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Subject: Engineering the Future |
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1. Topic-
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| Make Your Building Energy Efficient |
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2. Content-
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Massachusetts Technology/Engineering Framework (grade 9-12}
2. Construction Technologies
Central Concepts: The construction process is a series of actions
taken to build a structure, including preparing a site, setting a
foundation, erecting a structure, installing utilities, and finishing
a site. Various materials, processes, and systems are used to build
structures. Students should demonstrate and apply the concepts of
construction technology through building and constructing either full-size
models or scale models using various materials commonly used in construction.
Students should demonstrate the ability to use the engineering design
process to solve a problem or meet a challenge in construction technology.
2.1 Identify and explain the engineering properties of materials used
in structures (e.g., elasticity, plasticity, R value, density, strength).
4. Energy and Power Technologies"�Thermal Systems
Central Concepts: Thermal systems involve transfer of energy through
conduction, convection, and radiation, and are used to control the
environment. Students should demonstrate the ability to use the engineering
design process to solve a problem or meet a challenge in a thermal
system.
4.1 Differentiate among conduction, convection, and radiation in a
thermal system (e.g., heating and cooling a house, cooking).
4.2 Give examples of how conduction, convection, and radiation are
considered in the selection of materials for buildings and in the
design of a heating system.
Massachusetts Technology Frameworks (grade 9-12)
Spreadsheet
G9-12: 1.18 Define and use functions of a spreadsheet application
(e.g., sort, filter, find).
G9-12: 1.19 Enter formulas and functions; use the auto-fill feature
in a spreadsheet application.
G9-12: 1.20 Explain and use advanced formatting features of a spreadsheet
application (e.g., reposition columns and rows, add and name worksheets).
G9-12: 1.21 Differentiate between formulas with absolute and relative
cell references.
G9-12: 1.22 Use multiple sheets within a workbook, and create links
among worksheets to solve problems.
G9-12: 1.23 Import and export data between spreadsheets and other
applications.
G9-12: 1.24 Create and use pivot tables.
G9-12: 1.25 Explain how various formatting options are used to convey
information in charts or graphs.
G9-12: 1.26 Identify the use of spreadsheet skills in various careers. |
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3. Goals: Aims/Outcomes-
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1. Students will be able to understand their role and work cooperatively
within a group.
2. Students will accurately collect data over a specified time period.
3. Students will understand the value of graphically utilizing a spreadsheet
to compare complex data. |
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4. Objectives-
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Students will be able to:
1. Work cooperatively and understand their role within a group.
2. Construct a spreadsheet to graphically compare temperature change
values.
3. Explain the conditions and variables that affect how energy moves. |
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5. Materials and Aids-
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* 4 insulated boxes
* 4 light bulb assemblies
* 4 digital thermometers
* timing device
* computer lab w/ MS Office
* LCD projector |
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6. Procedures/Methods-
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A. Introduction-
1. Teacher will lead a large group discussion about the usage of
spreadsheets.
2. Teacher will construct simple spreadsheet projected for class to
see.
3. Teacher will input values for current class, then show simple functions
and sorting capabilities. |
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B. Development-
1. Students will be paired up.
2. The pairs will brainstorm ideas and then choose the best idea to
develop their spreadsheet.
3. Teacher will check the spreadsheet after completion. |
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C. Practice-
1. Students will gather data to be input into their spreadsheet.
2. Students will utilize their spreadsheet to analyze the data they
collected.
3. Students will manipulate their data by sorting and performing various
calculations on it. |
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D. Independent Practice-
1. Students will perform the data collection exercise for the temperature
rise in the 4 insulated boxes.
2. Students will work within their group to determine the best way
to present the gathered data using a spreadsheet.
3. Students will generate a spreadsheet and input all data from all
4 boxes into their spreadsheet. |
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E. Accommodations (Differentiated Instruction)-
1. All required accommodations from IEP's will be observed.
2. I will pair one high achieving student with one low achieving student.
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F. Checking for understanding-
1. Teacher will informally assess each group of students as they
work on their spreadsheet.
2. Each group member will assess other group members for effort, participation,
and teamwork.
3. Spreadsheet presentation and findings will be assessed through
use of a rubric. |
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G. Closure-
1. Each group will present their spreadsheet for the class to see.
2. Students will write a self reflection about the process. |
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7. Evaluation-
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1. Peer evaluation of effort, participation, and teamwork.
2. Teacher evaluation of team based on rubric. |
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8. Teacher Reflection-
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| Teacher will reflect after the exercise is complete. |
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