TheSoundOfEnergy.doc

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Mathematics Senior Level Capstone Course Unit Overview

Title of Unit: The Sound of Energy Unit Designers

Northumberland County Schools Javornda Ashton

Gliziel Gonzales Adam Letizia Editor: Amy Lamb Context of the problem: Alternative Energy: Using Science, Technology, Engineering and Math to solve

a problem Number of Class

Hours:

15-20 hrs. Unit Design: Problem Based Unit

Other Subject Areas/Disciplines Addressed:

Ecology, Engineering, Technology

Driving Question: How can we use nature to disturb the peace? Mathematics Content

Addressed:

Depending upon how students solve the problem, this is the math that may be utilized in students’ solutions: Using Pythagorean Theorem, Trigonometry, solving literal equations, engineering (Ohm’s Law)

MPE Addressed:

Solve real-world problems involving right triangles by using the Pythagorean Theorem and its converse, properties of special right triangles, and right triangle trigonometry.

(Organizing Themes)

Problem Solving, Decision Making, and Integration

Assumption of Prior Knowledge:

Problem Solving and Decision Making within the context of a project or task-based unit; Basic Knowledge of Trigonometry, Properties of a Right Triangle

College and Career Readiness/21st_Century Skills to be taught (T) during this unit or expectation (E) for student use during this

Collaboration E , A Research E, A

Communication (Oral and/or Written) E ,A Technology E, A

Critical Thinking/Decision Making E , A Other: (Describe) T, A

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unit and assessed (A): BIE Page 35-37

Applications of Solar Energy and Electrical Engineering

Major Products and/or Performances:

Group- Note: As a group you will construct an alternative energy device that will produce enough energy to power a sound system.

Presentation Audience: Class X School Individual- Note: Based on the type of energy source that will

be utilized groups will divide tasks amongst the group members.

Expert X Community X Other:

Launch: Event or experience used to engage the students interest and inquiry:

Watch the following video-clip: http://www.youtube.com/watch?v=GGBBc-Lbyko&feature=related

After viewing, have a discussion about what they viewed.

Evaluation: Formative Assessments (During the Unit)

Interview Practice Presentations

Mathematicians Journal X Notes

Preliminary

Plans/Outlines/Prototypes

X Checklists X

Rough Drafts Concept maps

Field Tests Other:

Summative Assessment (End of Project)

Written Products, with a rubric X Peer Evaluation, with a rubric

X

Oral Presentation with a rubric X Self Evaluation, with a rubric

X

Other Product(s) or

Performance(s), with a rubric

X Other:

Resources Needed: Please note there are monetary costs related to the equipment and materials.

On-site people, facilities: Engineer, instructors, classroom /workspace in which materials can be used daily Equipment/Technology: Computer (more equipment and technology will be needed based on the students’

choice of alternative energy source).

Materials: Materials vary depending upon which type of energy source will be used.

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Community Resources: Experienced Engineer, Carpenter, & Other

Reflection Methods: Individual, Group, and/or Whole Class

Mathematicians Journal x Small/Focus Groups Whole Class Discussions x Fishbowl Discussions

Survey Other:

Material Adapted From: (Provide credit for any materials or activities adapted from other sources.) Alternative Energy Webquest: www.bathcsd.org

Template adapted from Buck Institute for Education: Project Based Learning for the 21st_Century

U N I T C A L E N D A R

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TITLE: The Sound of Energy Time Frame: 15-20 hours

M O N D A Y T U E S D A Y W E D N E S D A Y T H U R S D A Y F R I D A Y

P R O J E C T W E E K O N E Notes

Engage: Introduction to the Problem-show launch and discuss.

Explore: Present the Problem

Explore: PowerPoint as an Instructional Tool to begin the explore problem

Continue Explore activities and answer questions –begin to look at creating a materials list

Organize students into groups-prepare for Engineer’s

presentation by investigating resources and materials

Engineer’s Presentation

P R O J E C T W E E K T W O Notes

Debrief on the Engineer’s presentation and have students begin to research on how they will solve the problem.

Research, including the Alternate Energy Webquest

Research Research Group plan to solving

problem with

responsibilities outline

P R O J E C T W E E K T H R E E Notes

Begin to solve problem; build a solar panel.

Construction of model Construction of model Construction of model Test product

P R O J E C T W E E K F O U R Notes

Prepare for Presentation Prepare for Presentation Presentations Peer and Self Evaluations Celebration!

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Virginia’s Senior Level Capstone Course Instructional Plan

Unit Title: The Sound of Energy

Driving Question: How can we use nature to disturb the peace?

Problem: A master gardener is having a pruning clinic in your community. At the pruning clinic a sound system is needed in a location away from any source of electrical energy. The sound system must have at least 100 watts of adequate power in order to function.

ENGAGE Introduce the Problem

Number of hours __1

Introduce the Problem:

A master gardener is having a pruning clinic in your community. At the pruning clinic a sound system is needed, however no conventional power may be used. The sound system must have at least 100 watts of adequate power in order to function. How could you use solar energy or any other alternative energy source to power the sound system for the pruning clinic? HO #1

Show video on Alternate Energy Resources: http://www.youtube.com/watch?v=GGBBc-Lbyko&feature=related

Mathematician Journal Prompts

Describe situations where alternative energy sources would be more practical than conventional power.

EXPLORE Whole Class

Number of hours__2-3_

Have discussion in which students take notes. ~What we know

 How much voltage is needed to power the sound system?

 There are other sources of energy besides electricity. These are known as alternative energy sources.

 You understand how to use your math “tools”

~What we need to know

 What is the best option for the group to use as an

alternative energy source that will produce enough power for the sound system?

 How will this energy source be used and what do we need to construct to utilize this energy source?

~First Steps

 Students must research what materials and equipment are needed to produce the energy source that they choose. ~Resources

 Engineer- assists in technical construction, including implementing the math, to build the solar panel.

 Carpenter – assists in physically constructing the solar panel angled platform.

 Most of the needed items can be purchased from your local hardware store or online.

What

connections did you make today between math, science and engineering?

UVA-SCPS Office of Mathematics Outreach with support from VADOE Mathematics and Science Partnership Grant Program NCLB Title II Part B

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EXPLAIN Expectations for students work and working together Number of Hours: 3

Organize a presentation from an experienced engineer for the students. This will enable the students to present any technical questions to an expert.

~What questions does the problem raise?

 How long will the pruning clinic last?

 Will it be possible to build a model that will produce enough energy to power a 100 watt system?

 Is there one type of alternative energy source that may work better than another system?

~What are the expectations for “solving” the problem?

 Students are expected to work as a group to create a plan using alternative energy and execute the plan using research and the community resources provided to produce a power source for a 100 watt sound system.

~ How will students map out their work? Project Calendar ~ What will students turn in along the way?

 Student should complete the Alternative Energy Webquest and these items are checked by both the instructor and the engineer before students begin putting the project together: HO #2

What conclusion did you arrive at after completing the Webquest? How will this help you solve the problem? ELABORATE Students working in groups Number of Hours: 3

Students work in groups using research to develop a workable solution (or partial solution) to the problem.

What project tools will students use to help them develop this solution?

 Planning Calendar

 Mathematician Journal

 Student created checklists for materials/equipment needed to complete the project

 Student created checklist for project process with group member responsibilities listed.

Checklists for materials and equipment need to be submitted to the instructor before building their model for approval.

Describe how you will begin to solve this problem?

What are the steps of your solution?

How will you determine success? EVALUATE Working groups submit products and make presentations Number of Hours: 10

The final product will consist of:

 A written explanation of the entire process the group used to solve the problem; this includes the reason for selecting the particular energy source, and explanation of the mathematics involved in this project.

 Students present their final product to the instructors, class, and community members. Students are expected to show how their model actually operates to provide sound.

 Rubrics for any written work, presentation, product

What did you learn from other students’ presentations? What can you

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produced by the group. HO# 3

 Peer and self-evaluations. HO #4

 Audience observation criteria/rubrics HO #5

take away from their products that may improve your product?

Map the Unit

What do students need to know and be able to do to complete the problem successfully? How and when will they assess their own necessary knowledge and skills? How will they remediate their own gaps or weaknesses in knowledge and skills? Look at each major task for the unit and analyze the tasks necessary to produce a high-quality product.

 Task: Students are expected to work as a group to create a plan using alternative energy and execute the plan using research and the community resources provided to produce a power source that will power a 100 watt sound system.

KNOWLEDGE AND SKILLS NEEDED Assumed

already learned

Students will self-assess

Will be learned during the unit 1. Problem Solving and Decision making X

2. Research X

3. Solving equations X

4. Trigonometry X

5. Measuring voltage, current, amperes X

6. Pythagorean theorem X

7. Ohm’s Law X

8. Collaboration X X

What project tools will student’s use? X Know/need to know lists

 Daily goal sheet

X Mathematician’s Journals

 Briefs/Memos X Task lists

X Planning Calendar

□ ________________________________ □ ________________________________ □ ________________________________ □ ________________________________ □ ________________________________ □ ________________________________

Attachments: Handouts with Title and Numbered Sequentially as H0 #1 - 5

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HO #1 The Sound of Energy

Problem Description

A master gardener is having a pruning clinic in your community. At the pruning clinic a sound system is needed, however no conventional power may be used. The sound system must have at least 100 watts of adequate power in order to function. How could you use solar energy or any other alternative energy source to power the sound system for the pruning clinic?

Expectations: Provide

 A written explanation of the group’s process.

 The math used to plan and implement your goal.

 The finished product connected to the sound system outside to see if it will work.

Present your final product to the instructors, class, and community members.

Evaluation:

 Rubrics for any written work, presentation, product produced by the group. (HO#3)

 Peer and self-evaluations. (HO # 4)

 Audience observation criteria/rubrics (HO #5)

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HO #2 Alternative Energy WebQuest Worksheet

1. What is the source of your type of energy that you would like to use for the problem (where

do we get it)?

2. Where can the resource for this energy type be found (explain in detail)?

3. How is this type of energy converted (changed) into other useful forms of energy?

4. Is this type of energy available in your community? Where?

5. Is this energy source available in your state? Where?

6. What are 3 benefits of this source of energy?

7. What are 3 drawbacks of this source of energy?

8. How easy is it to convert this source into a usable type of energy? Explain.

9. Could this form of energy be used to power the sound system?

10. How does this form of energy contribute to any form of pollution on land?

11. How does this form of energy contribute to any form of pollution in water?

12. How does this form of energy contribute to any form of pollution in air?

13. Does this form of energy create noise pollution? Explain.

14. In order to implement this type of energy source what materials and equipment will you

need?

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HO # 3 Alternative Energy Rubric

4-Excellent 3-Above Average 2- Average 1-Below Average

Understanding of the Problem

Explanations by all group

members indicate a clear and accurate

understanding of alternative energy, math application, and rationale for project is explained. Explanations by all group members indicate a relatively accurate understanding of scientific principles of alternative energy, math application, and rationale for project is explained. Explanations by most group members indicate some understanding of scientific principles of alternative energy, math application, and an attempt to explain rationale for project.

Explanations by several members of the group do not illustrate much understanding of scientific principles of alternative energy, math application, and no attempt is made to explain rationale for project.

Plan Plan is neat with

clear

measurements and labeling for all components.

Plan is neat with clear

measurements and labeling for most components. Plan provides clear measurements and labeling for most components.

Plan does not show

measurements clearly or is otherwise inadequately labeled. Materials & Construction Appropriate materials were selected and properly constructed that contributed to a working product.

Appropriate materials

were selected and properly

constructed to create a working product, but did not meet amplification requirements.

Appropriate materials were selected but were not

constructed properly resulting in a poor

performance.

Inappropriate materials were selected which resulted in an inadequate construction. Learning Outcome Written Explanation Demonstrates an understanding of information that is relevant, fosters higher-level thinking, and clearly relates to the skills and content

Demonstrates an understanding of information that is Semi-relevant, fosters higher-level thinking, and begins to relate to the skills and content in the

Demonstrates an understanding of information that touches on relevance, displays lower-level thinking, and begins to relate

Demonstrates an understanding of information that is not relevant, lower level thinking used, and fails to relate to the skills and content in the curriculum.

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in the curriculum. curriculum. to the skills and content in the curriculum.

HO# 4

PEER AND SELF EVALUATION RUBRIC

PROBLEM TITLE:_____________________________________________________

GROUP MEMBERS:_____________________________________________________

Please rate your contribution to the group and evaluate the group on a scale from 1 – 4 with 4 being the highest.

INDIVIDUAL EVALUATION: Name_______________________________

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____1. Following teacher’s instructions

____2. Asking meaningful questions

____3. Contributing ideas and information

____4. Helping the group stay on task

____5. Contributing materials

____6. Asking for help when needed

____7. Sharing responsibilities

____8. Respecting others

____9. Explaining things to others

____10. Promptly completing tasks

Revised 8/10/12 12

I could improve on________________________________________________________

I rank my contributions to the group as__________because______________________________

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HO# 4 GROUP EVALUATION:

____1. Following teacher’s instructions ____6. Respecting others

____2. Asking meaningful questions ____7. Explaining things to others

____3. Contributing ideas and information ____8. Solving problems within the group

____4. Staying on task and meeting deadlines ____9. Consistent effort

____5. Sharing responsibilities ____10. Producing a quality product

I rank our group’s efforts at working together as______because____________________

_______________________________________________________________________

PEER EVALUATION:

Rank each individual group member using a scale of 1 – 4. Explain your reasons for the assigned ranking.

Ranking Group Member

______ _____________________________________

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HO # 5 Audience Observation Rubric

Please evaluate the group on a scale from 1 – 4 with 4 being the highest based on their presentation.

4 3 2 1

Delivery Group is

prepared for session, with necessary materials and other logistics in place.

Group has necessary materials set up but is not always certain how to proceed.

Group has some materials set up but is unsure of how to

proceed.

Group appears flustered, may arrive

late, does not have necessary

materials set up.

Organization Group presents information in logical, interesting sequence which audience can follow. Group presents information in logical sequence which audience can follow. Audience has difficulty following session because group jumps around. Audience cannot understand session because there is no clear sequence. Content Knowledge Group demonstrates full knowledge with explanations and elaboration.

Group is at ease with content, but does not elaborate.

Group is uncomfortable with the content and is able to answer only basic questions.

Group has minimal knowledge of content and cannot answer questions about the problem.

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