Tech Unit Template Hydrogen Fuel Cells

381 views
331 views

Published on

0 Comments
0 Likes
Statistics
Notes
  • Be the first to comment

  • Be the first to like this

No Downloads
Views
Total views
381
On SlideShare
0
From Embeds
0
Number of Embeds
2
Actions
Shares
0
Downloads
4
Comments
0
Likes
0
Embeds 0
No embeds

No notes for slide

Tech Unit Template Hydrogen Fuel Cells

  1. 1. Touro University, Gibbs Technology Integration Unit Launch Page Type only in the gray areas Teacher Name: Jefferson Hartman Project Title: Hydrogen Fuel Cell Cars Project Subject(s): Hydrogen combustion and hydrogen fuel cells Grade Level(s): 8 Goals & Objectives: Goals: • Students utilize available technology. • Students will understand a simple chemical reaction. • Students will understand the difference between gasoline combustion and hydrogen combustion. • Students will from an opinion about hydrogen fuel cell technology. Objective: • To become familiar with internet technology • To recognize and explain the reactants and products of the hydrogen/oxygen reaction. • To analyze the hydrogen/oxygen reaction and recognize the differences between the chemical reaction in a fuel cell and in hydrogen combustion. • To compare and contrast between hydrogen and gasoline combustion. • To have students form an opinion about if hydrogen fuel cells are more environmentally friendly than gasoline powered engines • To thoroughly complete the WISE 4.0 Hydrogen Fuel Cell project. Essential Question: Is it better to utilize the energy transformed from hydrogen fuel cells than from gasoline powered engines as it relates to environmental concerns? Scaffolding Questions: Are environmental issues the only concerns we should consider when analyzing hydrogen fuel cells? Are there economic or social concerns? Does learning the hydrogen/oxygen reaction as it relates to hydrogen fuel cell reinforce the understanding of chemical reactions? Approximate Length of Unit (days, weeks) 5-6 days for chemical reaction lesson 5 days for WISE 4.0 Hydrogen Fuel Cell project 1 day for student revisions. Unit Summary and Sequence of Events, Timelines – give details: Prior to specifically teaching hydrogen fuel cells I would have teach chemical reactions which takes about 5-6 days. • Lewis diagrams for elements Hydrogen(1)-Argon(18) • Difference between elements, molecules and compounds • What is an ion? BrainPop video Ions
  2. 2. Touro University, Gibbs • Use atom model kits to create molecules and compounds • Explain simple chemical reactions, reactants and products. Utilize BrainPop video Chemical Reactions • What are a subscript and a coefficient? • Balance simple chemical equations The WISE 4.0 Hydrogen Fuel Cell project http://wise4.telscenter.org/webapp/vle/preview.html?projectId=7 takes 5 days. After students complete the project I have to read and grade their answers. It requires 1 more day for students to revise/improve their answers. Software and Hardware needed: Computers, internet access, time, WISE 4.0 account membership Accommodations for Differentiated Instruction Learning Challenged WISE 4.0 projects are filled with images, videos, and a help Student: menu. WISE 4.0 projects are designed to be done in pairs. Notes usually start with a prompt to give students direction about a particular problem. Gifted Student: WISE 4.0 provides avenues for gifted student to link to outside websites to allow for farther research. Notes provide prompts for all students but gift students can erase the prompt and go in any direction they see fit. WISE 4.0 projects is designed around the idea of inquiry and encourage students from opinions based on evidence they find. ELD Student: Even though much of the material is presented in words it is backed up with many graphics. There is no specific pace at which the students have to work. Many of the questions tap into a student’s prior knowledge. The WISE environment is sensitive to a student’s effective filter. IDENTIFY STANDARDS – Select two or three standards from each category and copy/paste them into this document Specific Teacher Performance Expectations (TPEs): Specific CA Content Standards: 8.3b. Students know that compounds are formed by combining two or more different elements and that compounds have properties that are different from their constituent elements 8.3f. Students know how to use the periodic table to identify elements in simple compounds. 8.5a. Students know reactant atoms and molecules interact to form products with different chemical properties. 8.5b. Students know the idea of atoms explains the conservation of matter: In chemical reactions the number of atoms stays the same no matter how they are arranged, so their total mass stays the same. Specific CA Technology Standard 16: 16(c) Each participating teacher uses technological resources available inside the classroom or in library media centers, computer labs, local and county facilities, and
  3. 3. Touro University, Gibbs other locations to create technology enhanced lessons aligned with the adopted curriculum. Specific ISTE Tech Standards for Students: 1 Basic operations and concepts Students demonstrate a sound understanding of the nature and operation of technology systems. Students are proficient in the use of technology. 6 Technology problem-solving and decision-making tools Students employ technology in the development of strategies for solving problems in the real world. Specific ISTE Tech Student Profile: Specific: 2. Design and Develop Digital-Age Learning Experiences and Assessments Teachers design, develop, and evaluate authentic learning experiences and assessment incorporating contemporary tools and resources to maximize content learning in context and to develop the knowledge, skills, and attitudes identified in the NETS•S. a. design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity. b. develop technology-enriched learning environments that enable all students to pursue their individual curiosities and become active participants in setting their own educational goals, managing their own learning, and assessing their own progress. c. customize and personalize learning activities to address students' diverse learning styles, working strategies, and abilities using digital tools and resources. d. provide students with multiple and varied formative and summative assessments aligned with content and technology standards and use resulting data to inform learning and teaching. REFERENCES – List websites, books, magazines, and other resources used to collect content information for this unit http://wise4.telscenter.org/webapp/vle/preview.html?projectId=7

×