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Appropriate Alternative Energy

 

Appropriate Alternative Energy Course Calendar
 
 

Monday, August 22, 2011

EQ: What are the key historical events and their impacts on engineering and technology? What are the social issues that have influenced innovation and technological development?  Who are the key persons who have contributed to technological change?

 

ENGR-FET-2. Students will describe the history of technological advancement.

ENGR-FET-5. Students will describe the essential systems and processes involved with invention, innovation,m and entrepreneurship.

ENGR-STEM-2. Students will identify the impact of engineering and technology within global, economic, environmental, and societal contexts.

Unit 1: History and the Future of Engineering

Web Master Mission:

Opening: Classroom Management/Review

Work Period

 Individual Practice:Students will complete GPS IMPLANT handout and vocabulary. Each group will prepare a three minute presentation on their findings.

Closing: Students will write on a sticky note what they learned.Students who did not understand a concept taught today will write that on the sticky note.

Tuesday, 23, 2011

EQ:What are the key historical events and their impacts on engineering and technology? What are the social issues that have influenced innovation and technological development? Who are the key persons who have contributed to technological change?

ENGR-FET-2. Students will describe the history of technological advancement.

 ENGR-FET-5. Students will describe the essential systems and processes involved with invention, innovation,m and entrepreneurship.

ENGR-STEM-2. Students will identify the impact of engineering and technology within global, economic, environmental, and societal contexts.

Unit 1: History and the Future of Engineering

Web Master Mission:

Opening: Review Sticky notes from previous day.

Work Period

Individual Practice: Students will complete GPS IMPLANT handout and vocabulary. Each group will prepare a three minute presentation on their findings.

Closing: Students will write on a sticky note what they learned. Students who did not understand a concept taught today will write that on the sticky note.

Wednesday, 24, 2011

EQ:What are the key historical events and their impacts on engineering and technology? What are the social issues that have influenced innovation and technological development? Who are the key persons who have contributed to technological change?

ENGR-FET-2. Students will describe the history of technological advancement.

ENGR-FET-5. Students will describe the essential systems and processes involved with invention, innovation,m and entrepreneurship.

ENGR-STEM-2. Students will identify the impact of engineering and technology within global, economic, environmental, and societal contexts.

Unit 1: History and the Future of Engineering

Web Master Mission:

Opening: Review Sticky notes from previous day.

Work Period

Individual Practice: Students will complete invention research project  in groups of three. A research project will be completed, a mini-poster, and a presentation.

Teacher Guided Practice: Explain in detail the project

Closing: Students will write on a sticky note what they learned. Students who did not understand a concept taught today will write that on the sticky note.

Thursday, 25, 2011

EQ:What are the key historical events and their impacts on engineering and technology? What are the social issues that have influenced innovation and technological development? Who are the key persons who have contributed to technological change?

ENGR-FET-2. Students will describe the history of technological advancement.

ENGR-FET-5. Students will describe the essential systems and processes involved with invention, innovation,m and entrepreneurship.

ENGR-STEM-2. Students will identify the impact of engineering and technology within global, economic, environmental, and societal contexts.Unit 1: History and the Future of Engineering

Web Master Mission:

Opening: Review Sticky notes from previous day.

Work Period

Individual Practice:  Students will complete invention research project in groups of three. A research project will be completed, a mini-poster, and a presentation.

Teacher Guided Practice: Explain in detail the project

Closing: Students will write on a sticky note what they learned. Students who did not understand a concept taught today will write that on the sticky note.

Friday, 26, 2011

EQ:What are the key historical events and their impacts on engineering and technology? What are the social issues that have influenced innovation and technological development? Who are the key persons who

ENGR-FET-2. Students will describe the history of technological advancement.

ENGR-FET-5. Students will describe the essential systems and processes involved with invention, innovation,m and entrepreneurship.

ENGR-STEM-2. Students will identify the impact of engineering and technology within global, economic, environmental, and societal contexts.

Unit 1:History and the Future of Engineering

Web Master Mission:

Opening: Review Sticky notes from previous day.

Work Period

Individual Practice:  Students will complete invention research project in groups of three. A research project will be completed, a mini-poster, and a presentation.

Teacher Guided Practice: Explain in detail the project

Closing: Students will write on a sticky note what they learned. Students who did not understand a concept taught today will write that on the sticky note.

Monday, 29, 2011

EQ:What are the key historical events and their impacts on engineering and technology? What are the social issues that have influenced innovation and technological development?

ENGR-FET-2. Students will describe the history of technological advancement.

ENGR-FET-5. Students will describe the essential systems and processes involved with invention, innovation,m and entrepreneurship.

ENGR-STEM-2. Students will identify the impact of engineering and technology within global, economic, environmental, and societal contexts.

Unit 1:History and the Future of Engineering

Web Master Mission:

Opening: Review Sticky notes from previous day.

Work Period

Individual Practice:

1.  Students will donwload the powerpoint to review for 15 day assessment.

2. Students will complete invention research project in groups of three. A research project will be completed, a mini-poster, and a presentation.

Teacher Guided Practice: Explain in detail the project

Closing: Students will write on a sticky note what they learned. Students who did not understand a concept taught today will write that on the sticky note.

Tuesday, 30, 2011

EQ:Why is energy so important? What are ssome of the pros and cons of different energy sources? How can combininb the various energy sources help provide us with efficient sources of energy?

 ENGR-FET-2. Students will describe the history of technological advancement.

ENGR-FET-5. Students will describe the essential systems and processes involved with invention, innovation,m and entrepreneurship.

ENGR-STEM-2. Students will identify the impact of engineering and technology within global, economic, environmental, and societal contexts.

Unit 1:History and the Future of Engineering

Web Master Mission:

Opening: Review Sticky notes from previous day.

Work Period

Individual Practice: Students will complete invention research project in groups of three. A research project will be completed, a mini-poster, and a presentation.

Teacher Guided Practice: Explain in detail the project

Closing: Students will write on a sticky note what they learned. Students who did not understand a concept taught today will write that on the sticky note.

Wednesday,31 , 2011

EQ:What are the key historical events and their impacts on engineering and technology? What are the social issues that have influenced innovation and technological development?

ENGR-FET-2. Students will describe the history of technological advancement.

ENGR-FET-5. Students will describe the essential systems and processes involved with invention, innovation,m and entrepreneurship.

ENGR-STEM-2. Students will identify the impact of engineering and technology within global, economic, environmental, and societal contexts.

Unit 1:History and the Future of Engineering

Web Master Mission:

Opening: Review Sticky notes from previous day.

Work Period

Individual Practice: Students will complete invention research project in groups of three. A research project will be completed, a mini-poster, and a presentation.

Teacher Guided Practice: Explain in detail the project

Closing: Students will write on a sticky note what they learned. Students who did not understand a concept taught today will write that on the sticky note.

Thursday, 1 2011

EQ:What are the key historical events and their impacts on engineering and technology? What are the social issues that have influenced innovation and technological development?

ENGR-FET-2. Students will describe the history of technological advancement.

 

ENGR-FET-5. Students will describe the essential systems and processes involved with invention, innovation,m and entrepreneurship.

 

ENGR-STEM-2. Students will identify the impact of engineering and technology within global, economic, environmental, and societal contexts.

Unit 1:History and the Future of Engineering

Web Master Mission:

Opening: Review Sticky notes from previous day.

Work Period

Individual Practice: Students will complete invention research project in groups of three. A research project will be completed, a mini-poster, and a presentation.

Teacher Guided Practice: Explain in detail the project

Closing: Students will write on a sticky note what they learned. Students who did not understand a concept taught today will write that on the stickynote.

Friday, 2, 2011

EQ:What are the key historical events and their impacts on engineering and technology? What are the social issues that have influenced innovation and technological development?

ENGR-FET-2. Students will describe the history of technological advancement.

ENGR-FET-5. Students will describe the essential systems and processes involved with invention, innovation,m and entrepreneurship.

ENGR-STEM-2. Students will identify the impact of engineering and technology within global, economic, environmental, and societal contexts.

Unit 1:History and the Future of Engineering

Web Master Mission:

Opening: Review Sticky notes from previous day.

Work Period

Individual Practice: Students will complete invention research project in groups of three. A research project will be completed, a mini-poster, and a presentation.

Teacher Guided Practice: Explain in detail the project

Closing: Students will write on a sticky note what they learned. Students who did not understand a concept taught today will write that on the sticky note.

Tuesday, 6, 2011

EQ:What are the key historical events and their impacts on engineering and technology? What are the social issues that have influenced innovation and technological development? Who are the key persons who who have contributed to technological change.

ENGR-FET-2. Students will describe the history of technological advancement.

ENGR-FET-5. Students will describe the essential systems and processes involved with invention, innovation,m and entrepreneurship.

ENGR-STEM-2. Students will identify the impact of engineering and technology within global, economic, environmental, and societal contexts.

Unit 1:History and the Future of Engineering

Web Master Mission:

Opening: Review Sticky notes from previous day.

Work Period

Individual Practice/Guided Practice:

  • Discuss how different two very different items are designed and then made (ex. A car and a chair).  Then show how the overall process is similar.
  • Read and discuss the chapter in your textbook related to the Universal Systems Model. (If Applicable)
  • Present the Universal Systems Model PowerPoint

 

Teacher Guided Practice: Explain in detail the project

Closing: Students will write on a sticky note what they learned. Students who did not understand a concept taught today will write that on the sticky note.

Wednesday, 7, 2011

EQ:What are the key historical events and their impacts on engineering and technology? What are the social issues that have influenced innovation and technological development? Who are the key persons who who have contributed to technological change.

ENGR-FET-2. Students will describe the history of technological advancement.

ENGR-FET-5. Students will describe the essential systems and processes involved with invention, innovation,m and entrepreneurship.

ENGR-STEM-2. Students will identify the impact of engineering and technology within global, economic, environmental, and societal contexts.

Unit 1:History and the Future of Engineering

Web Master Mission:

Opening: Review Sticky notes from previous day.

Work Period

Individual Practice/Guided Practice:

  • Discuss how different two very different items are designed and then made (ex. A car and a chair).  Then show how the overall process is similar.
  • Read and discuss the chapter in your textbook related to the Universal Systems Model. (If Applicable)
  • Present the Universal Systems Model PowerPoint

 

Teacher Guided Practice: Explain in detail the project

Closing: Students will write on a sticky note what they learned. Students who did not understand a concept taught today will write that on the sticky note.

 

Thursday, 8, 2011

EQ:What are the key historical events and their impacts on engineering and technology? What are the social issues that have influenced innovation and technological development? Who are the key persons who who have contributed to technological change.

ENGR-FET-2. Students will describe the history of technological advancement.

ENGR-FET-5. Students will describe the essential systems and processes involved with invention, innovation,m and entrepreneurship.

ENGR-STEM-2. Students will identify the impact of engineering and technology within global, economic, environmental, and societal contexts.

Unit 1:History and the Future of Engineering

Web Master Mission:

Opening: Review Sticky notes from previous day.

Work Period

Individual Practice/Guided Practice: 

  • Students will complete the “Size Up the System” worksheet.
  • Students will design a new candy bar and draw out the wrapper on paper.
  • They should complete a list of the inputs, processes and outputs and present to the class
  • Discuss with students some of the technology and steps in making the candy bar that they may have missed.

 

Teacher Guided Practice: Explain in detail the project

Closing: Students will write on a sticky note what they learned. Students who did not understand a concept taught today will write that on the sticky note.

Friday, 9, 2011

EQ:What are the key historical events and their impacts on engineering and technology? What are the social issues that have influenced innovation and technological development? Who are the key persons who who have contributed to technological change.

ENGR-FET-2. Students will describe the history of technological advancement.

ENGR-FET-5. Students will describe the essential systems and processes involved with invention, innovation,m and entrepreneurship.

ENGR-STEM-2. Students will identify the impact of engineering and technology within global, economic, environmental, and societal contexts.

Unit 1:History and the Future of Engineering

Web Master Mission:

Opening: Review Sticky notes from previous day.

Work Period

Individual Practice/Guided Practice:

  • Play the “Production Game” for 3/4 of class. (Note: Read through this thoroughly before giving to the students.  This activity requires at least 30 minutes of prep time for the assorted paper and printing of the money.  Cutting the paper into fourths will make it last longer and won’t use up your materials.)
  • Finalize the team totals and discuss the outcomes and possible causes of them.
  • Systems Quiz

 

Teacher Guided Practice: Explain in detail the project

Closing: Students will write on a sticky note what they learned. Students who did not understand a concept taught today will write that on the sticky note.

 

 

Monday, 12, 2011

EQ:What are the key historical events and their impacts on engineering and technology? What are the social issues that have influenced innovation and technological development? Who are the key persons who have contributed to  techological change?

ENGR-FET-2. Students will describe the history of technological advancement.

ENGR-FET-5. Students will describe the essential systems and processes involved with invention, innovation,m and entrepreneurship.

ENGR-STEM-2. Students will identify the impact of engineering and technology within global, economic, environmental, and societal contexts.

Unit 1:History and the Future of Engineering

Web Master Mission:

Opening: Review Sticky notes from previous day.

Work Period

Individual Practice/Guided Practice:

  • Play the “Production Game” for 3/4 of class. (Note: Read through this thoroughly before giving to the students.  This activity requires at least 30 minutes of prep time for the assorted paper and printing of the money.  Cutting the paper into fourths will make it last longer and won’t use up your materials.)
  • Finalize the team totals and discuss the outcomes and possible causes of them.
  • Systems Quiz

Teacher Guided Practice: Explain in detail the project

Closing: Students will write on a sticky note what they learned. Students who did not understand a concept taught today will write that on the sticky note.

Tuesday, 13, 2011

EQ:Why is energy so important? What are some of the pros and cons of different energy sources? How can combing the various energy sources help provide us with efficient sources of energy?

ENGR-FET-2. Students will describe the history of technological advancement.

ENGR-FET-5. Students will describe the essential systems and processes involved with invention, innovation,m and entrepreneurship.

ENGR-STEM-2. Students will identify the impact of engineering and technology within global, economic, environmental, and societal contexts.

Unit 1:History and the Future of Engineering

Web Master Mission:

Opening: Review Sticky notes from previous day.

Work Period

Individual Practice/Guided Practice:

  • Play the “Production Game” for 3/4 of class. (Note: Read through this thoroughly before giving to the students.  This activity requires at least 30 minutes of prep time for the assorted paper and printing of the money.  Cutting the paper into fourths will make it last longer and won’t use up your materials.)
  • Finalize the team totals and discuss the outcomes and possible causes of them.
  • Systems Quiz

Teacher Guided Practice: Explain in detail the project

Closing: Students will write on a sticky note what they learned. Students who did not understand a concept taught today will write that on the sticky note.

Wednesday, 14, 2011

EQ:Why is energy so important? What are some of the pros and cons of different energy sources? How can combing  the various energy sources help provide us with efficient sources of energy?

ENGR-FET-2. Students will describe the history of technological advancement.

ENGR-FET-5. Students will describe the essential systems and processes involved with invention, innovation,m and entrepreneurship.

ENGR-STEM-2. Students will identify the impact of engineering and technology within global, economic, environmental, and societal contexts.

Unit 1:History and the Future of Engineering

Web Master Mission:

Opening: Review Sticky notes from previous day.

Work Period

Individual Practice/Guided Practice:

 
  1. Students will define energy  terms by researching on the Internet.
  2. Students will download Powerpoint Presentation .

 

Closing : Students will write on a sticky note what they learned. Students who did not understand a concept taught today will write that on the sticky note.

Thursday 15,  2011

EQ:Why is energy so important? What are some of the pros and cons of different energy sources? How can combing  the various energy sources help provide us with efficient sources of energy?

ENGR-FET-2. Students will describe the history of technological advancement.

ENGR-FET-5. Students will describe the essential systems and processes involved with invention, innovation,m and entrepreneurship.

ENGR-STEM-2. Students will identify the impact of engineering and technology within global, economic, environmental, and societal contexts.

Unit 1:History and the Future of Engineering

Web Master Mission:

Opening: Review Sticky notes from previous day.

Work Period

 

Individual Practice/Guided Practice:

 

  1. Students will define energy  terms by researching on the Internet.
  2. Students will download Powerpoint Presentation .

Closing: Students will write on a sticky note what they learned. Students who did not understand a concept taught today will write that on the sticky note.

Friday, 16, 2011  

EQ:Why is energy so important? What are some of the pros and cons of different energy sources? How can combing  the various energy sources help provide us with efficient sources of energy?

ENGR-FET-2. Students will describe the history of technological advancement.

ENGR-FET-5. Students will describe the essential systems and processes involved with invention, innovation,m and entrepreneurship.

ENGR-STEM-2. Students will identify the impact of engineering and technology within global, economic, environmental, and societal contexts.

Unit 1:History and the Future of Engineering

Web Master Mission:

Opening: Review Sticky notes from previous day.

Work Period

Individual Practice/Guided Practice:

 

  1. Students will define energy  terms by researching on the Internet.
  2. Students will download Powerpoint Presentation .

Closing: Students will write on a sticky note what they learned. Students who did not understand a concept taught today will write that on the sticky note.

 

Monday, 19, 2011

EQ: Why is lab safety important in your engineering lab? What is kinetic energy?What is potential energy? How is energy conserve when changing from one form to another?

ENGR-STEM-5 Students will discuss future trends in the use of energy sources, energy consumption, and distribution.

ENGR-AAE-2 Students will define alternative energy and list several alternative sources as well as discuss the regional implications of each, including, but not limited to, economic, environmental, and sustainability issues.

Unit 4:Define Alernative Energy

Web Master Mission:

Opening: Review Sticky notes from previous day.

Work Period

Individual Practice/Guided Practice: 1. Review for 15 day assessment

2. Students will complete the Safety Handout by watching the Powerpoint.

Teacher Guided Practice: Explain in detail the project

Closing: Students will write on a sticky note what they learned. Students who did not understand a concept taught today will write that on the sticky note.

Tuesday, 20, 2011

EQ: Why is lab safety important in your engineering lab? What is kinetic energy?What is potential energy? How is energy conserve when changing from one form to another?

ENGR-STEM-5 Students will discuss future trends in the use of energy sources, energy consumption, and distribution.

ENGR-AAE-2 Students will define alternative energy and list several alternative sources as well as discuss the regional implications of each, including, but not limited to, economic, environmental, and sustainability issues.

Unit 4: Define Alernative Energy

Web Master Mission:

Opening: Review Sticky notes from previous day.

Work Period

Individual Practice/Guided Practice:

1. 15 day assessment

2.Students will choose one term to define and post. Each student will explain term.

Teacher Guided Practice: Explain Kinetic and Potential Energy Webquest

Teacher Guided Practice: Explain in detail the project

Closing: Students will write on a sticky note what they learned. Students who did not understand a concept taught today will write that on the sticky note.

Wednesday, 21, 2011

EQ: Why is lab safety important in your engineering lab? What is kinetic energy?What is potential energy? How is energy conserve when changing from one form to another?

ENGR-STEM-5 Students will discuss future trends in the use of energy sources, energy consumption, and distribution.

ENGR-AAE-2 Students will define alternative energy and list several alternative sources as well as discuss the regional implications of each, including, but not limited to, economic, environmental, and sustainability issues.

Unit 4: Define Alernative Energy

Web Master Mission:

Opening: Review Sticky notes from previous day.

Work Period

Individual Practice/Guided Practice:

Students will begin work on the Kinetic and Potential Webquest. Complete Process 1 and Process  

1. Process 1: Click on concept map and complete. In the summary section compare and contrast kinetic and potential energy.

2. Process 2: Click on Practice test and answer question 1-6 from part 1. Write your answers on the Task Information sheet.

3. Process 3: Go to Quia and take the quiz. Click on “Click here to begin”. 

4. Process 4: Go to the link. You are now in the big league. Follow direction.

5. Process 5: Go to the link. Complete the webquest on roller coaster physics.

6. Process 6: Go to the link. Now try your hand at designing your own roller coaster. Build your coaster using the concepts of physics and what you have learned about kinetic and potential energy.

Click “ Begin”Ø Select the “ Height of the First Hill”Ø Then click “ next piece”Ø Select the “Shape of the First Hill”Ø Then click “ next piece: exit path”Ø Select the “ Exit Path”Ø Then click “ next piece”Ø Select the “ Height of the Second Hill”Ø Then click “next piece”Ø Select the “Loop”Ø Click “ See Your Roller Coaster”q Draw your roller coaster on the “ Task Information “ sheetq Label the points where GPE and KE occurq What were your safety ratings?q What was your fun rating?Ø Click on “ your safety inspections” and tell whether or not your roller coaster passes safety inspections.Ø Summarize each step’s explanation of your ratings.

7. Process 7: Go to the link. Answer the qustions and complete the quiz.

Teacher Guided Practice: Explain in detail the project

Closing: Students will write on a sticky note what they learned. Students who did not understand a concept taught today will write that on the sticky note.

Thursday, 22, 2011

EQ: Why is lab safety important in your engineering lab? What is kinetic energy?What is potential energy? How is energy conserve when changing from one form to another?

ENGR-STEM-5 Students will discuss future trends in the use of energy sources, energy consumption, and distribution.

ENGR-AAE-2 Students will define alternative energy and list several alternative sources as well as discuss the regional implications of each, including, but not limited to, economic, environmental, and sustainability issues.

Unit 4: Define Alernative Energy

Web Master Mission:

Opening: Review Sticky notes from previous day.

Work Period

Individual Practice/Guided Practice:

Students will begin work on the Kinetic and Potential Webquest. Complete Process 1 and Process

1. Process 1: Click on concept map and complete. In the summary section compare and contrast kinetic and potential energy.

2. Process 2: Click on Practice test and answer question 1-6 from part 1. Write your answers on the Task Information sheet.

3. Process 3: Go to Quia and take the quiz. Click on “Click here to begin”.

4. Process 4: Go to the link. You are now in the big league. Follow direction.

5. Process 5: Go to the link. Complete the webquest on roller coaster physics.

6. Process 6: Go to the link. Now try your hand at designing your own roller coaster. Build your coaster using the concepts of physics and what you have learned about kinetic and potential energy.

Click “ Begin”Ø Select the “ Height of the First Hill”Ø Then click “ next piece”Ø Select the “Shape of the First Hill”Ø Then click “ next piece: exit path”Ø Select the “ Exit Path”Ø Then click “ next piece”Ø Select the “ Height of the Second Hill”Ø Then click “next piece”Ø Select the “Loop”Ø Click “ See Your Roller Coaster”q Draw your roller coaster on the “ Task Information “ sheetq Label the points where GPE and KE occurq What were your safety ratings?q What was your fun rating?Ø Click on “ your safety inspections” and tell whether or not your roller coaster passes safety inspections.Ø Summarize each step’s explanation of your ratings.

7. Process 7: Go to the link. Answer the qustions and complete the quiz.

Teacher Guided Practice: Explain in detail the project

Closing: Students will write on a sticky note what they learned. Students who did not understand a concept taught today will write that on the sticky note.

Friday, 23, 2011

EQ: Why is lab safety important in your engineering lab? What is kinetic energy?What is potential energy? How is energy conserve when changing from one form to another?

ENGR-STEM-5 Students will discuss future trends in the use of energy sources, energy consumption, and distribution.

ENGR-AAE-2 Students will define alternative energy and list several alternative sources as well as discuss the regional implications of each, including, but not limited to, economic, environmental, and sustainability issues.

 

Unit 4: Define Alernative Energy

Web Master Mission:

Opening: Review Sticky notes from previous day.

Work Period

Individual Practice/Guided Practice:

Individual Practice/Guided Practice:

Students will begin work on the Kinetic and Potential Webquest. Complete Process 1 and Process

1. Process 1: Click on concept map and complete. In the summary section compare and contrast kinetic and potential energy.

2. Process 2: Click on Practice test and answer question 1-6 from part 1. Write your answers on the Task Information sheet.

3. Process 3: Go to Quia and take the quiz. Click on “Click here to begin”.

4. Process 4: Go to the link. You are now in the big league. Follow direction.

5. Process 5: Go to the link. Complete the webquest on roller coaster physics.

6. Process 6: Go to the link. Now try your hand at designing your own roller coaster. Build your coaster using the concepts of physics and what you have learned about kinetic and potential energy.

Click “ Begin”Ø Select the “ Height of the First Hill”Ø Then click “ next piece”Ø Select the “Shape of the First Hill”Ø Then click “ next piece: exit path”Ø Select the “ Exit Path”Ø Then click “ next piece”Ø Select the “ Height of the Second Hill”Ø Then click “next piece”Ø Select the “Loop”Ø Click “ See Your Roller Coaster”q Draw your roller coaster on the “ Task Information “ sheetq Label the points where GPE and KE occurq What were your safety ratings?q What was your fun rating?Ø Click on “ your safety inspections” and tell whether or not your roller coaster passes safety inspections.Ø Summarize each step’s explanation of your ratings.

7. Process 7: Go to the link. Answer the qustions and complete the quiz.

Teacher Guided Practice: Explain in detail the project

Closing: Students will write on a sticky note what they learned. Students who did not understand a concept taught today will write that on the sticky note.

Monday, 19, 2011

EQ: Why is lab safety important in your engineering lab? What is kinetic energy?What is potential energy? How is energy conserve when changing from one form to another?

ENGR-STEM-5 Students will discuss future trends in the use of energy sources, energy consumption, and distribution.

ENGR-AAE-2 Students will define alternative energy and list several alternative sources as well as discuss the regional implications of each, including, but not limited to, economic, environmental, and sustainability issues.

Unit 4:Define Alernative Energy

Web Master Mission:

Opening: Review Sticky notes from previous day.

Work Period: Go to drdgood.com

Individual Practice/Guided Practice: 1. Students will complete Webquest on renewable and nonrenewable energy.

Teacher Guided Practice: Explain in detail the project

Closing: Students will write on a sticky note what they learned. Students who did not understand a concept taught today will write that on the sticky note.

       
 

 

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