1. Alternative Fuels Aimee Frame 1, Carol Dunn 2 1 Department of Engineering, University of Cincinnati, Cincinnati, OH; 2 Newport High School, Newport, KY AbstractStudents Researching their Topic Rubrics Goals Reflections & Modifications Objectives State Standards References & Acknowledgments Conclusions Project STEP is funded through NSF Grant # DGE058532. Students will be able to: List reasons why alternative energy sources are being researched. Explain the specifics of a particular alternate energy source. Kentucky Core Content: SC-HS-4.6.7 Students will: explain real world applications of energy using information/data; evaluate explanations of mechanical systems using current scientific knowledge about energy. SC-HS-4.7.2 Students will: evaluate proposed solutions from multiple perspectives to environmental problems caused by human interaction; justify positions using evidence/data. WR-HS-3.5.0 Language: Students will exemplify effective language choices by Applying correct grammar and usage Applying concise use of language Incorporating strong verbs, precise nouns, concrete details and sensory details Applying language appropriate to the content, purpose and audience WR-HS-3.6.0 Correctness: Students will communicate clearly by Applying correct spelling Applying correct punctuation Applying correct capitalization Incorporating acceptable departure from standard correctness to enhance meaning when appropriate Incorporating appropriate documentation of ideas and information from outside sources (e.g., citing authors or titles within the text, listing sources, documenting sources in text and/or on a Works Cited page) The purpose of this lesson is to reinforce the writing and oral presentation skills of the students in a setting other than English class. By using the real-world application of alternative fuels as a research topic, the students are asked to research a specific type of alternative fuel and present their findings both in a written report and in an oral presentation. The students are asked to include information about the cost, environmental impact, practicality and the chemistry/science behind the fuel source. http://www.eng.uc.edu/STEP/activities/ This lesson was developed to show students how to conduct research on a scientific topic while strengthening their writing and oral presentation skills. The topic of alternative fuels was chosen because of its popularity in the media due to the rising cost of gas. The lesson begins with a short presentation on alternative fuels and the types that are currently being researched along with a description of the research project. The students are then divided into groups and given an particular alternative fuel to study. The groups were then given time during class, including time in a computer lab, to work on the project. On the day that the project was due, each group gave a short presentation on their alternative fuel. The lesson concluded with some general comments and a summary of why the study of alternative fuels is important. This lesson provides an opportunity for the students to practice their writing and presentation skills in a scientific setting. Although this lesson deals with alternative fuels, the topic could be changed so that it remains interesting to the students (global warming, different diets, steroid use, etc.). The rubrics are created so that they are not topic specific, however, alterations to the handout and presentation would have to be made to address the new topic. www.eere.engergy.gov/afdc Opening Presentation Resulted in class discussion due to students’ interest in the topic Short so that most of class period can be spent researching their specific alternative fuel Handout/Requirements Gives font type and size specifications for uniformity and to ensure the length requirement is the same for all groups May need to specify four full pages of text, excluding title page and references Some reports had only a few sentences or the references on the fourth page May need to add that all group members must participate equally during the participation Some students did not talk, but were “involved” by advancing the power point presentation Paper Need to emphasize that it must be in their own words Plagiarism Define what it is Discuss consequences Presentation Very easy to tell which students actually understood what they researched Notes that I had prepared Helped me to ensure that the students had covered everything Allowed me to ask meaningful questions when they did not cover a point Rubrics Created so that they are not topic specific Were a big help in grading both the papers and oral presentations Made notes during the presentations and then went back to assign appropriate point values to each category Feedback Oral Presentations Excellent (4pts)Good (3pts)Fair (2pts)Poor (1pt) Organization Students present information in logical, interesting sequence which audience can follow. Students present information in logical sequence which audience can follow. Audience has difficulty following presentation because students jump around. Audience cannot understand presentation because there is no sequence of information. Subject Knowledge Students demonstrate full knowledge (more than required) by answering all class questions with explanations and elaboration. Students are at ease with expected answers to all questions, but fail to elaborate. Students are uncomfortable with information and are able to answer only rudimentary questions. Students do not have grasp of information; students cannot answer questions about subject. Graphics/Visuals Graphics explain and reinforce text and presentation. Graphics relate to the text and presentation. Graphics are occasionally used, rarely supporting the text and presentation. Use of superfluous graphics or no graphics. Eye Contact Students maintain eye contact with audience, seldom returning to notes. Students maintain eye contact most of the time but frequently return to notes. Students occasionally use eye contact, but still read most of report. Students read all of report with no eye contact. Voice Students use clear voices and correct, precise pronunciation of terms so that all audience members can hear presentation. Students’ voices are clear. Students pronounce most words correctly. Most audience members can hear presentation. Students’ voices are low. Students incorrectly pronounce terms. Audience members have difficulty hearing presentation. Students mumble, incorrectly pronounce terms, and speak too quietly for students in the back of the class to hear. Time Management Presentation conducted within the allotted time. Presentation ended early (less than 7 minutes) or was long (1-2 slides remaining when time called). Presentation ended early (less than 6 minutes) or was long (3-4 slides remaining when time called). Presentation ended early (less than 5 minutes) or was long (5+ slides remaining when time called). Group ParticipationAll group members participated equally. All group members participated, but not equally. One group member did not participate. Two or more members did not participate. Excellent (4pts)Good (3pts)Fair (2pts)Poor (1pt) Required elements Includes all four required elements. One required element is not addressed. Two required elements are not addressed. Three or four of the required elements are not addressed. Quality of research  Cited 3 or more sources  All information is relevant to topic  Research in-depth and beyond the obvious  Cited 3 sources  Most information is relevant to topic  Research in of sufficient depth  Failed to cite 3 sources  Most information is relevant to topic  Research is of sufficient depth  Failed to cite 3 sources  Some information is relevant to topic  Surface research Paragraphs  Ideas logically separated into paragraphs.  Follow a logical order.  Each paragraph flows to the next.  Ideas logically separated into paragraphs.  Most follow a logical order.  Some paragraphs flow to the next.  Ideas are not logically separated into paragraphs.  Some follow a logical order.  Some paragraphs flow to the next.  Ideas are not logically separated into paragraphs.  Paragraphs do not follow a logical order.  No transitions between paragraphs. Grammar/Spelling  Consistent and appropriate voice.  No spelling errors.  No errors in agreement, pronouns or tense.  No punctuation or capitalization errors.  Voice mostly consistent and appropriate.  No more than 3 spelling errors.  No more than 3 errors in agreement, pronouns or tense.  No more than 2 punctuation or capitalization errors.  Voice mostly consistent and appropriate.  No more than 5 spelling errors.  No more than 5 errors in agreement, pronouns or tense.  No more than 3 punctuation or capitalization errors.  Voice somewhat consistent and appropriate.  More than 6 spelling errors.  More than 6 errors in agreement, pronouns or tense.  More than 4 punctuation or capitalization errors. LengthFour complete pages of text.3-3.5 pages of text.2-3 pages of text.Less than 2 pages of text.