US Energy Independence Project
Learning Objectives and Standards
When considering implementing a PBL project into the classroom teachers must consider the following two questions: (1) Will the project be related to content standards?; (2) Will the project allow students to understand the content well? In a PBL unit, in addition to addressing the Indiana Chemistry Content Standards, the project also addresses the standards purposed in the Next Generation of Science Standards (NGSS) as well as develop abilities using numerous 21st Century Skills. Hopefully this page will alleviate your standard concerns when completing a PBL project. When referencing a standard or objective on the other pages of this website, the abbreviation in parenthesis will be used followed by the number or notation corresponding to the specific item addressed.
Learning Objectives and Standards
Ensuring students are able to explain what and how they are learning:
Students participate in a gallery walks early in the unit. Students will do periodic exit-slips to track their thoughts on the learning process. Students will have a weekly class reflection/debriefing. This may be peer-led class discussion or teacher led. The final debrief will be a combination of the two. Throughout the whole learning experience, individual groups will meet with the teacher to ensure that they are on topic and progressing towards their end goal.
Nanoscience Learning Objectives (NSO)
Chemistry Content Objectives (CCO)
1. Students will differentiate between physical and chemical properties.
2. Students will recognize and describe chemical and physical changes.
3. Students will describe various chemical and physical properties as intensive or extensive.
4. Students will explain self-assembly of nanoparticles through the lens of particle charge.
Standards
Indiana Chemistry Standards (ICHEM):
Next Generation Science Standards (NGSS):
-HS-PS3-2: Develop and use models to illustrate that energy at the macroscopic scale can be accounted for as a combination of energy associated with the motions of particles (objects) and energy associated with the relative positions of particles (objects).
21st Century Skills (21st):
When considering implementing a PBL project into the classroom teachers must consider the following two questions: (1) Will the project be related to content standards?; (2) Will the project allow students to understand the content well? In a PBL unit, in addition to addressing the Indiana Chemistry Content Standards, the project also addresses the standards purposed in the Next Generation of Science Standards (NGSS) as well as develop abilities using numerous 21st Century Skills. Hopefully this page will alleviate your standard concerns when completing a PBL project. When referencing a standard or objective on the other pages of this website, the abbreviation in parenthesis will be used followed by the number or notation corresponding to the specific item addressed.
Learning Objectives and Standards
- The standards will be posted on the wall for the students to see what they are learning. They will also be posted to a site parents are able to access.
- The objectives will be posted at the top of the lab sheet for students to see. They also will be posted online for students/parents to be able to access.
Ensuring students are able to explain what and how they are learning:
Students participate in a gallery walks early in the unit. Students will do periodic exit-slips to track their thoughts on the learning process. Students will have a weekly class reflection/debriefing. This may be peer-led class discussion or teacher led. The final debrief will be a combination of the two. Throughout the whole learning experience, individual groups will meet with the teacher to ensure that they are on topic and progressing towards their end goal.
Nanoscience Learning Objectives (NSO)
- Students will be able to relate the size of nano-sized objects to objects encountered in daily life (macroscale).
- Students will compare surface-area-to-volume ratios of different sized objects and explain that surface-area-to-volume ratios play a role in the unique properties of objects at the nanoscale.
- Students will be able to explain why intensive properties of matter can change at the nanoscale (properties like boiling point, reactivity, malleability, fluorescence, and magnetism).
- Students will apply dimensional analysis in conversion problems.
- Learners will be able to develop a definition of self-assembly reflecting the process and the role it plays in making nanostructures.
Chemistry Content Objectives (CCO)
1. Students will differentiate between physical and chemical properties.
2. Students will recognize and describe chemical and physical changes.
3. Students will describe various chemical and physical properties as intensive or extensive.
4. Students will explain self-assembly of nanoparticles through the lens of particle charge.
Standards
Indiana Chemistry Standards (ICHEM):
- C.1.2: Observe and describe chemical and physical properties of different types of matter and designate them as either extensive or intensive.
- C.1.3: Recognize observable indicators of chemical changes.
- C.1.4: Describe physical and chemical changes at the molecular level.
Next Generation Science Standards (NGSS):
- HS-PS2-6: Communicate scientific and technical information about why the molecular-level structure is important in the functioning of designed materials
- PS3A: Definitions of energy
-HS-PS3-2: Develop and use models to illustrate that energy at the macroscopic scale can be accounted for as a combination of energy associated with the motions of particles (objects) and energy associated with the relative positions of particles (objects).
- PS3D: Energy in chemical processes and everyday life
21st Century Skills (21st):
- Scientific and Numerical Literacy - Demonstrate ability to reason with numbers and other mathematical concepts
- Information Literacy - Evaluate information critically and competently
- Information, communication, and technology - Use technology as a tool to research, organize, evaluate, and communicate information
- Productivity and accountability - Prioritize, plan, and manage work to achieve the intended result; Manage time and projects effectively; Collaborate and cooperate effectively with teams; Be accountable for results
- Initiative and Self-direction - Utilize time and manage workload efficiently