Education Technology

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  • Subject Area

    • Other Subjects: English/Language Arts: Composition
    • Science: Environmental Science: Energy
    • Science: Environmental Science: Relationships
    • Math: Precalculus: Data Analysis
    • Math: Precalculus: Equations
    • Math: Precalculus: Functions and Graphs
    • Science: Chemistry: Energy and Matter
    • Science: Physics: Electrostatics
    • Science: Physics: Work, Energy and Momentum
    • Math: Precalculus: Applications of Trigonometry
    • Science: Physics: Skills of Science

  • Author

    Brenda Peterman

  • Level

    9-12

  • Activity Time

    5-15 Days

  • Device
    • ax-icon-color-device
      TI-Nspire™ CX CAS
    • TI-Nspire™ Navigator™
  • Software

    TI-Nspire™ CAS

  • TI-Nspire Version

    3.1

  • Accessories

    Sensor - Temperature
    Sensor - Voltage
    TI-Nspire™ Lab Cradle

  • Other Materials
    Sensor-Anemometer
    Fan
    Basic Power Tools
    Basic Hand Tools
    Computer
    AV equipment
    Basic Chem Lab Equipment
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When The Wind Blows

Published on 03/09/2012

Activity Overview

An investigative project based learning activity incorporating math and science through the connections among Chemistry, Physics, and Trigonometry. Project leads to consideration of the feasibility of alternative energy options based on research and local data. Student activities culminate in the design of wind-turbine models and prototype. The project can easily be adapted to all courses, or may be the focus of one class individually based on preferences, needs, materials, or other restraints.

Before the Activity

1.Prior to engaging students, departmental collaboration for identifying course objectives is necessary to develop a flow chart* and entry document*.

2.Each course instructor should be responsible for identifying key concepts that will be covered in their objectives.

3. Construct classroom website (Google Sites is recommended) or other collaborative environment where students can share their work and facilitate discussions between courses.

4. Identify the information that will need to be shared between students in different courses (e.g. Physics students shared videos on electricity and magnetism, Chemistry students shared evaluative information on alternative energies, Trigonometry students shared recommendations for prototype design, etc)

5. Identify the necessary sequencing of course work to provide appropriate timing for shared information, as discussed above.

6. Obtain materials (material list on website).

7. Plan to meet regularly.

For additional information and documents visit the project website: http://goo.gl/I8eJj

*attached documents

During the Activity

1. Regular collaboration to track student progress in activities, with special focus on components that must be shared between different groups and classes.

2. Students regularly evaluate Need to Knows and Next Steps based on the Entry Document and additional information provided in the project sequence.

3. Students (and instructors) maintain communication with each other (in groups and between classes) through collaborative Google Docs, maintenance of the project website, and student blogs.

4. Instruction of concepts is maintained in each course according to the guidelines and schedules established during pre-project collaboration.

5. For additional information and documents visit the project website: http://goo.gl/I8eJj

6. Publish View document attached on webpage: http://goo.gl/bPpHK

After the Activity

1. Presentation of project to school board and district administrators.

2. Communication with local media for further student recognition.

3. Final collaborative meeting between instructors to identify areas that need improvement or adjustment for further implementation cycles.

4. Project scoring rubrics are available on the website: http://goo.gl/I8eJj