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Project-Based Learning Lesson
Rachel
Created on October 20, 2024
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Transcript
Saving Thermal Energy: Building a Solar Water Heater
By: Rachel Garmon
Summary
This is a project-based learning lesson in which the students will be using an engineering design process to construct a solar water heater. The lesson fosters teamwork and technology with the specific intent of capturing and distributing thermal energy which minimizes the effects on the environment. Students will use different roles and responsibilities needed from all the members in the project team.
Learners
- 8th grade
- Science (Focus on Environmental and Energy Systems)
ISTE & State Standards
- ISTE Standards:
- 1.7.c Project Teams- Students contribute constructively to project teams, assuming various roles and responsibilities to work effectively toward a common goal.
- 1.4.a Design Process- Students know and use a deliberate design process for generating ideas, testing theories, creating innovative artifacts or solving authentic problems.
- State Standard: E.8.10.4- Using an engineering design process, develop a system to capture and distribute thermal energy that makes renewable energy more readily available and reduces human impact on the environment (e.g., building solar water heaters, conserving home energy).
- Technologies used by Students and Teacher:
- Tinkercad (students)
- Google Docs (teacher and student)
- Google Sheets (students)
- Google Chat (students)
- Google Drive or Flipgrid (teacher and student)
- Google Slides or Genially (teacher and student)
- Google Classroom (teacher)
- Computer/Laptop (teacher and students)
- Smartboard/Projector (teacher)
Materials and Technologies
Materials used by Students:
- PVC pipes
- Aluminum foil
- Water containers
- Black paint
- Transparent plastic sheets
- Thermometers
Link to video:
Project-Based Learning Element: Anchor
Incorporation:
- Real-world environmental challenge of minimizing human interference through energy conservation, with a special focus on renewable energy. Students will learn how thermal energy works and relate it to issues such as global warming, energy preservation, etc.
- Before starting the project, students will watch a video placed on a Genially or in Google Classroom which focuses on the effects of non-renewable energy sources on the environment and the significance of renewable energy.
Project-Based Learning Element:Task
Incorporation:The assignment includes designing and constructing a functional solar water heater using an engineering design process. Different groups of students will be involved in research, designing, manufacturing, and testing of the solar heaters. They have to ensure the system’s effectiveness and storage of thermal energy. Technology use: Tinkercad will be used by students to design and virtually model their solar water heater prototypes. This gives them the opportunity to try out designs they want to create in virtual models before creating them in a physical form.
Tinkercad Tutorial Link:
Project-Based Learning Element:Directions
Incorporation:A written description of the process together with illustrations for each step of the project will be given. These instructions will outline how to use the Tinkercad program for design, choosing of materials, and construction of the prototype for the solar water heater. Technology use: These instructions will be posted in Google Classroom and can also be found on a shared Google Docs. For newcomers to Tinkercad, they will be provided with a link to a short video tutorial to aid in navigation.
Project-Based Learning Element:Student Choices
Incorporation:Several decisions will be given to students such as the type of materials used in their solar heater design (insulation materials, shape and size of container, etc.) They also will be involved in deciding on modifications of their design based on their test outcomes. Technology use: While working in Tinkercad, students will create several prototypes and test different variables like shape, position, material, and angle of the their prototype. Any decision they make and the rationale for the design will be written down in a Google Doc shared with other members of the team.
Project-Based Learning Element:Student Inquiry
Incorporation:Students will research for the types of solar energy systems that exist today and learn about their functioning and optimization of heat collection and storage. They will develop hypotheses about the optimum construction of their solar heater and hypotheses will be tested when they are constructing it. Technology use: Students will be directed to use the internet and databases (e.g., Google Scholar, educational websites) in order to study existing solar water heater designs. All the results from the research study will be recorded in a Google Doc where the team input their findings.
Project-Based Learning Element:Collaboration and Teamwork
Incorporation:Students will be divided into teams where each will assume a specific role (e.g. researcher, designer, builder, data analyst). Collaboration will be implemented, and clear communication for each step of the process of design and testing is essential. Groups will collaborate to have solutions to any problems or challenges they may face, and they will make any alterations to their designs when necessary. Technology use: Students will use Google Docs to share their drawings of designs and Google Sheets to document the test results. If they are not together, they will use Google Chat (or any other suitable communication tool) to report and share progress of the project.
Project-Based Learning Element:Teacher Coaching and Feedback
Incorporation:The teacher will be available and provide feedback and support to the students. The teams will do a “design review” session, where their progress will be discussed, and they will get constructive feedback from the teacher. The teacher will guide students in problem solving strategies if they have difficulties with their designs and/or process. Technology use: Teachers will take advantage of the commenting feature of Google Docs to give real time feedback about the students’ design decisions and research information gathered.
Project-Based Learning Element:Student Reflection
Incorporation:Students will be able to assess their full learning process during the project, what worked well, what did not work well, and what they could improve on for the future. This reflection will also consider both the design process and their teamwork. Technology use: Students will write in a reflection journal in a Google Doc that provides answers to specific questions about their learning difficulties and gains. They will also create a group reflection video on what worked (successes) and did not work well (failures) to Flipgrid or Google Drive.
Project-Based Learning Element:Public Presentation
Incorporation:At the end of the project, each team will be delivering the solar water heater to the class and to some local environmental organization. Students will describe their design process, problems occurring during their work, and the test outcomes (effectiveness) of their final product. Technology use: The public presentation will be presented by either a Google Slides or Genially presentation, due to its more interactive elements. Students will be using charts, graphs, and diagrams from Google Sheets and their different designs they created from Tinkercad for explanations during their public presentation.
Total Points: 100
Assessment Plan & Rubric
The assessment for this project will focus on students' ability to use the design process, collaborate effectively, innovate, and communicate their results during thier public presentation of their finished solar water heater. The following rubric will be used to assess the teams.