energy in our lives: preparing middle school students for our energy future susan e. powers, phd, pe...
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Energy in our Lives: Preparing middle school students
for our energy future
Susan E. Powers, PhD, PESarah Scafidi McGuire
Clarkson University
ASEE Teachers WorkshopJune 17, 2006
K-1
2
Project-BasedLearning
Partnerships
Clarkson
Sponsored by:National Science Foundation
GE Foundation
SLU
Agenda
Background What is important to teach about
energy? Overview, Clarkson’s outreach program Project-Based Learning
Middle School Energy Curriculum Introduction Example Activities
How much do we know?
In the past ten years, has the average miles per gallon of gasoline used by vehicles in the U.S. …
a) increasedb) remained the samec) gone down, ord) has not been tracked?
We don’t know much
In 2001 - 17% of 1500 American adults chose correct answer regarding gasoline mileage (National Environmental Education and Training Foundation )
Only 12% considered to have a passing knowledge about energy
But are we asking the right questions? None about relationship between fossil fuel
consumption and CO2 emissions None about depletion of natural resources
Key issues in our current energy “crisis”
World demand for energy is growing Supplies of fossil fuels are finite Point at which rate of supply
decreases imminent Carbon dioxide concentrations in
the atmosphere are increasing above and levels seen in history
Climate is affected – polar ice caps and glaciers
1975 1980 1985 1990 1995 2000
10000
8000
6000
4000
2000
0
World Total Primary Energy Supply (million tons - oil equivalents)
Coal Oil Gas Nuclear
Hydro Combustible renewables and wastes
1900 1920 1940 1960 1980 2000
Price per Barrel
Hubbert’s prediction
Actual production
Mill
ion
Barr
els
per
day
10
5
0
Hubbert’s Peak Oil ModelContiguous USA, 1900 - 2004
Consequences when pass the “peak”
Demand exceeds supply
Prices for energy and all other goods and services
Conflict
Supply
Demand
Deficit
Year
Pro
duct
ion
rate
~ now-30 yrs, oil~20-50 yr, NG
Northern Hemisphere Sea Ice Extent
(1979 versus 2003)Image courtesy of NASA-Goddard Space
Flight Center
Clarkson University Project-Based Learning Partnership Program
Funded by GK-12 Program, NSF Trained graduate and
undergraduate STEM majors work in partnership with teachers
Bring relevant problem solving units to students engage and excite them about STEM
disciplines increase science content knowledge
and literacy
Students will learn more and become more interested in math, science and engineering if they:
understand the relevance of what they are learning
are actively involved with the learning process
understand that these subjects will help them solve problems that are import to their community
work with MST mentors from local Universities
Vision
Program Overview
GK-12 program, 6 years 11 school districts in rural
Northern NY
3-week summer training
16-19 Graduate and Advanced Undergraduate MSE teaching fellows
Work in partnership with local MST teacher Prepare standards-based, project-oriented curricular materials – environmental engineering topics
Teach 2-3 x/week at local middle/high school
Why “Project-Based” ? Engages students as
stakeholders in learning
Enables student learning in relevant and connected ways
Challenges students to learn at deeper levels
More authentically employs the thinking skills and methods required for MST careers
Torp and Sage, Problems as Possibilities, 2002
Ways to think about “literacy”
Knowledge
Capacity
Ways ofthinking
KnowledgeComprehension
Application
AnalysisSynthesisEvaluation
Bloom’s Taxonomy
Technically Speaking, Nat’l Academy of Engineers, 2002
Teaching / Learning Strategies
Lecture
Problem-Based Learning
Teacher – Expert, deliverer of informationStudents – Inactive, receive knowledge, apply on test
Teacher – Coaches students through ill-posed problemStudents – Active, investigates and solves the problem
Problem-Centered LearningModerately structured problemTeacher – translates problem to student’s world, explicitly
teaches related contentStudents – Active, evaluates resources, defines solutions
Torp and Sage, Problems as Possibilities, 2002
Energy conservation, Alternative energy systems
Problem Solving Approach
1
7
6
54
3
2
Describe the problem
Describe the results you want
Gatherinformation
Think of solutionsChoose the best
solution
Implement thesolution
Evaluate results and make necessary changes
Reenter the design spiral at
any step to revise as necessary
1
7
6
54
3
2
Describe the problem
Describe the results you want
Gatherinformation
Think of solutionsChoose the best
solution
Implement thesolution
Evaluate results and make necessary changes
Reenter the design spiral at
any step to revise as necessary
Design system to reduce home’s grid energy consumption
by 50%
What is energy?Energy consumption
Energy sources/conversion
Design, build testPhysical models
Present resultsDiscuss/debate options
Tradeoffs/decisions
Energy Curriculum
Topics Addressed The Energy Problem Problem Solving Energy Basics Renewable vs.
Nonrenewable Energy Conservation Energy Forms, States,
and Conversions Energy Sources and
Systems Energy Efficiency
Curriculum includes: Units Lesson Plans Activities Assessment
Arranged for Science Technology Integrated ST
Major Concepts
1. Laws of thermodynamics…2. Energy needs to be converted to be useful 3. The environment will be impacted …4. Design must take into account the efficiencies of the
process as well as impacts.5. Slowing use of nonrenewable forms of energy…6. Systems are designed from interrelated parts …7. Energy systems have evolved…8. The choice among energy systems requires trade
offs…9. A problem solving method ...10. There are several steps in a design process …
Does it Work?
20
30
40
50
60
70
80
90
100
110
AY99 AY00 AY01 AY02 AY03 AY04 AY05
% s
tud
en
ts s
cori
ng
3-4
on
NY
S e
xam
Math 8 - our classes
Math 8 - control
Science 8 - our classes
Science 8 - control
Understanding our current Energy Situation
“The fact that [the fellows] were actually studying this stuff in the field was good. It’s a different experience than just reading from a textbook.”
“This project really opened my eyes to our energy problems.”
“I feel like I now have a basic understanding of the issues… and would be able to make an intelligent, informed vote….”
“We weren’t just reading facts anymore, but instead putting what we learned to use… not only did I just learn more, but it also changed my opinions a bit and made me aware of the damage we are doing to our environment.”
For more information…
Susan Powers [email protected] 315-268-6542
Office of Educational Partnerships [email protected] 315-268-3791
Examples Covered Today
The Energy Problem Energy Choices game
Forms, States and Conversions Household items
Energy Conservation Light bulbs
Energy Efficiency Lego Energy Efficiency
Lesson Plan: The Energy Problem
Concepts Energy is a critical resource that is used in all
aspects of our daily lives. Currently, society depends upon nonrenewable
energy resources, mainly fossil fuels. The world’s supply of nonrenewable resources
is limited and their use can negatively affect our environment and economy.
Our personal choices will affect the future of the world’s energy.
Making smart energy decisions today will prove beneficial later.
Lesson Plan: The Energy Problem
Key Questions How do our individual energy choices
affect the global energy problem? How would your life be different if the
amount of energy available for use is drastically reduced?
Is our supply of energy infinite or finite? What are some choices you can make
that help alleviate the energy problem?
Pay gasoline and home energy billsChoices made along way, e.g., • Add insulation• Buy air conditioner• Trade in car
“Energy Choices”Patterned after game “Life”House and car defined
Lesson Plan: Forms, States, and Conversions
Concepts Energy can be neither created nor destroyed, but converted from
one form to another. This can be represented as the first law of thermodynamics.
Energy can be classified by its form or state. Energy is stored in a variety of ways and must be released to do
useful work The five forms of energy are: … The two states of energy are … Energy can be converted to useful forms by various means. Energy and its conversion between forms can be expressed
quantitatively. When converting energy, a significant fraction of that energy can
be lost from the system
Lesson Plan: Forms, States, and Conversions
Key Questions Can energy be transformed/converted
from one form to another? What types of conversion processes can
be used to convert energy into a more usable form?
What forms of energy losses can occur during an energy conversion?
How is heat related to combustion? How can energy conversions be modeled
with block diagrams?
Lesson Plan: Energy Conservation
Concepts Energy conservation can be defined as the
protection, preservation, management, or restoration of our energy resources.
Conservation is one of the ways we can reduce energy use, thus reducing … the negative effects felt from the burning of these fuels.
Conservation methods include modifications to our daily behaviors and choosing energy conscious products.
Lesson Plan: Energy Conservation
Key Questions What appliances use the most energy in
the average home? What are some ways you can conserve
energy in your home? What are some examples of energy
conscious products?
Lesson Plan: Energy Efficiency
Concepts The efficiency of a system is defined as the
ratio of the output energy (or power) to the input energy (or power). These can be measured and calculated.
The second law of thermodynamics can describe the energy that cannot be captured and used by humans.
The efficiency of a system will decrease as the number of energy conversions increases.
A goal of technology is to increase efficiency both directly and indirectly.
Lesson Plan: Energy Efficiency
Key Questions What is the value in finding a use for energy
by-products and where might you find uses for them?
If each energy conversion decreases the efficiency, why do we convert the energy several times before we use it?
What are the main causes of inefficiency? How can we improve a system’s efficiency?