Materials and Resources for Activities
For the duration of this project, students and teachers will need access to internet and at least one computer per team. It is highly recommended students each have their own computers. One of the most important aspects of a PBL is feedback: not only do teachers need to give feedback from students but students must also appropriately evaluate their peers. In order to do this, the teacher will need an account with may use "Google forms" for students to give feedback to their peers throughout the project.
Reflection Questions to be use Daily as Exit Slips
-Teacher may disseminate daily question with any material they choose
Contacting Experts
- List of Experts
Resources Needed for Activities
KWL - Required
Materials
-KWL form from PBLearning.com.
Reference: CLS Consulting (2012, June 26). Problem-Based Learning - Home. Retrieved June 19, 2014, from http://www.pblearning.com/
Entry Event - Required
- Video URLs
- Car Runs For 100 Years Without Refueling (11 minutes)
Education Documentary (2013, Dec 18). Car Runs For 100 Years Without Refueling - The Thorium [Video file]. Retrieved from https://www.youtube.com/watch?v=g6wQP2qaaEk
- The Man With the Golden Gun (3 minutes)
MoviesNGames007uk (2011, March 15). James Bond - The Power Of The Solex [Video file]. Retrieved from https://www.youtube.com/watch?v=wADpzJ0XmH0
-Students will need to access their parents' bills for electricity, gas, heat, and food.
-Standards and Objectives (NGSS PS3A, PS3D)
- Objectives: - 21st century: Information Literacy - Evaluate information critically and competently
These videos open students to the idea that energy can be used for many purposes. They also will realize that energy can come from different places and that certain forms of energy are favored for different reasons. Students will recognize that energy can be controversial. Students will hopefully analyze the videos they see to determine how accurate each may be. Students may begin to consider how much it matters where one gets his/her information from.
How big is it? Activity - Required
Materials
- Object cards (Att. to activity)
- Size cards (att. to activity)
- open areas for students to work on laying out the order of the cards
Resources
- The Center for Probing the Nanoscale (CPN) at Stanford University is supported by the NSF under award PHY-0425897. http://cpn.stanford.edu.
Standards: NSO 1
Surface Area and Volume - Required with student choice between two different but related activities
Option 1: Surface Area vs. Volume: Sugar Dissolution
Option 2: Surface Area vs. Volume: Copper Chloride Experiment
Materials
- printout or electronic devices w/ internet connection
- specific materials listed in each activity handout
Standards: NGSS HS-PS2-6; C 1.2
Battery and Pee Article - Additional Optional Enrichment Activity
- http://www.livescience.com/384-power-pee-runs-battery.html
- http://www.livescience.com/261-personal-nuclear-power-battery-lasts-12-years.html
Standards: NSO 1
Chemical and Physical Properties - Required as homework but with student choice for additional discussion
We expect students to need a bit of direct instruction with regard to chemical and physical properties. Students typically engage in good discussion around these ideas, but often need to be checked with regard to not only specific physical properties, but also with intensive and extensive properties.
Materials
-paper and pencil or iPad/tablet to write examples
Resources
-textbook (examples of various properties)
-if no textbook: http://www.iun.edu/~cpanhd/C101webnotes/matter-and-energy/properties.html
https://www.chem.tamu.edu/class/majors/tutorialnotefiles/intext.htm
Standards: C.1.2, 1.4; NSO 2
References
DeLeon, N. (n.d.). physical and chemical properties. Retrieved June 17, 2014, from http://www.iun.edu/~cpanhd/C101webnotes/matter-and-energy/properties.html
Properties of matter. (n.d.). Retrieved June 17, 2014, from https://www.chem.tamu.edu/class/majors/tutorialnotefiles/intext.htm
Interview with Professional in Energy Industry - Optional
Materials
- Computer Access
- Ability to call or email professionals
- Recorder for in-person interview (if necessary)
- Permission form from school to invite/visit an industry worker
Resources
- Interview with Professional in Energy Industry Activity Form
- http://www.robertgreenman.com/files/A_GUIDELINES_FOR_INTERVIEWING_FOR_THE_HIGH_SCHOOL_NEWSPAPER.doc
- http://www.deakin.edu.au/students/jobs-career/finding-jobs-and-applications/interviewing-professionals
- http://mgt.buffalo.edu/career/students/networking/mentor/questions
Gummy Capsule Activity - Required
Materials
-sodium alginate (can be produced at Hobby Lobby)
-sodium chloride
-deionized water
-food color
Resources
-http://www.nisenet.org/catalog/programs/exploring_fabrication_-_gummy_capsules_nanodays_12_13
-http://blog.khymos.org/2007/03/30/first-experiments-with-sodium-alginate/
Standards: C.1.2, 1.4; NGSS HS-PS3-5, HS-PS2-6; NSO 5
Self-Assembly Simulation - Optional (student choice if want or need more work with self-assembly)
Materials
-computer with Java
Description
-online simulation of self-assembly
-fun activity for students who wish or need to know about self-assembly on a deeper level
Reference
-http://mw.concord.org/modeler/
Standards: C.1.2, 1.4; NGSS HS-PS3-5, HS-PS2-6; NSO 5
U.S Energy Independence Project - Required
Materials
- Computer access for research
- gmail accounts for collaboration
- examples of ways to share their project
- weebly, googlesites, links to facebook, twitter for sharing
- gliffy.com for mind mapping (student brainstorming)
Resources
- Experts in the field (separate file)
- Purdue Birck Nanotechnology Center - http://www.purdue.edu/discoverypark/nanotechnology/facilities/
- United States Energy Information Administration http://www.eia.gov/totalenergy/
- Most Important Global Oil Fields - Where does our energy come from?
http://oilprice.com/Energy/Energy-General/Here-Are-The-Worlds-Five-Most-Important-Oil-Fields.html
- Electricity
http://oaspub.epa.gov/powpro/ept_pack.charts
http://www.mapawatt.com/2010/11/29/where-does-us-electricity-come
Food - Where does it come from?
http://urbanext.illinois.edu/food/
http://www.foodafactoflife.org.uk/Activity.aspx?contentId=174§ionId=63&siteId=14
US Department of Energy
National Nanotechnology Infrastructure Network
Electric Power Research Institute
Standards: C.1.2, 1.4; NSO 1, 2, 3; NGSS PS3A, PS3D, HS-PS2-6, HS-PS3-5
For the duration of this project, students and teachers will need access to internet and at least one computer per team. It is highly recommended students each have their own computers. One of the most important aspects of a PBL is feedback: not only do teachers need to give feedback from students but students must also appropriately evaluate their peers. In order to do this, the teacher will need an account with may use "Google forms" for students to give feedback to their peers throughout the project.
Reflection Questions to be use Daily as Exit Slips
-Teacher may disseminate daily question with any material they choose
Contacting Experts
- List of Experts
Resources Needed for Activities
KWL - Required
Materials
-KWL form from PBLearning.com.
Reference: CLS Consulting (2012, June 26). Problem-Based Learning - Home. Retrieved June 19, 2014, from http://www.pblearning.com/
Entry Event - Required
- Video URLs
- Car Runs For 100 Years Without Refueling (11 minutes)
Education Documentary (2013, Dec 18). Car Runs For 100 Years Without Refueling - The Thorium [Video file]. Retrieved from https://www.youtube.com/watch?v=g6wQP2qaaEk
- The Man With the Golden Gun (3 minutes)
MoviesNGames007uk (2011, March 15). James Bond - The Power Of The Solex [Video file]. Retrieved from https://www.youtube.com/watch?v=wADpzJ0XmH0
-Students will need to access their parents' bills for electricity, gas, heat, and food.
-Standards and Objectives (NGSS PS3A, PS3D)
- Objectives: - 21st century: Information Literacy - Evaluate information critically and competently
These videos open students to the idea that energy can be used for many purposes. They also will realize that energy can come from different places and that certain forms of energy are favored for different reasons. Students will recognize that energy can be controversial. Students will hopefully analyze the videos they see to determine how accurate each may be. Students may begin to consider how much it matters where one gets his/her information from.
How big is it? Activity - Required
Materials
- Object cards (Att. to activity)
- Size cards (att. to activity)
- open areas for students to work on laying out the order of the cards
Resources
- The Center for Probing the Nanoscale (CPN) at Stanford University is supported by the NSF under award PHY-0425897. http://cpn.stanford.edu.
Standards: NSO 1
Surface Area and Volume - Required with student choice between two different but related activities
Option 1: Surface Area vs. Volume: Sugar Dissolution
Option 2: Surface Area vs. Volume: Copper Chloride Experiment
Materials
- printout or electronic devices w/ internet connection
- specific materials listed in each activity handout
Standards: NGSS HS-PS2-6; C 1.2
Battery and Pee Article - Additional Optional Enrichment Activity
- http://www.livescience.com/384-power-pee-runs-battery.html
- http://www.livescience.com/261-personal-nuclear-power-battery-lasts-12-years.html
Standards: NSO 1
Chemical and Physical Properties - Required as homework but with student choice for additional discussion
We expect students to need a bit of direct instruction with regard to chemical and physical properties. Students typically engage in good discussion around these ideas, but often need to be checked with regard to not only specific physical properties, but also with intensive and extensive properties.
Materials
-paper and pencil or iPad/tablet to write examples
Resources
-textbook (examples of various properties)
-if no textbook: http://www.iun.edu/~cpanhd/C101webnotes/matter-and-energy/properties.html
https://www.chem.tamu.edu/class/majors/tutorialnotefiles/intext.htm
Standards: C.1.2, 1.4; NSO 2
References
DeLeon, N. (n.d.). physical and chemical properties. Retrieved June 17, 2014, from http://www.iun.edu/~cpanhd/C101webnotes/matter-and-energy/properties.html
Properties of matter. (n.d.). Retrieved June 17, 2014, from https://www.chem.tamu.edu/class/majors/tutorialnotefiles/intext.htm
Interview with Professional in Energy Industry - Optional
Materials
- Computer Access
- Ability to call or email professionals
- Recorder for in-person interview (if necessary)
- Permission form from school to invite/visit an industry worker
Resources
- Interview with Professional in Energy Industry Activity Form
- http://www.robertgreenman.com/files/A_GUIDELINES_FOR_INTERVIEWING_FOR_THE_HIGH_SCHOOL_NEWSPAPER.doc
- http://www.deakin.edu.au/students/jobs-career/finding-jobs-and-applications/interviewing-professionals
- http://mgt.buffalo.edu/career/students/networking/mentor/questions
Gummy Capsule Activity - Required
Materials
-sodium alginate (can be produced at Hobby Lobby)
-sodium chloride
-deionized water
-food color
Resources
-http://www.nisenet.org/catalog/programs/exploring_fabrication_-_gummy_capsules_nanodays_12_13
-http://blog.khymos.org/2007/03/30/first-experiments-with-sodium-alginate/
Standards: C.1.2, 1.4; NGSS HS-PS3-5, HS-PS2-6; NSO 5
Self-Assembly Simulation - Optional (student choice if want or need more work with self-assembly)
Materials
-computer with Java
Description
-online simulation of self-assembly
-fun activity for students who wish or need to know about self-assembly on a deeper level
Reference
-http://mw.concord.org/modeler/
Standards: C.1.2, 1.4; NGSS HS-PS3-5, HS-PS2-6; NSO 5
U.S Energy Independence Project - Required
Materials
- Computer access for research
- gmail accounts for collaboration
- examples of ways to share their project
- weebly, googlesites, links to facebook, twitter for sharing
- gliffy.com for mind mapping (student brainstorming)
Resources
- Experts in the field (separate file)
- Purdue Birck Nanotechnology Center - http://www.purdue.edu/discoverypark/nanotechnology/facilities/
- United States Energy Information Administration http://www.eia.gov/totalenergy/
- Most Important Global Oil Fields - Where does our energy come from?
http://oilprice.com/Energy/Energy-General/Here-Are-The-Worlds-Five-Most-Important-Oil-Fields.html
- Electricity
http://oaspub.epa.gov/powpro/ept_pack.charts
http://www.mapawatt.com/2010/11/29/where-does-us-electricity-come
Food - Where does it come from?
http://urbanext.illinois.edu/food/
http://www.foodafactoflife.org.uk/Activity.aspx?contentId=174§ionId=63&siteId=14
US Department of Energy
National Nanotechnology Infrastructure Network
Electric Power Research Institute
Standards: C.1.2, 1.4; NSO 1, 2, 3; NGSS PS3A, PS3D, HS-PS2-6, HS-PS3-5