Areas where students are likely to have difficulty and/or misconceptions and how to address them:
Math Skills:
teacher should notice while walking around the room and ask guiding questions. For example, the teacher might remind students that they are
doing a conversion problem. He or she might suggest students start with the distance and work from there. The teacher might also remind
students that miles per gallon can be written as a fraction.
of the graphs. If the students are unsure about how to label the graph, the teacher can direct them to think about what information changes at
each step (time and number of molecules). The teacher can, if needed, review with students that graphs are a combination of two changing
variables and to find these variables for any graph they create they simply need to look for pieces that change.
can ask students to sketch in a fit-function to their graph and ask them to extend the line of their fit. Then additional questions can be asked
about what that line represents and why that line helps determine a prediction.
Biofuels Content
video). However, students need to get comfortable using these words, so the instructor should use the correct terminology as often as possible.
If students do not understand a term, the teacher should direct them to look it up online and come back to discuss it with the teacher.
one shown here: Carbon Cycle
Biomass to Biofuels video
Students may look at non-chemical factors related to fuel efficiency, such as braking quickly or speed of the car. The instructor should direct
students toward more chemical components of fuel efficiency because that is where the difference between petroleum-based and alternative
fuels appears.
Energy Density: Alternative Fuels Data Center, Fuel Comparison Chart
National Biosdiesel Board, Average Density Chart
Wikipedia, Issues Relating to Biofuels: Energy Efficiency and Energy Balance
Pollution: Wikipedia, Issues Relating to Biofuels: Pollution
Life Cycle Analysis: Davis, Sarah, et al. (2008), Life Cycle Analysis and the Ecology of Biofuels
Other areas
can therefore teacher other classmates how to use them. The teacher may also be knowledgeable about these resources. If no one knows the
answer to a particular question regarding possible platforms or a specific platform, students should be directed to research it online. Below are
some possible resources.
Weebly tutorials on YouTube
Weebly support center
Prezi support (articles and videos)
Google Sites tutorials on YouTube
Google Site help center
How to create a wiki
are using unacceptable resources.
21st Century Skills
work (see Introduction to Standards, focus on teacher section). Many of the exit slips ask students how group work is going which makes the
teacher aware of potential or current problems ad allows him or her to address them the next day at the beginning of class, individually, or
with a specific group. Students will probably fall into roles naturally in their groups, but there is some scaffolding to help students realize the
value of roles. In the Lemonade Mix activity, students will be assigned roles of recorder, mixer, and taster. During the group project, one
student will be self-assigned as techie. The other groups members will not be explicitly assigned to roles, but the teacher may recommend it
to groups that struggle with group dynamics.
Math Skills:
- Remembering how to do conversions (necessary for Class Trip Activity)
teacher should notice while walking around the room and ask guiding questions. For example, the teacher might remind students that they are
doing a conversion problem. He or she might suggest students start with the distance and work from there. The teacher might also remind
students that miles per gallon can be written as a fraction.
- Interpreting and comparing graphs in activities and in research
of the graphs. If the students are unsure about how to label the graph, the teacher can direct them to think about what information changes at
each step (time and number of molecules). The teacher can, if needed, review with students that graphs are a combination of two changing
variables and to find these variables for any graph they create they simply need to look for pieces that change.
- Making predictions using graphs
can ask students to sketch in a fit-function to their graph and ask them to extend the line of their fit. Then additional questions can be asked
about what that line represents and why that line helps determine a prediction.
- Creating equations for lines
Biofuels Content
- Vocabulary related to biofuels
video). However, students need to get comfortable using these words, so the instructor should use the correct terminology as often as possible.
If students do not understand a term, the teacher should direct them to look it up online and come back to discuss it with the teacher.
- The idea that using biofuels reduces the overall carbon emission of vehicles because plants act as a carbon sink (misconception)
one shown here: Carbon Cycle
- Understanding what fuel efficiency is and the factors that affect it (specifically chemical factors)
Biomass to Biofuels video
Students may look at non-chemical factors related to fuel efficiency, such as braking quickly or speed of the car. The instructor should direct
students toward more chemical components of fuel efficiency because that is where the difference between petroleum-based and alternative
fuels appears.
- Biofuels are "better" than regular fuels. Biofuels may be better in some ways and not so in others, depending on what aspects you are looking at. (misconception)
Energy Density: Alternative Fuels Data Center, Fuel Comparison Chart
National Biosdiesel Board, Average Density Chart
Wikipedia, Issues Relating to Biofuels: Energy Efficiency and Energy Balance
Pollution: Wikipedia, Issues Relating to Biofuels: Pollution
Life Cycle Analysis: Davis, Sarah, et al. (2008), Life Cycle Analysis and the Ecology of Biofuels
Other areas
- How to choose and use platforms for their final presentation
can therefore teacher other classmates how to use them. The teacher may also be knowledgeable about these resources. If no one knows the
answer to a particular question regarding possible platforms or a specific platform, students should be directed to research it online. Below are
some possible resources.
Weebly tutorials on YouTube
Weebly support center
Prezi support (articles and videos)
Google Sites tutorials on YouTube
Google Site help center
How to create a wiki
- How to research: choosing good resources and finding the information they need (misconceptions)
are using unacceptable resources.
21st Century Skills
- How to work collaboratively in a group and solve group problems
work (see Introduction to Standards, focus on teacher section). Many of the exit slips ask students how group work is going which makes the
teacher aware of potential or current problems ad allows him or her to address them the next day at the beginning of class, individually, or
with a specific group. Students will probably fall into roles naturally in their groups, but there is some scaffolding to help students realize the
value of roles. In the Lemonade Mix activity, students will be assigned roles of recorder, mixer, and taster. During the group project, one
student will be self-assigned as techie. The other groups members will not be explicitly assigned to roles, but the teacher may recommend it
to groups that struggle with group dynamics.