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Friday, February 13

  1. page Sunjay Barton CTGE5305 edited {http://upload.wikimedia.org/wikipedia/commons/b/b1/Origins_of_acid_rain.svg} Based on what you…
    {http://upload.wikimedia.org/wikipedia/commons/b/b1/Origins_of_acid_rain.svg}
    Based on what you know about the cause of acid rain, explain in as much detail as possible what is happening in this diagram.
    Step 1: Write your explanation. [4 minutes]
    Step 2: Share your explanation verbally with a partner. [4 minutes]
    Step 3: Share your partner's explanation with the group in a round-robin formation. [4 minutes]

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    2:02 pm
  2. page Sunjay Barton edited {Rationale Paper.doc} {Energy Audit Presentation.ppt} Unit Summary Day 1: Watch documentary …
    {Rationale Paper.doc}
    {Energy Audit Presentation.ppt}
    Unit Summary
    Day 1: Watch documentary Gasland (wrap up chemical reactions unit and introduce importance of energy efficiency). Mini-lesson on visual spectrum.
    Day 2: Create instruction manual for creating IR camera
    Day 3: Build IR camera
    Day 4: Test IR camera (take pictures of Coke bottles, colored shirts, class pet, computer monitors, electronic devices)
    Day 5: Use GIMP (http://www.gimp.org/) to false color IR images (Instructions: http://docs.gimp.org/en/plug-in-gradmap.html).
    Day 6: Wrap-up activity: compare and contrast IR and visual image to assess understanding of light spectrum.
    Day 7: Introduction to energy audits. Analyze false-colored IR images of school building.
    Day 8: Model energy audit by NYSERDA.
    Day 9: Students create data collection sheet based on their notes on the model audit.
    Day 10: Students form groups and pick buildings to audit.
    Day 11: Students present the results of talking to building owners and their building choices.
    Day 12: Students analyze their data and draft action plan.
    Day 13: Students finalize their action plan to present to building owners.
    Day 14: Students present the results of presenting the plan to building owners.
    Students will learn to conduct energy audits of buildings. As a model, the students will conduct an energy audit of the school, and construct an action plan for how to reduce the energy bill for the school building. The students will then take this knowledge and apply it to the community. Students, individually or in groups, will conduct energy audits of their own homes or local businesses owned by friends and relatives. The students will compile an action plan for the home or business that they inspect, which will include a graphical or tabular presentation of a cost-benefit analysis for the steps outlined in the plan.
    In order to quantify the heat lost from homes and businesses, students will construct and use low-cost thermographic scanners. For a couple hundred bucks, I can pull old cameras from eBay. The procedure for turning the cameras into IR cameras varies between models, but involves the same basic steps. First, the case must be pried apart and the lens apparatus removed. Then the IR filter must be removed (filter discs can be pried off, while filter coatings must be scratched off the lens with a fingernail). The IR filter must be replaced with a visible light filter, which can be made cheaply from two pieces of blackened film negative (which must be completely free of dust or fingerprints). Then the camera must be reassembled. The camera can be used to make a study of the properties of IR light, by photographing Coke (transparent as water under IR), colored clothing, money (IR watermarks), LCD screens, and houses. If it is possible to gain access to computers with graphics processing software installed, the students can convert the grayscale IR images to false-color images using Photoshop or GIMP. The home-made IR cameras will be useful for qualitative data and images for the reports, but for quantitative data, students will use IR thermometers (<$10 each on eBay). The students will fill out a worksheet for each building they audit in which they record the temperatures of several key areas, including windows, walls, ceilings, baseboards, etc. Students will correlate these temperatures with measurements of the thickness and type of insulation (determined by probing behind outlets or making small holes through inconspicuous regions of dry wall).
    Relevant Resources:
    Method for conducting an energy audit: http://www.energysavers.gov/your_home/energy_audits/index.cfm/mytopic=11170.
    Data for constructing green action plan and cost-benefit analysis: http://www.getenergysmart.org/Files/Schools/EnergyEdAtHome.pdf.
    Contact for cost-benefit analysis online calculator tools, as well as support for student-led green school initiatives: http://www.climateprotectioncampaign.org/Cool%20Schools/index.php.
    Kits for astronomy connections of IR light: http://m3.cofc.edu/activities/ActiveAstronomy.pdf.
    Supplemental Field Trips:
    Solar One three-session workshop
    New York Hall of Science
    Comment From Ben Hartley
    I really like your project idea! Perhaps to make it more meaningful to students, and extend the "service learning" aspect of the unit/assignment, maybe you could have students conduct energy audits of neighboring schools as well, and give mini-lectures on how to audit their own or other schools in classrooms. This provides an opportunity for some of your more driven students to extend their experience further beyond the classroom.
    Also, donorschoose.org would most likely let you apply for the cameras on their site, so you could get them for free if you put in the request well before you would actually carry out the project.
    Response From Sunjay Barton
    Thanks for your comment, Ben! Check out the Powerpoint presentation, which goes into more detail about how I will extend the project for highly motivated students. I do like the idea of having students teach other classes how to perform an energy audit and why an energy audit is important, because both teachers and learners will benefit.
    I'll definitely put in with Donor's Choose for this project, in case my chemistry budget doesn't cover it.

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    2:01 pm

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