Energy Misconceptions
Additional Resources:
ENERGY MISCONCEPTIONS data results Ryan Energy LE
ENERGY MISCONCEPTIONS Questions
STEM Learning Experience - Energy Misconceptions STEM Year 2
Author: Trudy Ryan
School District: Madrid Waddington Central School
Intended Audience:
Content Area: Math, Science and ELA
Course Title: Middle school ELA - all students
Grade Level: Sixth Grade, Seventh Grade, Eighth Grade
Technology Integration:
Technology Hardware: Promethean Board, Kilowatt Hour Meters
Technology Software:
Internet Resources: NYSERDA
Other Content Areas for STEM Integration:
Content Area: Math, Science and Technology
New York State Learning Standards and Performance Indicators Addressed by this Learning Experience:
Problem Solving Strand: Students will solve problems that arise in mathematics and in other contexts.
PI 7.PS.6 Represent problem situations verbally, numerically, algebraically and graphically
7.PS.16 Justify solution methods through logical argument
Problem Statement:
How much electricity does common appliances use and what changes can be made to decrease that usage?
What are some common energy misconceptions and what is the truth?
Essential Question:
How do we measure electricity and how much electricity do everyday devices use?
Learning Objectives:
Students will be able to use a plug in kilowatt hour meter to measure the cumulative electricity usage of multiple devices in the home and classroom. Students will use this data to brainstorm ideas to decrease electricity usage.
Necessary Resources:
Textbook(s), Workbook(s):
Reference Book(s): NYSERDA workbooks and posters
Handout(s):
Other: Kilowatt hour meters
Steps for Implementing Learning Experience:
Guest speakers knowledgeable about power generation, distribution and usage will discuss these topics with students. They will also instruct students on the use of the plug in kilowatt hour meters. Time must be allocated for demonstrations of the use of these meters.
Instructional Modifications:
List all modifications to the classroom setting as well as those used to enhance learning for all students.
Time used for Planning:
Allow time to practice collecting kwh data to become familiar with the operation of the meters. Practice using the voltage, current, power and energy functions of the meters as well as being prepared to explain the units of each.
Time for Implementation & Assessment:
List each day that the learning experience occurs along with the timeframe of the day in minutes.
Day 1: Give students Energy Misconception Questionnaire to gather baseline data and get them thinking of energy usage.
Day 2 and 3: Guest speaker or speakers to introduce energy topics such as electricity generation, usage, alternative energies, conservation and the measurement using the kwh meters.
Day 4-8: Students individually or in groups use kwh meters to measure the energy usage of common devices in the home and at school. Students then research options to decrease usage and create posters to explain their findings.
Day 9: Students present their findings to the class using their data to explain their conclusions. Entire class brainstorms and discusses after each presentation.
Day 10: Students retake the Energy Misconception Questionnaire either by paper copy or using the Promethean Expressions unit.
Assessment Tools:
Use the Energy misconception questionnaire before and at the end of the unit to measure students knowledge of energy usage and conservation.
Reflection:
Students were very enthusiastic about using the KWH meters with many different ideas of devices to measure.
Student Work:
Sample Energy Misconceptions Questionnaire and results have been attached.
Rigor and Relevance Target:
The Rigor/Relevance Framework has four quadrants. Each is labeled with a term that characterizes the learning performance of the student at that level. Select the quadrant that is most appropriate regarding this learning experience.
Provide Supporting Information to Validate the Quadrant in Which This Learning Experience is Located.
Energy usage and conservation is a very relevant topic. It is real world data collected by the students. The project based hands on approach incorporates analysis, synthesis and evaluation into the topic. This learning experience is in the quadrant “D”.
