Energy Transfer and Electric Circuitry: Engineering a … Forms/STEM/gr_4_circuit...This unit...

Template last revised 8.28.12

Unit Title: Energy Transfer and Electric Circuitry: Engineering a Circuit Clubhouse Date Developed/Last Revised: 7/10/13 Unit Author(s): Karen Umeda

Grade Level: 4 Time Frame: 13 45-minute periods Primary Content Area: Science

UNIT DESCRIPTION: This unit focuses on the concepts of energy, energy transfer, and circuits. Through the Scientific Inquiry, students will discover and develop their understanding of the unit’s concepts. The unit culminates with an Engineering Design Challenge, where the students utilize their knowledge developed through the Scientific Inquiry to design, build, and test their “Circuit Clubhouse.” Big Ideas (Student Insights that Will Be Developed Over the Course of the Unit):

• Students will discover and investigate the physical science concept of energy through engagement in the scientific inquiry process. More specifically, they will construct an electrical circuit and be able to explain how electricity flows in a circuit to create light. They will extend this understanding of electricity to exemplify what energy is, and how it can be transferred from one form to another. Through learning these concepts, they begin to understand the nature of energy. Students will also learn how electric circuitry is applied in real world technology.

• While the Scientific Inquiry Process helps us to answer questions about the world, the Engineering Design Process (EDP) enables us to solve problems, create, and redesign products and systems. Through engagement in this process, students will engage in creating prototypes of ideas while applying their knowledge in science, math, and technology. They will also practice the GLOs and the STEM Competencies as they apply the cooperative skills needed to work in engineering design teams and optimize their product. In this unit, students will work in teams and apply their scientific knowledge of electric circuitry and energy transformation towards engineering a “circuit clubhouse” of their own design.

Essential Questions (Questions that Will Prompt Students to Connect to the Big Ideas): • How do we conduct a scientific inquiry investigation? • How can energy be transferred from one form to another? • What is needed for electricity to flow in a circuit to create light? • How does the use of technology influence society? • What is the Engineering Design Process? • How does the Engineering Design Process help us to create and innovate?


BENCHMARKS/STANDARDS/LEARNING GOALS

Science

• SC.4.2.1: Describe how the use of technology has influenced the economy, demography and environment of Hawaii (L2) • SC.4.6.2: Explain what is needed for electricity to flow in a circuit to create light and sound (L2)

Supporting Science Benchmarks** • SC.4.1.1: Describe a testable hypothesis and an experimental procedure (L3) • SC.4.1.2: Differentiate between an observation and an inference (L2)

**These benchmarks will be applied in this unit and are necessary for successful implementation of their inquiry

investigations. Student’s understanding of these skills can be assessed formatively as they conduct and record their investigations in their science notebook.

Technology • Standard 1: TECHNOLOGICAL DESIGN: Design, modify, and apply technology to effectively and efficiently solve problems

Engineering

• CTE.7.1.1: Apply the design process through a set of methodical steps for turning ideas into useful and ethical products and systems

• CTE.7.1.2: Assess a product or solution for possible modifications

Mathematics

Supporting Mathematical Practices 1. Make sense of problems and persevere in solving them. 2. Reason abstractly and quantitatively. 3. Construct viable arguments and critique the reasoning of others. 4. Model with mathematics. 5. Use appropriate tools strategically. 6. Attend to precision. 7. Look for and make use of structure. 8. Look for and express regularity in repeated reasoning.


English Language Arts and Literacy

Supporting Language Arts Standards • CCSS.ELA-Literacy.RI.4.3: Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text,

including what happened and why, based on specific information in the text.

• CCSS.ELA-Literacy.W.4.2: Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

a. Introduce a topic clearly and group related information in paragraphs and sections; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension.

b. Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.

c. Link ideas within categories of information using words and phrases (e.g., another, for example, also, because). d. Use precise language and domain-specific vocabulary to inform about or explain the topic. e. Provide a concluding statement or section related to the information or explanation presented.

• CCSS.ELA-Literacy.SL.4.4: Report on a topic or text, tell a story, or recount an experience in an organized manner, using

appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.

STEM Competencies

• Indicator 2.2: Collaborates with, helps and encourages others in group situations (in science and engineering teams)

• Indicator 2.5: Demonstrates responsible and ethical behavior in decision making (while making choices for the team’s implementation plans)

• Indicator 6.4: Uses the appropriate technologies for communication, collaboration, research, creativity, and problem

solving (multi-meter/internet/apps)


LESSON SEQUENCE Lesson Title/

Description Learning Goals

(What Students Will Know and Be Able to Do) Assessments Time Frame

1 Energy Transfer and Electric Circuitry: Engineering a Circuit Clubhouse

Students will know: • A hypothesis is an idea that can be tested in an

experiment. • An experimental procedure is a set of steps you follow to

test the hypothesis. • An observation is the act of receiving information from

the world around you through the use of the five senses. • An inference is an explanation based on available

evidence but is not an observation. (ScienceSaurus, 2005, pg.494)

• Energy is the ability to do work and work is done when a force moves an object. (ScienceSaurus, 2005)

• Energy can transfer from one form to another. • Electrical energy can transform to create light and sound. • How the use of technology influences society. • The Engineering Design Process is a systematic process

used to solve problems and design products and systems.

Students will be able to: • Implement the Scientific Inquiry Process to answer a

question. • Describe a testable hypothesis and an experimental

procedure. • Differentiate between an observation and an inference. • Describe how the use of technology influences society. • Explain what is needed for electricity to flow in a circuit to

create light and sound. • Design products using the Engineering Design Process.

Formative: • Discussions (conversations) of concepts

(teacher-facilitated, using evidence/criteria as a guide)

• Observations conducted as participants engage in the inquiry process (both scientific and engineering)

• Recorded results of their inquiry investigations (Exploration Recording Sheet: Creating a Circuit, Science Notebook and Circuit Clubhouse EDP Journal)

• Explanation of the results of their investigation to an audience, including connections to the concepts focused on in their targeted benchmarks

Summative: Participant assessment products: • Circuit Reflection Sheet • Explanation and drawing of what is needed

for electricity to flow in a circuit to create light

• Explanation of what energy is and how it transfers forms in an electrical circuit

• Exit Pass: How technology influences the economy and/or environment of Hawaii

• Engineering Design Process Assessment • Engineering Design Process Reflection Sheet • STEM Competencies Self Assessment

13 45-minute periods

STEM Lesson Seven-Step Implementation Model

Page 1 of 12 Template last revised 8.30.12

Unit Title: Energy Transfer and Electric Circuitry: Engineering a Circuit Clubhouse Lesson Title: Energy Transfer and Electric Circuitry: Engineering a Circuit Clubhouse Date Developed/Last Revised: 7/10/2013 Unit Author(s): Karen Umeda

Lesson #: 1 Grade Level: 4 Primary Content Area: Science Time Frame: 13 45-minute periods

PLANNING (Steps 1, 2, & 3) 1. Standards/Benchmarks and Process Skills Assessed in this Lesson: Note: The “L” codes at the end of each benchmark refer to the assigned level of the Marzano’s Taxonomic Level of Understanding. For example, “L3” refers to Taxonomic Level 3: Analysis. Science • SC.4.2.1: Describe how the use of technology has influenced the economy, demography, and

environment of Hawaii (L2) • SC.4.6.2: Explain what is needed for electricity to flow in a circuit to create light and sound (L2) Supporting Science Benchmarks** • SC.4.1.1: Describe a testable hypothesis and an experimental procedure (L3) • SC.4.1.2: Differentiate between an observation and an inference (L2) **These benchmarks will be applied in this unit and are necessary for successful implementation of their inquiry investigations. Student’s understanding of these skills can be assessed formatively as they conduct and record their investigations in their science notebook. Technology Standard 1: TECHNOLOGICAL DESIGN: Design, modify, and apply technology to effectively and efficiently solve problems Engineering • CTE.7.1.1: Apply the design process through a set of methodical steps for turning ideas into

useful and ethical products and systems • CTE.7.1.2: Assess a product or solution for possible modifications Math Supporting Mathematical Practices

1. Make sense of problems and persevere in solving them. 2. Reason abstractly and quantitatively. 3. Construct viable arguments and critique the reasoning of others. 4. Model with mathematics. 5. Use appropriate tools strategically. 6. Attend to precision. 7. Look for and make use of structure. 8. Look for and express regularity in repeated reasoning.



Language Arts Supporting Language Arts Standards • CCSS.ELA-Literacy.RI.4.3: Explain events, procedures, ideas, or concepts in a historical, scientific,

or technical text, including what happened and why, based on specific information in the text. • CCSS.ELA-Literacy.W.4.2: Write informative/explanatory texts to examine a topic and convey

ideas and information clearly. a. Introduce a topic clearly and group related information in paragraphs and sections;

include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension.

b. Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.

c. Link ideas within categories of information using words and phrases (e.g., another, for example, also, because).

d. Use precise language and domain-specific vocabulary to inform about or explain the topic.

e. Provide a concluding statement or section related to the information or explanation presented.

• CCSS.ELA-Literacy.SL.4.4: Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.

2A. Criteria- What Students Should Know and Be Able to Do: Students will know: • A hypothesis is an idea that can be tested in an experiment. • An experimental procedure is a set of steps you follow to test the hypothesis. • An observation is the act of receiving information from the world around you through the use of

the five senses. • An inference is an explanation based on available evidence but is not an observation.

(ScienceSaurus, 2005, pg.494) • Energy is the ability to do work and work is done when a force moves an object. (ScienceSaurus,

2005) • Energy can transfer from one form to another. • Electrical energy can transform to create light and sound. • How the use of technology influences society. • The Engineering Design Process is a systematic process used to solve problems and design

products and systems. Students will be able to: • Implement the Scientific Inquiry Process to answer a question. • Describe a testable hypothesis and an experimental procedure. • Differentiate between an observation and an inference. • Describe how the use of technology influences society. • Explain what is needed for electricity to flow in a circuit to create light and sound.



• Design products using the Engineering Design Process. 2B. Assessment Tools/Evidence: Formative: • Discussions (conversations) of concepts (teacher facilitated, using evidence/criteria as a guide) • Observations conducted as participants engage in the inquiry process (both scientific and

engineering) • Recorded results of their inquiry investigations (Exploration Recording Sheet: Creating a Circuit,

Science Notebook and Circuit Clubhouse EDP Journal) • Explanation of the results of their investigation to an audience, including connections to the

concepts focused on in their targeted benchmarks Summative: Participant assessment products: • Circuit Reflection Sheet • Explanation and drawing of what is needed for electricity to flow in a circuit to create light • Explanation of what energy is and how it transfers forms in an electrical circuit • Exit Pass: How technology influences the economy and/or environment of Hawaii • Engineering Design Process Assessment • Engineering Design Process Reflection Sheet • STEM Competencies Self Assessment 3. Learning Experiences (Lesson Plan) Materials: Structured Inquiry • 4-AA Batteries (per team) • 4-AA Battery holders (1 battery holder per team) • “Squishy Circuits” Conductive Dough:

http://courseweb.stthomas.edu/apthomas/SquishyCircuits/conductiveDough.htm (About a 1/4 cup portion for each team)

• “Squishy Circuits” Insulating Dough: http://courseweb.stthomas.edu/apthomas/SquishyCircuits/insulatingDough.htm (About a 1/4 cup portion for each team)

• 5 mm LED bulbs (A set of 3-4 bulbs per team) • Create a Circuit Recording Sheet (1 per student) Guided Inquiry • AA, C, and D sized batteries • LED-3 volts or less (3 mm, 5mm, and 10 mm sizes) • Light meter strips (paper) • Salt • Incandescent bulb

http://courseweb.stthomas.edu/apthomas/SquishyCircuits/conductiveDough.htm

http://courseweb.stthomas.edu/apthomas/SquishyCircuits/insulatingDough.htm



• Blank sheets • Chart Paper • Science notebook • Digital Scale Engineering Design Process • Shoeboxes (1 per team) • 2.47 volt incandescent flashlight bulbs (3 per team) • E10 lamp base with screw terminals (3 per team) • UL recognized hook up wire 22AWG (or similar telephone gauge wire, approximately 3 feet per

team) • 2 AA battery holders (1 per team) • AA batteries (2 per team) • Wire cutter • Screwdriver • Exacto blade (for teacher use only) • 250 watt Halogen work light or similarly strong light source • Scissors (minimum 1 per student team) • Assortment of construction paper, cardstock and recycled plastic container materials • Tape • Vernier light probes and interfaces (Free iPhone apps such as Luxmeter or Whitegoods

LightMeter would also work) Handouts: • Exploration Recording Sheet: Creating a Circuit • Circuit Reflection Sheet • Elementary Inquiry Rubric • Circuit Clubhouse Engineering Design Process Journal • EDP Assessment • EDP Rubric • STEM Competencies Rubric Other Resources: • Electronic equipment can be found at:

o http://www.kelvin.com/ o http://www.pitsco.com/store/default.aspx?bhcp=1

• LED lights can be taken from Christmas Tree Lights. • Wire: can use telephone wire found at Home Depot. You will have to strip the outer coating off.

http://www.kelvin.com/

http://www.pitsco.com/store/default.aspx?bhcp=1



Procedure: SCIENTIFIC INQUIRY INVESTIGATION Developing Student’s Prior Understandings: Time frame: 1 45-minute instructional period • Elicit student’s prior understanding by asking the following questions:

o What do you know about energy? o What are some of the different forms of energy?

• Explain that in science, energy is the ability to do work. Work is done when a force moves an

object (ScienceSaurus, 2005). • A student will generally identify electricity as a form of energy. Reinforce this connection and

ask: o What is electricity? o How does electricity do its work?

• (Optional) Consider the following resources to develop students’ understanding of these

concepts: o Electricity: What it is and How is it Produced?

On the DE homepage, type the title in the search box > select video segment in the media pull down window > click on the “Search” button

On the DE homepage>Science Elementary>Electricity and Magnetism>Electricity>”All Charged Up” reading passage

Structured Inquiry: Time frame: 1-2 45-minute instructional periods • Engage prior knowledge by stating and asking:

o What do you already know about electricity? o What are some of the safety tips we need to keep in mind with electricity?

• Introduce this phase of the investigation by stating that today we are going to explore how

electricity flows along a path called a circuit. Say, “It’s like water flowing through a hose.”

• Introduce the materials to the students, making special note of the conductive and insulating dough.

• Discuss what conductive and insulating means. • Ask students to predict: How will we know when electricity is flowing through a circuit?



• Divide the class into teams ranging from 2-4 students. Pass out the materials to each team. • Review the recording sheet with the students and instruct the student teams that they will

predict, draw, and record how a circuit may be created. They will then test it out using the materials provided.

• Clarify that with each attempt at creating a circuit, a drawing will be made to record the

connection and notate whether it was a successful circuit or not. • Allow approximately 15 minutes for student teams to explore the various ways a circuit could be

created. • Have students share the results of the investigations, which should reveal several ways to create

an electrical circuit. o Questions to drive the discussion may include:

What are your observations? How many different ways could we create a circuit? Why would these successful circuit connections make up a “closed circuit”? Since the “working” connections are called a closed circuit, what does it mean to

have an “open circuit”? Are there other connections that might work as well? What do you now wonder, based on your observations?

Guided Inquiry: Time frame: 3 45-minute instructional periods • Open with the following transition statement: Now that you’ve explored what makes a circuit,

let’s find out how we can make a better circuit.

• Briefly review the previous day’s findings. • Ask: What would the criteria for a better circuit be? • Begin this phase of the investigation by having student teams identify one wondering they would

like to investigate further and record it in their science notebook or on chart paper. • Guide students to develop a research question based on their wondering and record this as well. • Direct students to research background information. The following resources are provided for

your consideration (Note: > = click on): o On the DE homepage > Science Elementary > Electricity and Magnetism > Electricity > About

Electricity > “How Do We Create Electricity? Batteries” o On the DE homepage > Science Elementary > Electricity and Magnetism > Electricity >

Electric Current > “Throw It, Push It Press Down on It” reading passage



o On the DE homepage, type Current Electricity, Circuits in the search box > select video segment from the Media pull down menu > click on the search button

o On the DE homepage, type Electricity and Magnetism: Current Electricity in the search box, select full video from the Media pull down menu>search button>”Series and Parallel Circuits” video segment (04:30)

o On the DE homepage, type Real World Science: Electricity in the search box, select full video from the Media pull down menu>search button>”Series and Parallel Circuits” video segment (02:11)

o http://www.ehow.com/how-does_5245694_salt-water-can-conduct-electricity.html (Note: While this article discusses salt in water, the “science” is the same as salt in dough)

o http://www.energyquest.ca.gov/story/chapter01.html o ScienceSaurus (blue edition), pages 284-303

• Instruct each team to use the information gained from the research and develop a hypothesis of

how a better circuit might be made. If necessary, review what a testable hypothesis is and remind students of the importance of controlling variables in an investigation. Possible variables include: o Proportion of salt in the conductive dough o Size of the dough portion o Size of the battery o Size of the bulb o Type of circuitry that supports the greatest number of bulbs

• Direct student teams to record the following on in their notebook or on chart paper:

o Hypothesis o Materials Needed o Experimental Procedure

• Guide student teams to then implement their procedure, collect data, represent their data in

graph and table form, analyze their data, and write a summary and conclusion.

• Have student groups share the results of their investigations. • Conclude this inquiry by returning to the Essential Questions and discussing them. • Consider the following resource to reinforce the concept of electricity as a form of energy and

the different types of energy: o On the DE homepage > Science Elementary > Electricity and Magnetism > Electricity > About

Electricity>”Forms of Energy” video segment

http://www.ehow.com/how-does_5245694_salt-water-can-conduct-electricity.html

http://www.energyquest.ca.gov/story/chapter01.html



Engineering Design Process: Time frame: 7 45-minute instructional periods Teacher Understandings Before Implementing the Process • The class will go through each step of the process together. You should stop after each step to

discuss what the students did and the criteria needed. Refer to the “Engineering Design Rubric” to help guide discussions. Do the amount of steps you feel your students can handle in the time allotted. It may take 1 day or many days to go through and understand these steps. Don’t worry… it’s the process that’s important.

• Just as they would in the real world, assign students to work together in teams. • Note also that although students are part of a team, each student is responsible for completing

each part of their own engineering design process journal. The team is there to help brainstorm, share ideas, and create 1 product, but each student must participate and contribute their individual ideas to help their group.

Preparation • Set up a “sunlight” station by securing the work lamp to a table and marking the distance 3 feet

away from the lamp for positioning of the clubhouses. • Cut wire into 6-inch segments and connect the wires to the lamp holder terminals. • Make a hole large enough for the light sensors to fit each box. The hole should be located in the

middle and near the bottom edge of the longest panel of the box. This side will be the back of the clubhouse. o Please note: If using the iPhone Luxmeter/Lightmeter app, a slot would be cut instead of a

hole. The slot should be big enough for the mobile device to fit loosely. o Optional: Cut 3 holes, 2 near the corners of the side panels and 1 in the middles of the

longest panel. (Students will take the average of the 3 readings.)

• Pre-determine how far the light sensor should go in. (It is important that the students are consistent with the gathering of data).

• Pass out “Circuit Clubhouse Engineering” Journals to each student.

• Show students sub-standard examples of circuit clubhouses.

• Divide the class into teams of 3-4 students.



Introduction/Student Engagement • Show students a pencil. Ask students…

o What is an engineer? (A person who solves problems by creating technological tools/products by applying their scientific knowledge)

o How is this pencil an example of engineering?

• Show students a mechanical pencil. Ask students… o How did an engineer come up with this new design? o What process did the engineer go through to redesign this pencil?

• Guide the discussion to show that their natural way of thinking of how to do things is similar to

the Engineering Design Process that they will be experiencing. The Performance Task You are a contractor hired by Star Energy Development to install lighting for a new clubhouse in your neighborhood. Your task requires you to add skylight(s) and windows to bring in natural light during the day and install wiring for lighting the clubhouse at night. There should be enough light to illuminate the room during the day and at night in order to engage in activities normally conducted in clubhouses. The light intensity inside of the clubhouse will be measured with a light sensor. One daytime reading will be taken with just the “sun” shining through the windows. Another reading will be taken with the windows blocked and your lighting system turned on. Have fun building your Circuit Clubhouse! Steps of the Process Ask (Step 1): • Have students identify:

o The problem of the performance task. o What they are creating. o The criteria and constraints for making this Circuit Clubhouse.

• Show students the materials that are available for them to use. Consider keeping all of the

materials on a “materials table” for easy access. • Give each team a box. Have the students bring the box up to the light source (lamp), and have

them decide how they will position the house in relation to the light source. Remember to be at least 3 feet away from the light source (based on the 250 watt light source). Have students notate the position of the house so when the team returns for testing, the house will be at the same position. Take the first light intensity reading of the box without any modifications. Have students record this reading onto their journals. In knowing the position of the box, students will also be able to see where the light strikes their box. This information will help the students to decide where to place their windows, skylights, and doors.



• Have students: o Ask/Write further questions they may have on constructing this Circuit Clubhouse. o Share questions with class for teacher or other students to answer.

• Stop and go over the criteria for the “Ask” section of the process. Take anecdotal notes to

document evidence of student learning. Imagine (Step 2): • Instruct students to independently brainstorm ideas for building a Circuit Clubhouse and draw or

write out ideas in their journal.

• Encourage them to discuss their ideas with the rest of the engineering team. Students must be able to defend their reasons for using specific ideas from their prototype. (Ex.: Location of the windows are too far from the light source)

• Tell students that each engineering team may then decide on ONE person’s design to use or

create ONE new hybrid idea incorporating all the differing ideas. • Stop and go over the criteria for the “Imagine” section of the process. Take anecdotal notes to

document evidence of student learning. Plan (Step 3): • Designate one person to sketch a diagram of the team’s Circuit Clubhouse prototype onto a piece

of paper. This sketch should include labels for each of the parts and possible measurements. The sketcher must be sure to incorporate all the agreed upon ideas into the design. Students then list all possible materials that will be needed to create the prototype.

• Inform students that when all team members are satisfied with the prototype design, each

member should copy this diagram of the Circuit Clubhouse onto their journals. • Instruct team members to check with each other to see if all drawings and labels are completed

and everyone has the same plan to follow. • Stop and go over the criteria for the “Plan” section of the process. Take anecdotal notes to

document evidence of student learning. Create (Step 4): • Instruct students to follow their team plan as closely as possible when building your prototype. If

they are modifying their original prototype to make their prototype work, be sure that each person writes down and adds that information into their journal diagram plans as well.

• Ask teams to share their prototype Circuit Clubhouse to the large group, stating what

modifications were made to the plan and why.



• Stop and go over the criteria for the “Create” section of the process. Take anecdotal notes to

document evidence of student learning. Experiment (Step 5): Test it out! • Demonstrate to students how they will insert the light sensor before coming to the station to test

their clubhouses. Remind students that they need to be consistent about how far the light sensor should go in.

• Students will place their clubhouse by the lamp in their designated position. A light probe will be

inserted into the pre-set hole made by the teacher. The first reading will measure the daytime light with no electrical lights on. The second reading will measure the nighttime light with all the windows and doors covered and the internal electrical lights on.

• Have students record their data. • Ask: Did your clubhouse design meet or exceed the goal of 250 lux for each setting? • Stop and go over the criteria for the “Experiment” section of the process. Take anecdotal notes

to document evidence of student learning. Improve (Step 6): • Have the teams review the results of their data.

• Guide students to think about what could be changed to raise their light intensities for both

daytime and nighttime settings. • Have each team share their results with the class. Decide what they are going to change to

improve their Circuit Clubhouse with reasoning. • Repeat the EDP to optimize the product. Students continue to record the following in their

journal….. o Ask: What worked? What didn’t work? Why? o Imagine: Which variables of the Circuit Clubhouse could be changed to increase the

intensity levels? Why? o Plan: Draw the team diagram of the 2nd prototype. Label the parts with measurements. o Create: Build your second prototype following your team’s design. Keep to the plan. o Experiment: Students will bring their clubhouse back to the lamp to get their next readings.

Read the light sensor and record the data. Write 3 facts comparing the data tables from prototypes 1 and 2.

o Have students conduct a data analysis and explain the results found.



Note: You may go through this EDP cycle many times to get an optimized product that is wanted. It all depends on the amount of time available. Summary and Conclusions • Have students share the results and products with the class, including what was learned about

energy and electrical circuitry. STEM Connection: • UH students receive NASA grant for development of a “cube satellite”.

o http://www.kitv.com/news/hawaii/UH-engineering-team-creates-small-satellite-earns-NASA-grant/-/8905354/10343386/-/j0d5ez/-/index.html /

o Possible questions for discussion:

What connections do you see between what we have learned in this unit and this “cube satellite”?

How does this technology influence society? How might this technology influence the economy or environment of Hawaii?

o Exit Pass: Another form of technology that incorporates electric circuitry is the electric car. Tell how this technology might influence the economy or environment of Hawaii.

Squishy Circuits adapted from: http://courseweb.stthomas.edu/apthomas/SquishyCircuits/ TEACHING & ASSESSMENT (Steps 4, 5, 6, &7) Completed by teacher after instruction has taken place 4. Teaching and Collecting of Evidence of Student Learning: Teacher Notes: 5. Analysis of Student Products/Performances - Formative: Teacher Notes: 6. Evaluation of Student Products/Performances – Summative (Not necessary for every lesson): Teacher Notes: 7. Teacher Reflection: Replanning, Reteaching, Next Steps: Teacher Notes:

http://www.kitv.com/news/hawaii/UH-engineering-team-creates-small-satellite-earns-NASA-grant/-/8905354/10343386/-/j0d5ez/-/index.html%20/

http://www.kitv.com/news/hawaii/UH-engineering-team-creates-small-satellite-earns-NASA-grant/-/8905354/10343386/-/j0d5ez/-/index.html%20/

http://courseweb.stthomas.edu/apthomas/SquishyCircuits/

Exploration Recording Sheet: Creating a Circuit

Record by drawing all of your attempts at creating a circuit. Note: Make sure all of your drawings are big enough to show the details of the connections.

Circuit? Yes/No Observations and Notes



Circuit Reflection Sheet Explain what is needed for electricity to flow in a circuit to create light. Make a drawing to match your explanation. ________________________________________________________________________________________________________________________________________________________________________

What is the purpose of each part used?

Battery:

Light Bulb:

Conducting and Insulating Dough:

C-TIES KKP 12.27.07

Elementary Inquiry Rubric

Component 4-More than Adequate Progress (Exceeding the Standards)

3-Adequate Progress (Meeting the Standards)

2-Limited Progress (Approaching the Standards)

1-No Progress (Well Below the

Standards)

Research Question

Question to be answered during the investigation is clearly identified, stated in proper form, & focuses on relevant benchmark(s). It is a meaningful question that drives investigation to help students understand deeply the appropriate benchmark(s). Question is based on initial explorations & observations.

Question to be answered during the investigation is identified & stated in proper form. Question is based on initial explorations & observations.

Question to be answered during the investigation is partially identified & stated in somewhat unclear manner.

Question to be answered during the investigation is irrelevant.

Background Information

Many relevant & significant background sources used & documented correctly. Information is written in student’s own words & shows detail & specific connections to the investigation.

Several relevant & significant background sources used & documented correctly. Information is written in student’s own words.

Few background sources were used & documented somewhat incorrectly. Some information is written in student’s own words.

Little or no background sources used. Information is directly copied from source(s).

Hypothesis Hypothesis is clearly stated & testable using the form “If ___, then ___ because _______.” It is based on observations & prior research.

Hypothesis is stated in a testable form “If ___, then ___because ___. Hypothesis is based on general knowledge & observations.

Hypothesis is unclear & poorly stated. Hypothesis is loosely connected to observations or general knowledge.

Hypothesis is missing.

Experimental Design (Materials)

All materials used in the investigation are reasonable and obtainable. They are correctly listed & accurately described.

Most materials used in the investigation are reasonable & obtainable. Most materials are listed & described.

Some of the materials used in the investigation are reasonable & obtainable. Some of the materials are listed.

One or more important materials may not be obtainable. Materials are listed inaccurately.

Experimental Design (Method)

Experimental design is well constructed to test the hypothesis. A control is included where appropriate. The investigation is controlled to test one variable. The procedure is clear & easy to follow. Anyone should be able to follow the design so that the investigation can be repeated, if needed. The design includes meaningful data sheets.

Experimental design is adequate to test the stated hypothesis but might need some clarifications. The procedures are generally complete & in sequence; however, minor modifications are needed. Attempts to control variables are made but need modifications.

Experimental design is relevant to the hypothesis, but is not a complete investigation. The procedures are incomplete & major modifications are needed. Little attempt to control variables.

Experimental design is not relevant to the hypothesis. The procedures are incomplete & there is no control of variables.

C-TIES KKP 12.27.07

Component 4-More than Adequate Progress

(Exceeding the Standards) 3-Adequate Progress

(Meeting the Standards) 2-Limited Progress

(Approaching the Standards) 1-No Progress

(Well Below the Standards)

Data Data are well organized & neatly presented.

Graphs & tables are labeled, summarized & titled correctly. Graphs & tables accurately & meaningfully present the data.

Data are organized & presented in an appropriate manner. Minor errors are present. Graphs & tables are labeled, summarized & titled.

Data are poorly organized & the presentation is inappropriate. Major errors are present. Graphs or tables are not labeled, titled, or summarized correctly or may be missing.

Data are not organized or & the presentation is inappropriate or data are not shown. Graphs &/or tables are poorly done or missing.

Data Analysis

Highlights of the data are well summarized, capturing the significant details to provide the evidence needed to answer the research question. Important relationships, patterns, & changes observed throughout the investigation are included in the summary to make deep & meaningful connections of understandings.

Most of the obvious highlights are summarized with clarity & some detail. Some comparisons & relationships are made to show connections of understanding.

Some obvious highlights are summarized but may include misconceptions. Connections are not always logical. Some patterns & relationships are not based on the data collected.

Highlights of the data collected may not be included. There is no connection between the summarized data & the actual data collected.

Discussion / Conclusion

Conclusion includes a reasoned decision about the hypothesis & is fully supported by data. Conclusion also includes possible sources of error, what was learned in the investigation & implications/next steps of investigation.

Conclusion includes a decision about the hypothesis & is supported by data. Conclusion also includes what was learned in the investigation.

Conclusion includes a decision about the hypothesis but is not supported by data.

Conclusion is not related to the hypothesis & data support is lacking or missing or no conclusion was included in the investigation.

Name: __________________________ Date: ___________________

Circuit Clubhouse Engineering Design Process Journal Performance Task: You are a contractor hired by Star Energy Development to install lighting for a new clubhouse in your neighborhood. Your task requires you to add skylight(s) and windows to bring in natural light during the day and install wiring for lighting the clubhouse at night. There should be enough light to illuminate the room during the day and at night in order to engage in activities normally conducted in clubhouses. The illuminance of the clubhouse will be measured with a light sensor. One daytime reading will be taken with just the sun shining through the windows. Another reading will be taken with the windows blocked and your lighting system turned on. Have fun building your Circuit Clubhouse!

Criteria: To design a circuit clubhouse to receive enough light to illuminate the room during the day and night at a minimum illuminance level of 250 lux.

• Windows/skylights/doorway openings must have attached coverings that completely block off any outside light to allow for “nighttime” testing.

• The hole for the light probe must remain open. • Light bulbs must be installed at a minimum height of 6 cm. from the floor (Scale: 1 cm=1 foot). • The clubhouse must be positioned 3 feet away from the light source.

Materials: • Shoeboxes • 2.47 volt incandescent flashlight bulbs • E10 lamp base with screw terminals • UL recognized hook up wire 22AWG • 2 AA battery holders • AA batteries • Assorted construction paper, cardstock and recycled materials • Tape • Scissors

Constraints

• Teams are limited to a shoebox, 3 light bulbs, a 2 AA battery pack, and wires.

What is the problem? ________________________________________________________________________

__________________________________________________________________________________________ __________________________________________________________________________________________

What are you being asked to design? ___________________________________________________________

__________________________________________________________________________________________ __________________________________________________________________________________________

STEP 1: ASK: Ask questions that pertain to completing the performance task. 1. _________________________________________________________________________________ ___________________________________________________________________________________ 2. _________________________________________________________________________________ ___________________________________________________________________________________ 3. _________________________________________________________________________________ ___________________________________________________________________________________ 4. _________________________________________________________________________________

STEP 2: IMAGINE: Where you will be cutting out your windows, skylights, and doors of your clubhouse? Using your background knowledge about electricity and circuits, how will you be wiring your Circuit Clubhouse? These are some of the things you should consider as you create your Circuit Clubhouse: Location and amount of lighting, wiring connections, energy source, placement of windows, doors, etc. Draw your possible designs and label the parts. Be ready to share and discuss your design with explanations of the rationale for your design choices. Your design team will be choosing one of the ideas to develop.

STEP 3: PLAN: Draw the diagram of your team’s prototype. Label each part. Also, state the materials used for each part and its possible measurements.

Top View: Side/Angled Views:

STEP 4: CREATE: Build your prototype following your team’s design. Keep to the plan. • Use the materials listed on your plan as well as the measurements that your group decided on. • Did you need to make any modifications in order to be sure that your design would hold together and

work? If so, what were they? ___________________________________________________________ ___________________________________________________________________________________

STEP 5: EXPERIMENT: Test your prototype and record your data.

Data Table: Prototype 1

STEP 6: IMPROVE (Redesign Phase): ASK: Looking at your data, answer the following questions:

• What worked? Why? • What didn’t work? Why? • What more can I add? Why?

Components Cause Write a description for each component

Effect What happened? Why do you think that happened?

Load: lights

Wiring

Batteries

Windows/skylights

Position of house, sun

Illuminance Goal Illuminance Reading Difference in Illuminance Reading

Dark House

With Natural Sunlight

250 lux

With Electrical Lights

250 lux

IMAGINE: Which variable(s) will you change to match the amount of the daytime lighting to the nighttime lighting of the clubhouse? Why would you change these variable(s)? How could you get the highest iilluminance with the materials you have available?

_____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________

PLAN: Draw out a diagram of your team’s 2nd prototype. Remember to label your parts, state the materials used and possible measurements.

Top View:

Side Views:

CREATE: Build your prototype following your group’s design. Keep to the plan. Use the materials listed as well as the measurements that your group decided on. EXPERIMENT:

Data table: Prototype 2

Write at least three facts comparing data tables 1 and 2. Fact 1

Fact 2

Fact 3

Illuminance Goal Illuminance Reading Difference in Illuminance Reading

Dark House

With Natural Sunlight

250 lux

With Electrical Lights

250 lux

Data Analysis: Compare the data from prototype 1 and prototype 2. 1. Which prototype was more effective? Prototype 1 Prototype 2 Use your background knowledge of electricity, circuits, and your data to explain your answer. _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________

Name: ___________________________________________________ Date: _________________________

Engineering Design Process Assessment

1. Write the letter (a-f) that matches each of the Engineering Design Process steps.

2. Explain what you did in this project for each step of the Engineering Design Process. Ask: ______________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ Imagine: __________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ Plan: _____________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________

1. Ask: _______________ 2. Imagine: ___________ 3. Plan: ______________ 4. Create: ____________ 5. Experiment: ________ 6. Improve: ___________

A. Test out prototype and collect data.

B. Brainstorm ideas of possible solutions.

C. Identify the problem and get more information about that problem.

D. From your possible solutions, chose the best idea and draw a prototype.

E. Review data and redesign your product to make it better.

F. Follow the plan and make your design.

Create: ___________________________________________________________________________________ ____________________________________________________________________________________________________________________________________________________________________________________ __________________________________________________________________________________________ Experiment: _______________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ Improve: __________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ 3. Why do people engage in the Engineering Design Process? __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________

Engineering Design Process Rubric Advanced (ME) Proficient (M) Partially Proficient (DP) Novice (WB)

ASK

Clarifies the problem clearly Forms the conditions and

limitations on their own Obtains information from prior

knowledge and other sources, with citation by self

Clarifies the problem States all the conditions and

limitations Obtains information from prior

knowledge by self

Needs more clarification of the problem

States most conditions and limitations

Obtains information from prior knowledge (drawn out by teacher)

Problem is unclear States few (or no) conditions and

limitations Information given by teacher

IMAG

INE Brainstorms a variety of

innovative ideas Innovative ideas are relevant to

the problem

Brainstorms a complete idea Idea is relevant to the problem

Brainstorms an incomplete idea Idea is somewhat relevant to the

problem

Unable to brainstorm ideas, teacher assistance needed

Brainstormed ideas have little relevance to the problem

PLAN

Chooses the best possible idea that is testable

Draws a useable and accurate prototype design with more than 2 views to scale

Lists all materials needed that are affordable, obtainable, and safe

Chooses one idea that is testable Draws a useable prototype

design with multiple views to scale

Lists all materials needed

Chooses an idea that may be testable

Draws a somewhat useable prototype design with multiple views with inaccurate or incomplete measurements

Most materials needed are listed

Chooses an idea that is not testable

Draws an unusable prototype design with one or more views

Incomplete or inaccurate lists of materials (assistance needed)

CREA

TE Able to follow their design plan

accurately Able to improve original design

to optimize performance

Able to follow their design plan, with some inaccuracies

Able to add to the original design to make the design work

Able to follow most of their design plan with multiple inaccuracies

Able to add to the original design, but design may still not work

Unable to follow their design plan

Sticks to original design although it may not work

EXPE

RIM

ENT

Collects and records detailed data accurately and completely

Analyzes data by comparing patterns and relationships accurately with logic

Collects and records data accurately and completely

Analyzes data by showing patterns or relationships accurately

Collects and records data. Some data may be incomplete or inaccurate.

States obvious patterns or relationships

Data collection inaccurate and incomplete

States obvious patterns or relationships with assistance

IMPR

OVE

Reviews data to make logical decisions to optimize product

Repeats process until an optimized product is reached with greatly improved data

Reviews data to make decisions to redesign product

Repeats process to optimize a product. Data may/may not show improvement.

Reviews data to make decisions to redesign product with assistance

Repeats process to improve product with some assistance

Unable to review data to make decisions to redesign product (assistance needed)

Does not repeat process to improve product or repeats process with much assistance

STEM Competencies Rubric

Advanced Proficient Developing Beginning Indicator 2.2: Collaborates with, helps and encourages others in-group situations (in science and engineering teams).

Student respectfully and effectively contributes ideas and feedback to the team. He/she listens to and encourages others to share their ideas. He/she works collaboratively with others to incorporate STEM process and skills in achieving team goals.

Student positively contributes ideas and feedback to the team. He/she listens to the contributions of others as they share their ideas. He/she works with others to incorporate STEM process and skills in achieving team goals.

Student contributes ideas and/or feedback to the team. He/she sometimes listens to the contributions of others. He/she works with others to incorporate STEM process and skills in achieving team goals but the student is not always effective or collaborative.

With coaching, student is able to contribute ideas and feedback to the team. He/she is able to works with others to achieve team goals, with support and guidance.

Indicator 2.5: Demonstrates responsible and ethical behavior in decision-making (while making choices for the team’s implementation plans).

Student consistently demonstrates safe, ethical, and expert behavior in using equipment, technology, and data to make decisions in developing and implementing their plan. He/she honestly records and reports the results of their investigations.

Student demonstrates responsible and ethical behavior in using equipment, technology, and data to make decisions in developing and implementing their plan. He/she honestly records and reports the results of their investigations.

Student is able to use equipment, technology, and data to make decisions in developing and implementing their plan, but is not always responsible or ethical. He/she may be inconsistent in honestly recording and reporting the results of their investigations.

With coaching, Student is able to responsibly use lab equipment, technology, and data to make decisions on developing and implementing their plan. He/she needs guidance to record and honestly report results of their investigations.

Indicator 6.4: Uses the appropriate technologies for communication, collaboration, research, creativity, and problem solving (multi-meter/internet/apps).

Student uses advanced search tools to efficiently gather and communicate relevant information from multiple authoritative print and digital sources. He/she effectively avoids plagiarizing sources and follows a standard citation format.

Student uses basic search tools to gather and communicate relevant information from multiple authoritative print and digital sources. He/she reasonable avoids plagiarism and usually follows a standard citation format.

Student needs some assistance in using basic search tools to gather and communicate relevant information from print and digital sources. He/she requires some guidance to avoid plagiarism and follow a citation format.

With coaching, student gathers and communicates information from limited print or digital sources. He/she requires assistance to avoid plagiarism and follow a citation format.

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