Teacher Focus
This PBL unit was designed for a classroom with characteristics similar to these:
Course: Integrated Chemistry and Physics
Grade Level: 9-12
Number of Students: 20-30 students in a class
Gender mix: 50/50 boy/girl
Course: Integrated Chemistry and Physics
Grade Level: 9-12
Number of Students: 20-30 students in a class
Gender mix: 50/50 boy/girl
Unit IntroductionIn an ever changing world, energy needs are at the forefront of concerns for individuals, communities, nations, and the world. This unit emphasizes the importance of students learning and becoming familiar with how they can affect their own energy needs and usage.
Focus on NanoscienceThis PBL unit addresses a burgeoning field wherein molecular applications, filtration systems, and electronics based on nanotechnology can be used to improve the efficiency, availability, and sources of energy. Nanotechnology has been used to make solar energy cheaper and more efficient, optimize electricity through advances in light emitting diodes (LEDs) and carbon nanotubes (CNTs), reducing energy waste through lowering resistance in wires or collecting waste heat, making cleaner energy with better filtration and catalytic systems, and increasing performance of batteries, fossil fuels, and hydrogen. By examining how nanotechnology can optimize our energy usage, students will be able to solve energy use problems in any community local or global and pursue avenues of nanotechnology which interest them at the same time. Using the term nanotechnology in the driving question promotes student curiosity in the topic and focuses them on the goal of using nanotechnology as part of the solution.
Focus on the QuestionA variety of techniques will be included to keep students focused on the driving question. The overall driving question will be written on a board or a poster at the front of the room for the duration of the project so that students may frequently refer to it and are reminded of the topic.
A timeline will be distributed on the first day so that students know when each part of the project is due. Daily checklists will also be provided for groups to gauge time and evaluate their progress. Each group will turn in an “Exit Ticket” daily for the instructor to evaluate progress and ensure they are on topic. Students will be required to write a proposal which will evaluate their focus on the topic. |
Open-Ended QuestionThe driving question is open-ended because it allows for differentiation with topics among student groups. Students may investigate any type of energy source that utilizes nanotechnology according to their interests. Their investigations may include: renewable and/or non-renewable resources, fuel efficiency, photovoltaic cells, biofuels, catalysts, fuel filters, batteries, coal power plants, hydropower, etc.
Example investigative questions: How do photovoltaic cells utilize nanotechnology to increase efficiency? How can the battery life of cell phones be extended using nanomaterials? Real Life ConnectionsJust as there are so many different avenues of nanotechnology applications in energy to explore, there are many opportunities to connect these topics to real life and work. Nanotechnology is a growing group of researchers, scientists, manufacturers, and engineers in all fields. The U.S. government supports nanotechnology through the National Nanotechnology Initiative (NNI), so there is money available for jobs in research and development in all areas. Students should be exposed to all of the jobs available in such a broad field.
In addition to science related jobs, there are also many companies and school corporations who hire or contract energy auditors or energy coordinators. These jobs are more involved with the business aspect and saving money through reducing and optimizing energy use. Partnering with these people in your school district (if available) should be an easy and natural fit. On a more personal level, students may be interested in owning a home or business in their future. They will have to pay utility bills and make decisions about energy budgets and use in their homes. Maybe they are tired of hearing from their parents how they need to turn off the lights, turn off the television, or unplug their phone chargers when they’re not in use. Students may also want to drive a car in the future, and they will have to pay for gasoline or alternative fuel sources. Students could ask their family members or other adults/businesses about how much they pay for energy every month. |