Our Thermal Future

Title Our Thermal Future: Are roads or citizens the future of thermal energy?

Introduction

Thermal energy is a hot topic in research today. Thermal energy, like energy harnessed by solar cells or thermal electric generators, is clean and requires no initial energy input to begin generating energy; for these reasons thermal energy is becoming more popular as our need for sustainable energy grows. Through this open ended research project students will explore current research in both thermoelectric generators (TEGs) and solar cells and determine which they believe to be the better type of thermal energy to power their own city in the future. After thoroughly researching both sources of thermal energy students will create a research supported pitch to try to convince their local congressmen to support research and funding what they believe is the best type of thermal energy to power their city in the future. Since this is a research based project a large portion of the learning responsibility is placed on the student. Students are expected to conduct independent research in order to answer the open ended question, Are solar roads or thermoelectric clothes the best way to power my city in the future?

Real Science Application Human worn thermoelectric generators and solar roads are both current fields of research in thermal energy. Thermoelectric generators worn by humans create energy by taking advantage of the fact that humans naturally dissipate heat, by utilizing the temperature differences of a hot side and a cold side of a wearable technology you can force electron movement across the device which can be used to power electronics or charge a battery. Solar roads are also a relatively new technology that are meant to take advantage of the fact that roads are naturally exposed to large amounts of sunlight and are already necessary for infrastructure. Right now as these two technologies are both in research stages students should be exposed to large amounts of real world research in sustainable energy.

Curriculum Alignment Content AreaGrade LevelNC Essential StandardsNGSS / Common Core Math

Science6-8MS-PS1-3 Gather, read, and synthesize information from multiple appropriate sources and assess the credibility, accuracy, and possible bias of each publication and methods used, and describe how they are supported or not supported by evidence.

Science 6-8MS-ETS1-4 Models of all kinds are important for testing solutions.

Science 88.P.2.1 Explain the environmental consequences of the various methods of obtaining, transforming and distributing energy.

Science 88.P.2.2 Explain the implications of the depletion of renewable and nonrenewable energy resources and the importance of conservation.

Learning Outcomes Students will be able to explain how thermal electric materials generate electricity. Students will be able to compare and contrast TEGs devices and solar roads in their potential ability to generate energy. Students will create a researched based pitch to their local congressman to promote the use of one type of thermal energy generation in their city.

Time Required and Location Three- 60 minute days in a classroom or computer lab

Materials Needed Teacher List Projector and computer connection Digital Copy of Research Notes format to project (if not providing a paper copy to students)

Student List 1 computer per 2 students Format for research notes worksheet- 1 per student (if not projecting it digitally) Preparing a pitch worksheet- 1 per student Devices to film pitch if filming (1 per pair)

Safety There should be no safety concerns specific to this lesson.

Student Prior Knowledge This lesson is meant to fit into an 8th grade sustainable energy unit, therefore it is assumed that students know the term sustainable as well a common sources of renewable energy. They should also be fluent in computer research including how to determine credibility of sources.

Teacher Preparations Know where students can look online to determine your citys population and energy needs. Become familiar with how TEG and solar road technology works to generate energy. Several sources in the references section are excellent for this. Preview all videos and research materials Determine student pairs Create a padlet (using padlet.com) to record student responses for Day 1 Elaborate Activity, if not familiar with padlet.com take time to learn basic padlet operations Create a google drive for students to submit work to if students will submit project digitally Become familiar with emaze.com and powtoon.com Optional- have students create free emaze.com and powtoon.com accounts so they are prepared if that is their choice

Activities Day 1- Introduction to research and thermal energyEngage- Begin class by having students write down their answers to the following questions: How does our city get the power we use now? How do you believe we will get our power in the future? When students have written their answers have them discuss their answers as a group then briefly discuss their answers as a class. [5-7 minutes]Explore- As a class watch the following youtube videos on wearable TEGs (http://bit.ly/1K5VyWO) and Solar Roads (https://www.youtube.com/watch?v=qlTA3rnpgzU). The teacher may choose to watch only the first few minutes of the solar road video. After each video give students 3-5 minutes to write down their thoughts and at least three questions that they would want to ask the developers of the technology. After watching and recording their thoughts on the second video lead students in a brief discussion about their thoughts on both technologies then have students share the questions they would ask researchers investigating the technology. While students share their questions write questions on the board or type questions on a word doc projected in the front of the room. Explain to students that these questions should serve as a starting point for their own independent research into solar roads and wearable TEG devices. [30- 35 minutes]Explain- Students should work in pairs (or if possible and preferred individually) to begin researching both TEGs and solar roads. Students should record their research digitally in a google doc or word document -making sure to take digital notes as well as copy/paste the link. An example of format research notes are expected to be in (attached at the end of the lesson should be shown on the projector for students to copy. When students have recorded notes from at least 4 credible sources for each technology they have completed their research and can begin making a decision about which type of energy should power their city, research should not be completed on Day 1. [15 minutes]Elaborate- Have students post at least two sources they found helpful in their research to a pre-created padlet on padlet.com. Use bitly.com to shorten the link to the padlet or post the padlet link somewhere students will be able to access it. Student notes on the padlet should include whether the resource was helpful for solar roads, TEGs or both, the names of students in the group, and a link to the source. [5 minutes] **After students leave for the day teacher should spend a few minutes reviewing student sources making sure that posted sources are credible and making sure to note which sources posted are not credible so that you can remove the source from the padlet and inform the group why the source is not credible the next day**Day 2- Research DayEngage- Have students get out laptops and pull up the padlet. Let students know that these sources have been reviewed by you and that they can use the sources posted to help with their research for the day. [5-7 minutes] Explore- Students should continue their research using the same notes format outlined in the format for research notes worksheet. Remind students that they will need at least four sources from credible sources (other than the youtube videos they have already seen) for each technology for their research to be complete (a total of eight sources). When students believe their research to be complete they should have the teacher approve their completed research before moving on. [approx.. 30 minutes]Explain- After completing research students should begin crafting their pitch. Student pitches should include: which technology they believe is the future of energy generation in their city with at least three research supported reasons why and at least one counter-point that supports the other type of thermal energy with a rebuttal that responds to the counter-point. Students should fill out the pitching a position outline to make sure their pitch follows these guidelines. After the pitching a position sheet is completed and approved by the teacher students can continue to the next step of creating their product. [approx. 20-25 minutes]Day 3- Create a Pitch Explore- Students should create their pitch using the guidelines on the pitching a position sheet. Teacher should check in with students to make sure they are following guidelines and rubric expectations. When their pitch is complete they should submit their project by uploading their pitch, their research notes, and a bibliography to a teacher created google drive (or alternative system if students will not submit a digital product). Students should have this entire period to complete and submit their pitches. [60 minutes]

Assessment Assessment- Student projects should be graded based on the included project rubric.

Extension Activities

If additional time is available have students present their pitches to the class. This also leads into a great discussion about other types of sustainable energy and could easily be turned into a what type of sustainable energy is best for your state/city. Another possible extension is to have students determine which thermal energy source would be best for a different city in another part of the world, for instance, would wearable TEGs or solar roads be better for rural parts of India? Have students come up with other ways we could generate thermal energy, could we create windows with thermal energy generators?, etc.

Modifications In order to address students who are learning English: Utilize translation services and text-to-speech functions Look on sites like newsela.com which can adjust lexile levels on articles Have students work in groups with bilingual students or students who would be comfortable reading aloud to their group Reduce the number of required sources for research and the required number of research based supports If necessary require students to research one technology instead of both Provide research sources that are accessible and understandable to the student instead of requiring them to complete their own research Provide a visual glossary to help students better understand what they are reading during research

In order to address students with comprehension problems: Look on sites like newsela.com which can adjust lexile levels on articles Allow students to utilize a student science dictionary to help with research Have students work in groups with students who would be comfortable reading aloud to their group Reduce the number of required sources for research and the required number of research based supports If necessary require students to research one technology instead of both Provide research sources that are accessible and understandable to the student instead of requiring them to complete their own research Provide a visual glossary to help students better understand what they are reading during research

In order to teach this lesson with limited technology: Find and make copies of research articles and have students take research notes on paper instead of digitally Have students create pitches on poster paper or live in front of the rest of the class or other classes in the school Anything that is done online on padlet.com could also be done by students writing on post-its and posting them on a whiteboard or wall.

Alternative Assessments All students should be graded on the final pitch with major adjustments being made only in requirements of student research.

References Springer Science, Energy Harvesting for Self-Powered Wearables (PDF download)- http://bit.ly/1f3C8qX

Shirt to power low energy wearable electronics- http://www.energyharvestingjournal.com/articles/3911/shirt-to-power-low-energy-wearable-electronics

Nanotechweb.org, lots of articles on both types of energy generation- http://www.energyharvestingjournal.com/articles/3911/shirt-to-power-low-energy-wearable-electronics

Solarroadways.com- http://www.solarroadways.com/intro.shtml

Solar Roadways Controversy- http://www.greentechmedia.com/articles/read/Department-of-Transportation-Official-Discusses-Solar-Roadways

First Solar Road article- http://thinkprogress.org/climate/2015/05/11/3657220/solaroad-producing-energy/

NC States ASSIST center for wearable nanotechnology research- http://assist.ncsu.edu

Supplemental Information If students become more interested in wearable TEG technology NC States ASSIST center research may be a good extension: http://assist.ncsu.edu

Comments This can also be shortened into a class discussion on the pros and cons of both technologies by just watching the two youtube videos that outline both technologies.

Ideally student presentations would be presented to someone in a relevant field (engineer or engineering student, local congressman, etc.) in order to provide students with real-world feedback.

Author InformationMy name is Stephanie Phillips and I am an 8th Grade science teacher at Centennial Campus Magnet Middle School in Raleigh, NC in the Wake County School System. I have been a classroom teacher since 2014 but prior to entering the classroom I was an animal science and conservation educator at Disneys Animal Kingdom in Orlando, FL. If you have any questions about the lesson or I can help you implement it in any way please contact me at sphillips@wcpss.net.

This lesson was created as a part of a Research Experience for Teachers at NC States ASSIST Center alongside Dr. Jess Jur and Dr. Elena Veety. The ASSIST center is a research center at NC State University that focuses on creating wearable sensor technology that is self-powered. The ASSIST Center is currently researching and developing state-of-the-art low power sensor technology as well as energy harvesting technology that will maximize power generation capabilities.

Author InformationMy name is Stephanie Phillips and I am an 8th Grade science teacher at Centennial Campus Magnet Middle School in Raleigh, NC in the Wake County School System. I have been a classroom teacher since 2014 but prior to entering the classroom I was an animal science and conservation educator at Disneys Animal Kingdom in Orlando, FL. If you have any questions about the lesson or I can help you implement it in any way please contact me at sphillips@wcpss.net.

This lesson was created as a part of a Research Experience for Teachers at NC States ASSIST Center alongside Dr. Jess Jur and Dr. Elena Veety. The ASSIST center is a research center at NC State University that focuses on creating wearable sensor technology that is self-powered. The ASSIST Center is currently researching and developing state-of-the-art low power sensor technology as well as energy harvesting technology that will maximize power generation capabilities.

June 16, 2014