https://padlet.com/kghrnger/qs8gaz7z37was20h IDT 7063 Module 1 Assignment en-us 2021-06-01 13:36:23 UTC 2026-01-28 22:42:25 UTC hello@padlet.com kghrnger https://padlet.com/kghrnger/qs8gaz7z37was20h/wish/1576278582 Project-Based Learning (PBL) is an instructional method where the teacher introduces students to a problem or challenge in which they will need to develop a strategy to address the problem. In PBL, the teacher takes on more of a facilitator role where rather than explicitly teaching students a list of facts, they guide students to understanding specific concepts and topics through discovery and necessity in solving the issue at hand. This method works incredibly well for STEM disciplines in particular given that the majority of learning involves the design process and is naturally more hands-on and project/problem-based.]]> 2021-06-01 13:43:28 UTC https://padlet.com/kghrnger/qs8gaz7z37was20h/wish/1576278582 kghrnger https://padlet.com/kghrnger/qs8gaz7z37was20h/wish/1576298514 Unit:
Energy

Goals Overview:
The overall goal is to have students gain a better understanding of what energy is and how it can be harnessed for use in electricity.

Objectives:
1) Students will be able to define energy sources with 80% accuracy.
2) Students will be able to identify and categorize energy sources as either renewable or non-renewable with 80% accuracy.
3) Students will be able to perform calculations identifying voltage, current, and resistance in a series circuit with 80% accuracy.
4) Students will be able to perform calculations identifying voltage, current, and resistance in a parallel circuit with 80% accuracy.

]]> 2021-06-01 13:49:09 UTC https://padlet.com/kghrnger/qs8gaz7z37was20h/wish/1576298514 kghrnger https://padlet.com/kghrnger/qs8gaz7z37was20h/wish/1576336091 C21H05.16 Write an explanatory text defining energy, in particular its use in engineering, drawing on engineering texts and other technical documents. In addition, identify and explain the different forms of energy. The explanation should include the categorization of various forms of energy such as potential or kinetic.

C21H05.19 Research print and electronic sources published by government, nonprofit, or engineering organizations to define different renewable energy sources such as biomass, hydroelectric power, geothermal, wind, and solar, as well as nonrenewable energy sources such as petroleum, natural gas, coal, and nuclear energy. In teams, create and deliver a presentation justifying the use of one energy source for their local community; the presentation must contain at least one summary table or graphic. In addition, the presentation should provide an analysis demonstrating the advantage of their selected source over others.

C21H05.22 Calculate voltage, current, and/or resistance in a DC circuit using Ohm’s law (V = IR). Explain how Ohm’s Law relates voltage, current, and resistance, citing technical examples for illustration. For example, if voltage remains constant and resistance decreases, the current will increase. Given a physical circuit, demonstrate how to measure each using a digital multimeter. Where unexpected behavior is observed, cite specific evidence to explain the observations. Prepare an informative report comparing calculated values with measured values and include an explanation of any sources of error.

C21H05.23 Explain how series and parallel circuits function, including identification of their chief components, characteristics, and differences. Solve problems involving series and parallel circuits including calculating equivalent resistance and calculating voltage and/or current
through elements within a circuit.]]> 2021-06-01 13:59:38 UTC https://padlet.com/kghrnger/qs8gaz7z37was20h/wish/1576336091 kghrnger https://padlet.com/kghrnger/qs8gaz7z37was20h/wish/1576357917 For the first part of this unit, students will have to perform research on a pair of specific energy sources and will have a debate about which source is better for widespread usage in the United States. Given this, students will naturally need to use an internet-enabled device to conduct their research. They may also choose to create graphics/visual aids to supplement and enhance their arguments.

For the second part of this unit, students will use a digital multimeter to make readings on current and voltage for their circuits that they create.]]> 2021-06-01 14:05:48 UTC https://padlet.com/kghrnger/qs8gaz7z37was20h/wish/1576357917 kghrnger https://padlet.com/kghrnger/qs8gaz7z37was20h/wish/1576375331 Part 1: Energy Source Debates
Students will be introduced with the guiding question - which energy source is the best for widespread use in the United States? Then, students will select be given an opponent to debate and they will be assigned an energy source (preferably one that they know little about). They will then investigate their own energy source as well as their opponent's source. There will then be days of research and debate with the entire class participating in every debate through active listening, note-taking, and questioning. In presenting the material this way, students will be able to address their own misconceptions, critique the reasoning of others, weigh the pros and cons of each source, and ultimately form their own opinions on the matter - all without explicit instruction from the teacher facilitating the process.

Part 2: LED Board
Students will receive some basic instruction on circuits, Ohm's Law, and breadboards and then they will be given material to construct their own circuits. The problem that they will be investigating - how should one wire a breadboard so that the lights will illuminate? They will be given batteries with different voltages, different resistors, and LEDs. They will find that for certain types of batteries, LEDs, and resistors, they will need to use a parallel configuration and in other scenarios they will need to use a series configuration.]]> 2021-06-01 14:10:39 UTC https://padlet.com/kghrnger/qs8gaz7z37was20h/wish/1576375331 kghrnger https://padlet.com/kghrnger/qs8gaz7z37was20h/wish/1576427628 Tennessee State Department of Education. (2021, May). Engineering Design I. Retrieved June 1, 2021 from https://www.tn.gov/content/dam/tn/education/ccte/cte/cte_std_engineering_design_1.pdf

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