devices their family would operate by an alternate source if the power was out. Student will need to record pertinent information on a data table such as amps, volts, watts. The students will consider this information when they design their batteries because one of the constraints is that their battery should be able to power a selected device for three days. After students finalize their designs and evaluate how well the batteries function, they will share their best battery. The vehicle for this will be the creation of an advertisement which can take many forms: billboard, jingle, video etc. The students will complete a rubric for their own work as well as their classmates. The fact that students use produce as an energy source will provide a nice segue to life science. Classroom Implementation Plan 9.2 Larry Honigford’s unit is with will be used in 6 sections of ninth Larry Honigford’s titled “Transforming Energy Style”. It grade Physical Science in the January-February timeframe during the 2015-16 school year. The big idea is that energy is is conserved. Energy is really just a transformation of never “used up” but “usage” energy to an alternative form. Energy is a very critical topic both for its importance to with world’s economy, but also to the environmental health of Earth. The use of certain energy sources, such as fossil fuels, leads to societal issues regarding pollution and long term environmental impacts such as global warming. Other energy sources such as solar and wind power which are have far less “renewable” negative impact. The essential question to be addressed in this unit is to energy when it is To “What happens “used”? address this essential question, students will be given the challenge of designing a Rube Goldberg Device consists of a series of contraptions to complete a very simple task. The students will have to create a device with at least five energy exchanges, and include vertical (up or down movements of the process) and horizontal movements (left to right movements of the process). Students will have the opportunity to redesign and retest their device in order to incorporate refinements. Students will also need to present their device, and describe the sequential energy transformations in the device and
devices their family would operate by an alternate source if the power was out. Student will need to record pertinent information on a data table such as amps, volts, watts. The students will consider this information when they design their batteries because one of the constraints is that their battery should be able to power a selected device for three days. After students finalize their designs and evaluate how well the batteries function, they will share their best battery. The vehicle for this will be the creation of an advertisement which can take many forms: billboard, jingle, video etc. The students will complete a rubric for their own work as well as their classmates. The fact that students use produce as an energy source will provide a nice segue to life science. 9.2 Larry Honigford’s Classroom Implementation Plan Larry Honigford’s unit is titled “Transforming Energy with Style”. It will be used in 6 sections of ninth grade Physical Science in the January-February timeframe during the 2015-16 school year. The big idea is that energy is never “used up” but is conserved. Energy “usage” is really just a transformation of energy to an alternative form. Energy is a very critical topic both for its importance to with world’s economy, but also to the environmental health of Earth. The use of certain energy sources, such as fossil fuels, leads to societal issues regarding pollution and long term environmental impacts such as global warming. Other energy sources such as solar and wind power which are “renewable” have far less negative impact. The essential question to be addressed in this unit is “What happens to energy when it is “used”? To address this essential question, students will be given the challenge of designing a Rube Goldberg Device consists of a series of contraptions to complete a very simple task. The students will have to create a device with at least five energy exchanges, and include vertical (up or down movements of the process) and horizontal movements (left to right movements of the process). Students will have the opportunity to redesign and retest their device in order to incorporate refinements. Students will also need to present their device, and describe the sequential energy transformations in the device and
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