land Mass Does your design require the reformation of land mass to accommodate the infrastructure. This will utilize soil and rock as the medium for land. Use of technology and software Indicate the type of technology and software students will be using in order to implement this lesson plan. Students will use the internet to research their project and will be provided with some materials for their construction. A voltmeter will be utilized to measure their current generation as well as a electric motor. Collaboration, critical thinking and communication Collaboration Indicate how students will be collaborating during the implementation of the lesson plan Students will be working in groups of no more than 4 students. Students will collaborate on researching, designing, building and testing their prototype. Each student will contribute to all aspect of the project. Critical Thinking How will the students evaluate the question or defined problem to reach an objective conclusion? How will the students being using the learned content and collected data to be able to critically think about the established question Students will first research and visit a local hydroelectric dam and make observations and notes on the functionality and infrastructure (including fail system) and the land management as well. Once the students have conducted their research, students will than brainstorm possible design of the structure according to the project guidelines set by the teacher. They will focus on how the land was constructed to situate the dam and how they might overcome that. The students will be provided with a baseline requirement of electric generation (bottom - limit).

4 and/or problem on this lesson plan? STEM Energy Lesson Plan Elements Inclusion 4 Communication How will the students communicate their findings and conclusion regarding the established question and/or problem? References Teacher s References Include all references used to develop and implement this lesson plan. Once the students have designed, tested and proven their hypothesis, the group will then compiled a presentation of their design process, research and explanation of their project to the class. Aside from their presentation, students will also write a paper detailing their work using the scientific method. The presentation will have a time limit of 5-10 minutes. 1. U.S. Department of Energy: Renewable Energy Activities: Choices for Tomorrow Water Power Activity: Water Power; University of Colorado Boulder. teachengineering.org ESA21 (Environmental Science Activities for the 21 st Century) Greenlearning.ca; Build your own Hydroelectric Generator Student s References Include all references students will need to complete this lesson plan. Students must include all references in their presentation and in their written portion of their project. Assessment Plan

5 Assessment Plan How will the students be assessed during and/or at the end of the lesson plan? STEM Energy Lesson Plan Elements Inclusion Students will be assessed based on the scientific method approach. Formative and summative assessment will be used throughout their entire project. The final project will be submitted for a SINGLE trial as a class demonstration (this should be fined tuned during the design process). 5 Include resources that will be used to assess the students for the lesson plan. The final assessment will focus on the environmental stress the infrastructure creates, the organism fatality and efficiency. A rubric (attached) will be used to assess both the presentation and the writing portion of the project.

6 6 Resources and Costs Resources Needed List all the resources needed (equipment, facilities, materials or any other resources). Voltimeter Sample Design materials: Blades, propellers, impellers and continuous turning blade, flat paddle Practice Trays & Soil Aquarium H2O pump, a large aluminum tray with a custom ravine to simulate a river and land masses Rubber bands and gear set for the DC motor Imitation fish Costs List the estimated cost of implementing this lesson plan. Include all costs related to equipment, materials and any resource critical to the implementation of the lesson plan. Rubber bands and gear sets = ~$10 Voltimeter = provided Alum. Trays = $5 Water pump = $10 (5 gallon mini water pump) Blades = $15 (Amazon) Small trays = $10-15 Implementation Plan Implementation Plan Timeline Establish the timeline to implement the lesson plan. Provide an estimate of time and days in order to complete the lesson plan. Total Cost: ~$55 (Class total) Timeline For Project 90 min class periods Week 1: Day 1 - Introduction to Renewable Energy + Small Activity Day 2 - Introduction to Hydroelectric Generation + Constructions Activity (basic) Day 3 - Environmental Impact with Current Hydroelectric technology + Visit to local hydro dam Week 2: Day 5 - Project Design Research and Drafting Day 6 - Project Design Drafting and Design

7 7 Week 3: Day 7 - Project Design Design, Material Procurement and blueprinting Day 8 - Project Design Project Construction and Testing Day 9 - Project Design Project Construction and Testing Week 4: Day 10 - Project Design Final Project TESTING DUE / Begin working on presentation and lab write-up Day 11 - Project Presentation and Paper Due Name of Group: HYDROELECTRICITY PROJECT GRADING RUBRIC Title of Project: FINAL PAPER GRADE

8 Students begin with a score of 100% for each component. SECTION SCORE COMMENTS Topic Purpose Hypothesis Materials Procedure Variables & Controls Data/Results Conclusion Points may be deducted for random problems: -10 for each day the assignment is late -10 for messy/sloppy work -10 for incomplete work -10 for assignment not completed as directed -10 for no name on the assignment 8 FINAL PROJECT GRADE Complete Project Effort Skill and Thoroughness of content Attention to Some attention detail and to neatness. neatness shown. 50% functional Functional Intermitted Lacks detail and is messy. Not Functional Did not attempt to do the design/construction. Little or no content Did design but sloppy. Minimal content and description is present is various parts. Project done well Project s content is thorough and adequate. Attractively presented with exceptional detail. Fully Functional Worked hard, took their time. Projects content exceeds expectations of basic content.

9 Scientific Thought Does not show an understanding of the scientific process STEM Energy Lesson Plan Elements Inclusion Fails to include all the parts of the scientific process Uses scientific process correctly in investigating problem Goes above and beyond in using the scientific process by taking extra steps for completeness. 16 points = 100% 12 points = 92% Total Points: 8 points = 84% 4 points = 76% Score: 9