Alternative Energy Unit Challenge: Car of the Future: Addressing Carbon Emissions Using Chemistry EDCI 566 Instructional

Plan Phillip Cook DISCIPLINE Chemistry TARGET POPULATION Groups of high school sophomores enrolled in Chemistry 430 will work in teams of 3-4 students creating a multimedia presentation to a panel of faculty (know as the Board of Trustees) of a startup automobile manufacturer. The presentation focuses on innovations that will result in a decrease in carbon emissions by the vehicles manufactured. Members of the Board do not necessarily have science backgrounds, so the presentation must be clear, concise and accessible for a broad audience. CURRICULUM LINKS This lesson encompasses an end of unit challenge. Students will have already completed the following lessons, which include concepts and tasks relevant to the formulation of their presentation: Introduction of the Challenge Activity 1: Understanding Fuel Molecules Activity 2: Petroleum Mixture (Evaporation and Intermolecular Forces) Activity 3: Creating Balance (Mole Rockets) Activity 4: Heat and Reactions Activity 5: Biodiesel Synthesis Activity 6: Batteries (Electrochemical Cells) Activity 7: Hydrogen Fuel Cells Unit Challenge: Car of the Future: Addressing Carbon Emissions Using Chemistry OBJECTIVES Students will gain a better understanding of the concepts shown in the concept map below, specifically related to fuels and alternative energies:

Figure 1: Alternative Energy Unit Concepts

Alternative Energy Unit Challenge: Car of the Future: Addressing Carbon Emissions Using Chemistry EDCI 566 Instructional Plan Phillip Cook

MATERIALS / TIME Students will have access to laptop computers, wifi internet, Vernier sensors and LoggerPro software for data analysis, as well as selected PhET models. Students will have one 85 minute class period to collaborate as a team, and will present to the Board of Trustees for 15 minutes the following class period. SCOPE & SEQUENCE Students will be introduced to the unit challenge at the start of the Alternative Energy unit in Chemistry. Each lab activity (see Curriculum Links) has a direct correlation to the unit challenge. Students will work throughout the four-week unit in the same team of 3-4 students so as to foster collaboration and discussion related to the unit challenge. For more detail, see the Unit Outline and Calendar. SUPPLEMENTARY MATERIALS All relevant activities are hyperlinked within this instructional plan. See SCOPE & SEQUENCE as well as CURRICULUM LINKS. EVALUATION OF STUDENTS Team presentations will evaluated based upon the following criteria: 1. Successful explanation of alternative solution, including addressing efficiency and how your alternative reduces the carbon output of the vehicles your startup company will produce. 2. Explanation of chemistry behind alternative solution. 3. All group members must cover a chemistry portion of the project. Realize that your audience is comprised of non-chemists. 4. Entertaining 5. Relating other relevant information to the alternative solution proposed (i.e. social, economic, environmental, political, infrastructure, challenges). EVALUATION OF THE LESSON Since the Board of Trustees in this challenge is comprised partially of non-chemistry faculty, success can be evaluated by the ability of the Board of Trustees to comprehend the suggested innovations and the science behind the innovations. Additionally, students will take an end of unit summative exam, which evaluates the concepts shown in figure 1 under OBJECTIVES.