Student Activities
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Entry Event (Start of the Unit) - The first day of the project will be to give the students background information and get them excited about the topic of building a biomass conversion plant in their community. First, there will be about a three minute video, to capture the students attention. It will discuss the overconsumption of energy, fossil fuels and the use of biofuels using biomass in the near future.
There will also be a document that gives a scenario to the class to build plan, design and build a model of a biomass conversion plant. The document will come from the Department of Energy office with specific guidelines for the project.
There will also be a document that gives a scenario to the class to build plan, design and build a model of a biomass conversion plant. The document will come from the Department of Energy office with specific guidelines for the project.
http://www.rio.edu/admissions
Start the Day (required) – Each day, groups will know to assemble at their assigned tables/desks to discuss any important concerns from the reflections or parking lot from the previous day. This also gives the teacher the opportunity to give any announcements or other important information.
Relation to biofuel: May or may not be related to biofuel content
On-going Documentation (required) - Students need to document all of their research, data, planning and design work in their engineering notebooks. These will be assessed periodically by the teacher for completeness.
Daily Reflection (required) – Each day, the last five minutes
of class, each group member will have to answer a few questions in their engineering notebook about today’s topics. Teacher will check one person from each group’s notebook daily at random. Students will lose points for not completing this activity. (Worksheet modified from www.cobbk12.org/sites/mentor/forms/3-2-1.doc)
Relation to biofuel: These may give teacher feedback on how learning, group work, etc. are going. Some of the content may be related to biofuels.
Relation to biofuel: May or may not be related to biofuel content
On-going Documentation (required) - Students need to document all of their research, data, planning and design work in their engineering notebooks. These will be assessed periodically by the teacher for completeness.
Daily Reflection (required) – Each day, the last five minutes
of class, each group member will have to answer a few questions in their engineering notebook about today’s topics. Teacher will check one person from each group’s notebook daily at random. Students will lose points for not completing this activity. (Worksheet modified from www.cobbk12.org/sites/mentor/forms/3-2-1.doc)
Relation to biofuel: These may give teacher feedback on how learning, group work, etc. are going. Some of the content may be related to biofuels.
http://teamaltman.com/2011/06/brilliant-business-ideas
Need to Know Post-it Board (required) – After the entry video, document and DQ are revealed the teacher will ask the students to write what steps they believe need to happen to make it possible for a biomass plant to be built.
Relationship to biofuel content: None, because at this point
students have no school learned content knowledge about biomass or
biofuel.
Parking Lot (optional) – This is an ongoing activity if a
student and/or group has a concern or idea they think would be beneficial to all class mates, they can post it on the wall set aside. Other students as well as the teacher can address these notes. Notes can be added and removed as needed.
Relation to biofuel: May or may not be related to biofuel content
Relationship to biofuel content: None, because at this point
students have no school learned content knowledge about biomass or
biofuel.
Parking Lot (optional) – This is an ongoing activity if a
student and/or group has a concern or idea they think would be beneficial to all class mates, they can post it on the wall set aside. Other students as well as the teacher can address these notes. Notes can be added and removed as needed.
Relation to biofuel: May or may not be related to biofuel content
http://www.scsc.k12.in.us/SMS/Teachers/Elliot
Spaghetti-Marshmallow Tower (required) – As the students are instructed to build a tower using dry spaghetti, marshmallows, string and tape, the teacher will tell the groups to start building. After a few minutes the teacher will say “Oh I just found out you cannot use tape to build your tower, so you must remove all tape from your towers or you will be fined.” The teacher could also put other stipulations, like towers can only be four stories tall. This activity will not only help the teacher address team building skills, but also deal with issues related to building regulations by the government. So this activity will be used to discuss team work and how governmental regulations limit what and how we build our buildings.
Relation to biofuel content: Initially it appears to have no relation, but as the teacher discusses the activity with the students, they will understand that there are many governmental regulations that must be followed to produce biofuel commercially. It also addresses indirectly that many groups, companies and organizations must work in cooperation with each other to produce biofuel.
Relation to biofuel content: Initially it appears to have no relation, but as the teacher discusses the activity with the students, they will understand that there are many governmental regulations that must be followed to produce biofuel commercially. It also addresses indirectly that many groups, companies and organizations must work in cooperation with each other to produce biofuel.
http://www.arunaelectricalworks.com
Biofuels "Myths" Scenario (required) - Students in small groups will be asked to research different types of biomass to consider their viability as a biofuel. They will be asked to find, analyze annd evaluate resources to come to a conclusion about their given biomass.
Relationship to biofuel: This activity advances the students along in their research as a class to find a biomass to convert in their biomass to biofuel conversion plant. Also solidified students understanding of the biomass to biofuel content.
Relationship to biofuel: This activity advances the students along in their research as a class to find a biomass to convert in their biomass to biofuel conversion plant. Also solidified students understanding of the biomass to biofuel content.
Biomass-to-Biofuel Crossword Puzzle and Definition of Terms (required) – This is an introductory activity that will help students learn biomass and biofuel terms. This can also be used as a means to research and when they learn a terms definition, it can be filled in the puzzle. Students will have up to one week to complete this assignment. The faster it is completed, the easier the biomass/bio fuel concepts will be to understand. A FREE crossword builder can be found at http://new.puzzle-maker.com. The National Renewable Energy Laboratory has a list of biomass terms that can be used to build the crossword puzzle in the unit.
Relation to biofuel content: This activity is directly related to the biofuel content and is the foundational piece for learning the biomass/biofuel terms.
Relation to biofuel content: This activity is directly related to the biofuel content and is the foundational piece for learning the biomass/biofuel terms.
http://summer.usc.edu/general/summer_seminars
Peer Reviews (required) – The students will be periodically evaluated on how each team member is doing in the group. This will not only help the group members understand how to work better together, it will also help the teacher advise the group and offer suggestions for better cooperation or keep up the good work.
Relation to biofuel content: None
Relation to biofuel content: None
http://www.rrtc.edu/
Demonstration on CAD Software (optional) – There will be several CAD programs available for student to use when designing their conversion plant. Autodesk inventor will be an option they have already learned how to use in a previous unit, so it is not necessary for them to participate in the demonstration if their group decides not to. It is also possible for one group member to participate, while the other members work on something else. Autodesk Revit and Google Sketchit are also great archtectural and 3D softwares respectively, to use when designing the conversion plant.
Relationship to biofuel content: None
Relationship to biofuel content: None
http://hippiespirit.tumblr.com/
Lost at Sea Activity (required) – This activity again builds on collaboration. The students will be given a scenario of being lost at sea after their boat shipwrecks. On a small raft, they have to decide which materials are most important to fit on the raft with all of the survivors.
Relationship to biofuel: The point will be made that there are lots of biomass to biofuel opportunities out there, but they must effectively narrow down the list by carefully evaluating how well each of the options fits in their community, adheres to governmental regulations and the most effecient biofuel.
Relationship to biofuel: The point will be made that there are lots of biomass to biofuel opportunities out there, but they must effectively narrow down the list by carefully evaluating how well each of the options fits in their community, adheres to governmental regulations and the most effecient biofuel.
http://www.greenworlddigest.com
Net Energy Gain/Loss Calculations for Selected Biofuels (required) - Simple to complex mass balance calculations (using excel) to determine the net energy balance of ethanol or biodeisel using a variety of feedstock.
1. Simple calculation: e.g. 2.7 gallons ethanol from 1 bushel of corn. How much is one gallon of ethanol if you buy corn on the open market? Ignore costs of producing the ethanol. Is this a good deal?
2. Increasing complexity: How much does it cost to produce 1 gal of ethanol? Brainstorm with students on what goes into that number (e.g. cost of corn, cost of running the plant, subsidies).
1. Simple calculation: How much energy is contained in 1 bushel of corn?
2. Simple calculation: How much energy is contained in 1 gallon of ethanol?
3. Increasing complexity: How much energy does it take to produce a bushel of corn? This is a simple question, complex answer.
Relationship to biofuel: The students can brainstorm with teacher as a guide to help analyze, evaluate and decide as a group which biomass would be the best to convert to biofuel.
Fargione, et al., 2008, Land Clearing and the Biofuel Carbon Debt, Science 319, p. 1235
Tilman et al, 2008, Carbon-Negative Biofuels from Low-Input High-Diversity Grassland Biomass, Science 314, p. 1598
1. Simple calculation: e.g. 2.7 gallons ethanol from 1 bushel of corn. How much is one gallon of ethanol if you buy corn on the open market? Ignore costs of producing the ethanol. Is this a good deal?
2. Increasing complexity: How much does it cost to produce 1 gal of ethanol? Brainstorm with students on what goes into that number (e.g. cost of corn, cost of running the plant, subsidies).
1. Simple calculation: How much energy is contained in 1 bushel of corn?
2. Simple calculation: How much energy is contained in 1 gallon of ethanol?
3. Increasing complexity: How much energy does it take to produce a bushel of corn? This is a simple question, complex answer.
Relationship to biofuel: The students can brainstorm with teacher as a guide to help analyze, evaluate and decide as a group which biomass would be the best to convert to biofuel.
Fargione, et al., 2008, Land Clearing and the Biofuel Carbon Debt, Science 319, p. 1235
Tilman et al, 2008, Carbon-Negative Biofuels from Low-Input High-Diversity Grassland Biomass, Science 314, p. 1598
Detailed timeline
The unit will be approximately four weeks long. Because class periods vary from school to school and grade to grade, the teacher may have to make allowances for more or less material to be covered on any given day.
How will you prepare the students and the environment?
The students will have been working on various assignments in other units during the school year to prepare them for research, data collection and engineering design on this project. They will also have worked in groups for short assignments and activities in class. The classroom will be flexible enough to allow the students the opportunity to work in groups or as a whole class when needed. The teacher will create an environment for learning with materials, supplies and technology for the students to use, as well as facilitate the work of each group and bring order when necessary.
Description of Entry Event and how it will capture the student's attention
The first day of the project will be to give the students background information and get them excited about the topic of building a biomass conversion plant in their community. First, there will be about a three minute video, to capture the students attention. It will discuss the overconsumption of energy, fossil fuels and the production of biofuels using biomass.
There will also be a document that gives a scenario to the class to build plan, design and build a model of a biomass conversion plant. The document will come from the Department of Energy office with specific guidelines for the project.
The end of class that first day, the students will be presented with the driving question and if there is enough time we will have a need to know session. During this session the students will brainstorm what needs to happen next in this process. For example, what are the environmental concerns, what materials to use, what experts to contact, etc. Hopefully (they will be encourage to take notes), they will be taking notes and starting to think about where to go next.
There will also be a document that gives a scenario to the class to build plan, design and build a model of a biomass conversion plant. The document will come from the Department of Energy office with specific guidelines for the project.
The end of class that first day, the students will be presented with the driving question and if there is enough time we will have a need to know session. During this session the students will brainstorm what needs to happen next in this process. For example, what are the environmental concerns, what materials to use, what experts to contact, etc. Hopefully (they will be encourage to take notes), they will be taking notes and starting to think about where to go next.
Sample just-in-time direct instruction material with directions for knowing when to use it
One example of just-in-time instruction for this project will be during the planning stages. Students, on the first day, will be brainstorming what they need to know to move forward with the project. The students with the teacher’s guidance will then be asked to categorize all of the ideas into similar categories. Teacher will ask guiding questions to help the students determine where something should go on the board. From this session, students will have content areas
to begin their research.
Students will have had several opportunities in previous units to understand the principles of design and modeling. But some students will struggle and still need help using the software to do certain tasks; the teacher and possibly some students will be available to guide the students. For example, the teacher will work with the student individually in Autodesk Inventor to help the student use the software better.
to begin their research.
Students will have had several opportunities in previous units to understand the principles of design and modeling. But some students will struggle and still need help using the software to do certain tasks; the teacher and possibly some students will be available to guide the students. For example, the teacher will work with the student individually in Autodesk Inventor to help the student use the software better.
How can the driving question be solved in multiple ways to enable consideration of alternatives
First of all the driving question has three parts to it, because the students are being asked to plan, design and construct a model of a biomass conversion plant. There will be a research component, as well as sketching and drawing on paper and in a CAD type program. The students will also have to build a model using simple hand and power tools and various type of materials, see materials and resources section of this site. There is also a written report to show research conducted to build the plant. Group, individual and whole class work will be involved as well. Each group must build a model and give a presentation on why they constructed their chosen plant. This is not meant to box the students in terms of research possibilities, creativity and group individually; but to ensure all needed steps are completed.
How does the driving question require the students to collect and analyze data
The driving question asks student to plan a conversion facility, so they will have to research not only the types of materials used to construct the building and the equipment used to operate the plant, but what government regulations and community concerns are involved in building a biomass conversion facility in a community. So, as they research different type of biomass to determine what type of biomass plant should be built, the student will need to collect data on many types of biomass and analyze and evaluate its cost effectiveness to convert to a biofuel. This can be done in a spreadsheet. The Net Energy Gain/Loss Calculations for Selected Biofuels activity will help with this phase of the project.
Description of the evidence the students must gather to support their claims/solutions
As the students plan and design the coversion plant, they must provide research of at least five biomass options for the plant. The options will show how and why the biomass is a consideration for their community. The students will be doing research via written text in books, journals, internet, etc. providing information about how to plan, design and construct a model of a biomass plant. Some of the evidence will come from experts in building construction, community, and government via classroom guest speakers, videos and specially prepared documents.
After doing their research, student will then analyze, evaluate and compare their information to determine the biomass of choice, what types of materials to build their plants and how to compile and present their reports. Again the Net Energy Gain/Loss Calculations for Selected Biofuels is another way to work through some of the information collected. The Biofuels "Myths" Scenario and Lost at Sea Activity are also activities to helps students learn how to critically analyze and evaluate information.
After doing their research, student will then analyze, evaluate and compare their information to determine the biomass of choice, what types of materials to build their plants and how to compile and present their reports. Again the Net Energy Gain/Loss Calculations for Selected Biofuels is another way to work through some of the information collected. The Biofuels "Myths" Scenario and Lost at Sea Activity are also activities to helps students learn how to critically analyze and evaluate information.
Detailed description of how activities will create student ownership and foster engagement and active student involvement
When the groups are formed on day two of the project, students will be assigned a role to perform in the group. For example, there will be a construction engineer, a community leader, etc. and each member will research, design or build the model based on the role they are given. Because the groups are small, the roles will change throughout the project, so each student will get a chance to do it all. When the students within their groups are given specific tasks (which will be fostered and encourage by the teacher) with deadlines, they will be held accountable for that work by formative assessments and will stay connected to the group and the final project deadline. Each day, each student will have to show in their engineer’s notebook what was accomplished and what still needs to be completed. The teacher will check these notebooks multiple times per week at random for participation points.
Detailed description, with examples, of how the activities will engage students in higher order thinking in order to lead to mastery of biofuels content
Blooms Level I: Knowledge
Students will list and define different types of biomass to biofuel options to make informed decisions about which biomass is best for their specific community. In the design and model phases of the project students will have already covered units of design where they were expected to sketch on paper basic objects and then create them in 3D software. They will have also made their sketches into shapes using available materials in class. From this experience they will pull previous knowledge to design and build a model conversion plant.
Blooms Level II: Comprehension
From the knowledge gained or learned previously the students will need to compare and contrast the research on biomass options and the type of plant that would need to be built. An explanation would need to be included to illustrate the students have made an informed decision about which type a biomass and the plant that needs to be constructed.
Blooms Level III: Application
Once students have learned through research, analysis and evaluation, they will begin to put together a plan of how the plant
will function and the necessary materials to build the plant and begin that process. The students may have to experiment with materials to build their model and organize all of the research and data into a written report about how and why they build the plant they did to convert a specific biomass to biofuel.
Blooms Level IV: Analysis and Blooms Level V: Synthesis
In the written report that students are expected to create, they will need to compare and contrast the research into biomass and make conclusions as to how their plant will produce the intended biofuel. Students must compile all of this information into some kind of report in hardcopy, digitally or on the internet in a professional manner to show a specific audience their plant can be a viable producer of biofuel.
http://www.bloomstaxonomy.org
Students will list and define different types of biomass to biofuel options to make informed decisions about which biomass is best for their specific community. In the design and model phases of the project students will have already covered units of design where they were expected to sketch on paper basic objects and then create them in 3D software. They will have also made their sketches into shapes using available materials in class. From this experience they will pull previous knowledge to design and build a model conversion plant.
Blooms Level II: Comprehension
From the knowledge gained or learned previously the students will need to compare and contrast the research on biomass options and the type of plant that would need to be built. An explanation would need to be included to illustrate the students have made an informed decision about which type a biomass and the plant that needs to be constructed.
Blooms Level III: Application
Once students have learned through research, analysis and evaluation, they will begin to put together a plan of how the plant
will function and the necessary materials to build the plant and begin that process. The students may have to experiment with materials to build their model and organize all of the research and data into a written report about how and why they build the plant they did to convert a specific biomass to biofuel.
Blooms Level IV: Analysis and Blooms Level V: Synthesis
In the written report that students are expected to create, they will need to compare and contrast the research into biomass and make conclusions as to how their plant will produce the intended biofuel. Students must compile all of this information into some kind of report in hardcopy, digitally or on the internet in a professional manner to show a specific audience their plant can be a viable producer of biofuel.
http://www.bloomstaxonomy.org
Specific examples of areas in the project where students will be expected to make decisions and take on responsibility
Planning: Students will have to decide what kind of biomass conversion plant to build based on their research into the different types of biomass available. They will be responsible for looking at the pros and cons of their chosen material and why it is the right choice to convert to biofuel.
Design: After choosing a biomass the students will have to design a facility that can handle the conversion of their chosen biomass to biofuel. The building site, construction materials and emission control will have to all be considered as they design their plant.
Model: This is probably where the students will have the most flexibility in terms of material choice and construction without evidence to back it up. They will be allowed to use most anything to construct their model as long as it complies with school
regulations. But they are however responsible for building a model that closely resembles their plant design on paper.
Design: After choosing a biomass the students will have to design a facility that can handle the conversion of their chosen biomass to biofuel. The building site, construction materials and emission control will have to all be considered as they design their plant.
Model: This is probably where the students will have the most flexibility in terms of material choice and construction without evidence to back it up. They will be allowed to use most anything to construct their model as long as it complies with school
regulations. But they are however responsible for building a model that closely resembles their plant design on paper.
Detailed description with examples of how students will be trained or prepared to take on responsibility
On day two of the project students will be placed in groups, so is when each team will participate in a team building activity to then discuss how they worked as a group. Students will observe and express what went well and what did not go well and how each group member can contribute to make it run smoother next time. Teacher and students will discuss what it takes to be responsible and how the group relies on each other to complete tasks. Teacher will have to remind and encourage students along the way and possibly have another activity to reinforce the concept. See the activities list above for more detailed descriptions of how students will be prepared to work in groups. The students will also have worked in groups in the classroom throughout the school year, so working in groups in general will not be new to them.