EPS 219: Energy and the Environment
Final Project: Due Friday, May 1, 2015
Energy Resources in the
Next Generation Science Standards
Your assignment is to pretend that you are a curriculum developer or textbook publisher, creating activities for a middle school or high school science class that aligns with the new national K-12 Next Generation Science Standards. These new science standards, which have been adopted by 13 states (and Washington, D.C.) so far, as well as many other school districts, emphasize learning science by doing science, with a strong emphasis on working with actual evidence and data. This approach is well-suited to Earth and space science, which is strongly based upon observations and measurements of our planet and its surrounding solar system.
Please email me a digital version of the report on your activity by the end of the day on May 1 ().
Steps:
1) Choose one particular “Performance Expectation” (PE). There are 5Energy Resource-related PE’s in middle school and 6 in high school, listed at the end of this document. You may choose any one of these. See the attached document. There is also more information about these at:
2) Take a careful look at the “Science and Engineering Practice” (SEP) that is associated with your PE. It is the left-most of the three side-by-side boxes in the 1-page description of the PE. The SEPs are described in more detail at:
While there are many different possible aspects to each of the 8 SEPs, your activity should only address the particular aspect identified within the PE.
3) Take a careful look at the “Crosscutting Concept” (CCC) that is identified in the right-most box (of 3). These CCCs are explained in more detail at:
Again, the 7 CCCs are very broad (such as “Patterns” or “Cause and Effect”), but the description in the CCC box identifies one particular aspect of the CCC that you should focus on.
4) Take a careful look at the “Disciplinary Core Idea” (DCI) which is the middle box (of 3) in the PE. Make sure that you understand the DCI.
5) Read carefully the wording of the specific PE (the bold black type that completes the sentence that begins “Students who demonstrate understanding can:”) and make sure you see how the SEP, DCI, and CCC are all woven together.
6) Read carefully the “Clarification Statement,” which is the red print that follows the PE. These are only suggestions, but will give you ideas on the kinds of activities and data sets that could possibly be used in an activity for this PE. For example, a PE on natural resources might only call out “fossil fuels” because of lack of space, but you could also choose a renewable energy source. However, please choose an example that is energy-related.
7) Look to see if there are any additional connections to “Nature of Science” or “Connections to Engineering, Technology, and Applications of Science,” which could appear in the 3 Foundations Boxes below the PE. These can give additional guidance on possible activity ideas.
8) Construct an activity for students (either middle school or high school) that will address one of these PEs. Describe your activity, as the students would see it. You may include figures or diagrams (or links to videos, etc.).
9) Construct a guide for the teacher. Include the following points:
a)What materials or data are needed?
b)Describe the data set that is used.
c)What safety issues might be involved?
d)How long should it take (how many 45-minute classes)?
e)How does it address the
- PE?
- SEP?
- DCI?
- CCC?
f)Will the instructors need additional background to do this, and if so, where should they go?
g)What are the goals of the activity? (What is the skill that the students will get from doing this activity?)
h)How will the students be assessed?
10) Create a powerpoint presentation that the teacher can show to the class to introduce the topic and provide background on it.
MIDDLE SCHOOL --- ENERGY RESOURCESStudents who demonstrate understanding can:
MS-ESS3-1: Construct a scientific explanation based on evidence for how the uneven distributions of Earth’s mineral, energy, and groundwater resources arethe result of past and current geoscience processes. [ClarificationStatement: Emphasis is on how these resources are limited and typically non-renewable, and how their distributions are significantly changing as a result of removal by humans. Examples of uneven distributions of resources as a result of past processes include but are not limited to petroleum (locations of the burial of organic marine sediments and subsequent geologic traps), metal ores (locations of past volcanic and hydrothermal activity associated with subduction zones), and soil (locations of active weathering and/or deposition of rock).]
MS-ESS3-3: Apply scientific principles to design a method for monitoring and minimizing a human impact on the environment.* [Clarification Statement: Examples of the design process include examining human environmental impacts, assessing the kinds of solutions that are feasible, and designing and evaluating solutions that could reduce that impact. Examples of human impacts can include water usage (such as the withdrawal of water from streams and aquifers orthe construction of dams and levees), land usage (such as urban development, agriculture, or the removal of wetlands), and pollution (such as of the air, water, or land).]
MS-ESS3-4: Constructan argument supported by evidence for how increases in human population and per-capita consumption of natural resources impact Earth’s systems. [Clarification Statement: Examples of evidenceincludegrade-appropriate databases on human populations and the rates of consumption of food and natural resources (such as freshwater, mineral, and energy). Examples of impacts can include changes to the appearance, composition, and structure of Earth’s systems as well as the rates at which they change. The consequences of increases in human populations and consumption of natural resources are described by science, but science does not make the decisions for the actions society takes.]
MS-ESS3-5: Ask questions to clarify evidence of the factors that have caused the rise in global temperatures over the past century. [Clarification Statement: Examples of factors include human activities (such as fossil fuel combustion, cement production, and agricultural activity) and natural processes (such as changes in incoming solar radiation or volcanic activity). Examples of evidence can include tables, graphs, and maps of global and regional temperatures, atmospheric levels of gases such as carbon dioxide and methane, and the rates of human activities. Emphasis is on the major role that human activities play in causing the rise in global temperatures.]
MS-PS3-3: Apply scientific principles to design, construct, and test a device that either minimizes or maximizes thermal energy transfer.* [Clarification Statement: Examples of devices could include an insulated box, a solar cooker, and a Styrofoam cup.] [Assessment Boundary: Assessment does not include calculating the total amount of thermal energy transferred.]
The performance expectations above were developed using the following elements from the NRC documentA Framework for K-12 Science Education:
Science and Engineering Practices
Asking Questions and Defining Problems
Asking questions and defining problems in grades 6–8 builds on grades K–5 experiences and progresses to specifying relationships between variables, clarify arguments and models.
- Ask questions to identify and clarify evidence of an argument. (MS-ESS3-5)
Constructing explanations and designing solutions in 6–8 builds on K–5 experiences and progresses to include constructing explanations and designing solutions supported by multiple sources of evidence consistent with scientific ideas, principles, and theories.
- Construct a scientific explanation based on valid and reliable evidenceobtained from sources (including the students’ own experiments) and the assumption that theories and laws that describe the natural world operate today as they did in the past and will continue to do so in the future. (MS-ESS3-1)
- Apply scientific principles to design an object, tool, process or system. (MS-ESS3-3),(MS-PS3-3)
Engaging in argument from evidence in 6–8 builds on K–5 experiences and progresses to constructing a convincing argument that supports or refutes claims for either explanations or solutions about the natural and designed world(s).
- Construct an oral and written argument supported by empirical evidence and scientific reasoning to support or refute an explanation or a model for a phenomenon or a solution to a problem. (MS-ESS3-4)
ESS3.A: Natural Resources
- Humans depend on Earth’s land, ocean, atmosphere, and biosphere for many different resources. Minerals, fresh water, and biosphere resources are limited, and many are not renewable or replaceable over human lifetimes. These resources are distributed unevenly around the planet as a result of past geologic processes. (MS-ESS3-1)
- Human activities have significantly altered the biosphere, sometimes damaging or destroying natural habitats and causing the extinction of other species. But changes to Earth’s environments can have different impacts (negative and positive) for different living things. (MS-ESS3-3)
- Typically as human populations and per-capita consumption of natural resources increase, so do the negative impacts on Earth unless the activities and technologies involved are engineered otherwise. (MS-ESS3-3),(MS-ESS3-4)
- Human activities, such as the release of greenhouse gases from burning fossil fuels, are major factors in the current rise in Earth’s mean surface temperature (global warming). Reducing the level of climate change and reducing human vulnerability to whatever climate changes do occur depend on the understanding of climate science, engineering capabilities, and other kinds of knowledge, such as understanding of human behavior and on applying that knowledge wisely in decisions and activities. (MS-ESS3-5)
- Temperature is a measure of the average kinetic energy of particles of matter. The relationship between the temperature and the total energy of a system depends on the types, states, and amounts of matter present. (MS-PS3-3)
- Energy is spontaneously transferred out of hotter regions or objects and into colder ones. (MS-PS3-3)
- The more precisely a design task’s criteria and constraints can be defined, the more likely it is that the designed solution will be successful. Specification of constraints includes consideration of scientific principles and other relevant knowledge that is likely to limit possible solutions. (secondary to MS-PS3-3)
- A solution needs to be tested, and then modified on the basis of the test results in order to improve it. There are systematic processes for evaluating solutions with respect to how well they meet criteria and constraints of a problem. (secondary to MS-PS3-3)
Cause and Effect
- Relationships can be classified as causal or correlational, and correlation does not necessarily imply causation. (MS-ESS3-3)
- Cause and effect relationships may be used to predict phenomena in natural or designed systems. (MS-ESS3-1),(MS-ESS3-4)
- Stability might be disturbed either by sudden events or gradual changes that accumulate over time. (MS-ESS3-5)
- The transfer of energy can be tracked as energy flows through a designed or natural system. (MS-PS3-3)
Connections to Engineering, Technology,
and Applications of Science
Influence of Science, Engineering, and Technology on Society and the Natural World
- All human activity draws on natural resources and has both short and long-term consequences, positive as well as negative, for the health of people and the natural environment. (MS-ESS3-1),(MS-ESS3-4)
- The uses of technologies and any limitations on their use are driven by individual or societal needs, desires, and values; by the findings of scientific research; and by differences in such factors as climate, natural resources, and economic conditions. Thus technology use varies from region to region and over time. (MS-ESS3-3)
HIGH SCHOOL --- ENERGY RESOURCES
Students who demonstrate understanding can:
HS-ESS3-1: Construct an explanation based on evidence for how the availability of natural resources, occurrence of natural hazards, and changes in climate have influenced human activity.[Clarification Statement: Examples of key natural resources include access to fresh water (such as rivers, lakes, and groundwater),regions of fertile soils such as river deltas, and high concentrations of minerals and fossil fuels.Examples of natural hazards can be from interior processes (such as volcanic eruptions and earthquakes), surface processes (such as tsunamis, mass wasting and soil erosion), and severe weather (such as hurricanes, floods, and droughts).Examples of the results of changes in climate that can affect populations or drive mass migrations include changes to sea level, regional patterns of temperature and precipitation, and the types of crops and livestock that can be raised.]
HS-ESS3-2: Evaluate competing design solutions for developing, managing, and utilizing energy and mineral resources based on cost-benefit ratios.* [Clarification Statement: Emphasis is on the conservation, recycling, and reuse of resources (such as minerals and metals) where possible, and on minimizing impacts where it is not. Examplesinclude developing best practices for agricultural soil use, mining (for coal, tar sands, and oil shales), and pumping (for petroleum and natural gas). Science knowledge indicates what can happen in natural systems—not what should happen.]
HS-ESS3-3: Create a computational simulation to illustrate the relationships among management of natural resources, the sustainability of human populations, and biodiversity. [Clarification Statement: Examples of factors that affect the management of natural resources include costs of resource extraction and waste management, per-capita consumption, and the development of new technologies. Examples of factors that affect human sustainability include agricultural efficiency, levels of conservation, and urban planning.] [Assessment Boundary: Assessment for computational simulations is limited to using provided multi-parameter programs or constructing simplified spreadsheet calculations.]
HS-ESS3-4: Evaluate or refine a technological solution that reduces impacts of human activities on natural systems.* [Clarification Statement: Examples of data on the impacts of human activitiescould include the quantities and types of pollutants released, changes to biomass and species diversity, or areal changes in land surface use (such as for urban development, agriculture and livestock, or surface mining). Examples for limiting future impacts could range from local efforts (such as reducing, reusing, and recycling resources) to large-scale geoengineering design solutions (such as altering global temperatures by making large changes to the atmosphere or ocean).]
HS-ESS3-5: Analyze geoscience data and the results from global climate models to make an evidence-based forecast of the current rate of global or regional climate change and associated future impacts to Earth systems. [Clarification Statement: Examples of evidence, for both data and climate model outputs, are for climate changes (such as precipitation and temperature) and their associated impacts (such as on sea level, glacial ice volumes, or atmosphere and ocean composition).] [Assessment Boundary: Assessment is limited to one example of a climate change and its associated impacts.]
HS-PS3-3: Design, build, and refine a device that works within given constraints to convertone form of energy into another form of energy.* [Clarification Statement: Emphasis is on both qualitative and quantitative evaluations of devices. Examples of devices could include Rube Goldberg devices, wind turbines, solar cells, solar ovens, and generators. Examples of constraints could include use of renewable energy forms and efficiency.] [Assessment Boundary: Assessment for quantitative evaluations is limited to total output for a given input. Assessment is limited to devices constructed with materials provided to students.]
The performance expectations above were developed using the following elements from the NRC documentA Framework for K-12 Science Education:
Science and Engineering Practices
Analyzing and Interpreting Data
Analyzing data in 9–12 builds on K–8 experiences and progresses to introducing more detailed statistical analysis, the comparison of data sets for consistency, and the use of models to generate and analyze data.
- Analyze datausing computational models in order to make valid and reliable scientific claims. (HS-ESS3-5)
Mathematical and computational thinking in 9-12 builds on K-8 experiences and progresses to using algebraic thinking and analysis, a range of linear and nonlinear functions including trigonometric functions, exponentials and logarithms, and computational tools for statistical analysis to analyze, represent, and model data. Simple computational simulations are created and used based on mathematical models of basic assumptions.
- Create a computational model or simulation of a phenomenon, designed device, process, or system. (HS-ESS3-3)
Constructing explanations and designing solutions in 9–12 builds on K–8 experiences and progresses to explanations and designs that are supported by multiple and independent student-generated sources of evidence consistent with scientific knowledge, principles, and theories.
- Construct an explanation based on valid and reliable evidence obtained from a variety of sources (including students’ own investigations, models, theories, simulations, peer review) and the assumption that theories and laws that describe the natural world operate today as they did in the past and will continue to do so in the future. (HS-ESS3-1)
- Design or refine a solution to a complex real-world problem, based on scientific knowledge, student-generated sources of evidence, prioritized criteria, and tradeoff considerations. (HS-ESS3-4)
- Design, evaluate, and/or refine a solution to a complex real-world problem, based on scientific knowledge, student-generated sources of evidence, prioritized criteria, and tradeoff considerations. (HS-PS3-3)
Engaging in argument from evidence in 9–12 builds on K–8 experiences and progresses to using appropriate and sufficient evidence and scientific reasoning to defend and critique claims and explanations about natural and designed world(s). Arguments may also come from current scientific or historical episodes in science.
- Evaluate competing design solutions to a real-world problem based on scientific ideas and principles, empirical evidence, and logical arguments regarding relevant factors (e.g. economic, societal, environmental, ethical considerations). (HS-ESS3-2)