Final Paper
Contents
1. Animation of the process of aan Miera electrolysis applied in the Previous functioning ofa hydrogen aD Description of Interactivity The interactivity elements contained within this learning module occur both within the lesson itself and within the assessment component Within the application the user can freely navigate to the lesson of interest within the learning module although the general arrangement of the instructional design is from the beginning foundational concept of atomic structure sequentially to fuel cell technology This enables the user to review any of the lesson components at any time within the lesson The user can also freely navigate within each lesson component through the use of previous and next buttons and return to main menu Interactivity is also designed when the user reviews the video on the process of electrolysis The controls on the video allow for starting and stopping The user also gets an indication of the duration of the video with the elapsing of the progress bar Additionally the user can adjust the sound In the assessment component the user is able to move freely from item to item at their own pace There is also the option to return to the previous question if desired One of the assessment procedures allows for students to select the correct response through a drag and drop feature Description of Assessment Procedures The assessment procedures are varied to allow the user different opportuni2. Description of the Client The client for this product would be ExploreLearning a company that offers online access to simulations that support inquiry learning in math and science This company develops gizmo simulations for students in grade levels third to twelfth grade The company has received numerous awards for ts research based curriculum Typically in order for students to gain access to their online simulations an account representative contacts the school technology representative to determine the goals of the school and district Based on the information obtained in this interview process a proposal is made for delivery of their products and pricing Statement of Problem Middle school teachers of physical science have limited resources to adequately teach the process of electrolysis In the past teachers may have had access to a Hoffman apparatus to demonstrate the process of splitting water into its component elements of hydrogen and oxygen to visualize the 2 to 1 ratio of its molecular structure however with budget constraints few middle school science teachers would find this demonstration device in their science hardware inventory Even if one could be located the functionality of the instrument would be in question due to the sensitive platinum electrode it contains If the instrument is not handled with care this component is easily damaged The replacement cost of 70 would be weighed against other purchases The deve
3. Prerequisite Skills and Knowledge Understanding the process electrolysis plays in generating hydrogen fuel requires and understanding of several foundational concepts First students should know that energy comes in many forms electrical chemical radiant thermal and so on Although energy comes in a variety of forms students should know it is conserved In other words as it relates to the Law of Conservation of Energy Energy can not be created nor destroyed It is only converted from one form to another Students also need to have a foundation in atomic structure They should know that the atom is made up of protons neutrons and electrons The relative charges for each of these subatomic particles should also be understood i e protons have a positive charge neutrons are neutral in charge and electrons have a negative charge With an established understanding of atomic structure students can build on there knowledge of chemical principles Atoms combine to form substances These substances can be pure as is the case of elements compound as in the case of molecules and compounds or mixtures both homogeneous and heterogeneous Water is a molecule Water can be split into its elemental components hydrogen and oxygen This process requires energy It is a decomposition reaction In the process of electrolysis electricity is used to split the water molecule Students should know that electricity is the net flow of electrons from
4. Learner to Use Application Mac Version e Access to the Internet e Browsers Mac OS Firefox 2 x or 3 x AOL for Mac OS X Opera 9 5 Safari 3 x e Mac Platform Only Mac OS X V10 4 or 10 5 e 128MB of RAM and 128MB of VRAM e 500MHZ PowerPC G3 or 1 33GHz Intel Core duo processor e Adobe FlashPlayer10 plug in e Account with Explorelearning Design Component Instructional Objectives e The student will identify the components of the electrolysis process e The student will describe the energy conversions that take place in the electrolysis process e The student will reconstruct the events that occur in the hydrogen fuel cell e The student will examine the role electrolysis plays in the production of hydrogen fuel e The student will evaluate the efficacy of hydrogen fuel production as an alternative to a petroleum fuel based economy The competency the student can expect to gain from the learning module on hydrogen fuel cell technology is an understanding of mechanics used to generate hydrogen fuel Students will see that energy is required to split water into its component parts hydrogen and oxygen This in fact is considered a cost when evaluating the prospects of using hydrogen fuel as a source of energy A benefit the students will see is that the process is relatively pollution free as the product is water Understanding the cost and benefits of this technology is useful in making decisions about the use of this energy source
5. an area of high concentration to one that is lower The basics of electrical circuitry are foundational to understanding how when the hydrogen ion is split into its positive and negative components namely one proton and one electron an electromagnetic potential is created The electrons then flow through a wire establishing a circuit A load can be placed on circuit and the energy can be tapped and put to use as in the powering of a machine or lighting a light bulb The role the battery plays in terms of providing a voltage potential is also important Several key concepts drawing from both an understanding of physics and chemistry principles need to be linked in order to understand the mechanics of a hydrogen fuel cell Even though it seems simple enough water is split into hydrogen and oxygen the hydrogen is used as a fuel this is a fairly complex process for middle school students to fully understand Visual representation of this process coupled with a narrative description is a multimedia approach that could be effective in facilitating an understanding Instructional Strategies The instructional strategies will be primarily guided inquiry First a foundation of understanding needs to be established In order to engage the learner of this age group guided inquiry will capture their natural curiosity Using this framework to build the foundational basics described earlier as the prerequisite skill base students will review the basics throug
6. east one would need to be a content expert to verify the accuracy of the information Scope of Project This project would fit into a unit on energy Energy is a very large topic in science it essentially flows through virtually every field of science earth science life science chemistry and physics However the focus of this energy unit would be primarily in chemistry and physics My project piece will be the simulation of the fuel cell functionality As such it would be best placed at the end of a unit on energy since so many foundational concepts need to be constructed before the mechanics of a fuel cell can be understood While simulations foster higher order thinking skills being able to evaluate and support a position on a topic is considered the highest level in Bloom s Taxonomy The scope of this project is to guide the student in understanding the underlying processes that are used in the function of a fuel cell From this understanding students can derive the risks and benefits and even the economic feasibility of this technology Essentially this project would support the development of an informed citizenry who vote and decide whether to support research and development of this technology List of Deliverables e Prototype of an hydrogen fuel cell simulation a part of a larger unit on hydrogen fuel cell technology e User guide e Final Proposal Paper Media Use The media will be a Flash movie clip in which sound elemen
7. erstanding at critical points in the learning process Finally students can evidence their understanding of how a fuel cell works through a drag and drop game sequence in which they simulate the process of generating fuel and power in the operation of a fuel cell Constraints and Limitations The instructional strategies would employ come with their own set of constraints When attempting to develop student independence in learning it is possible to not provide enough guidance to support the learner s development The inquiry method is appropriate in science as it models the process of science itself and builds on a student s natural curiosity However students schooled with a more traditional approach in which the teacher is the giver of all answers can be easily frustrated when the answer isn t apparent Providing feedback and guiding the student based on their responses can alleviate some of this anxiety The approach have described requires a lot of visual animation and guidance as well as narration Animations and simulations are time consuming and expensive to produce However inthe long run they can be cost effective in a science setting because they can replace the cost of expensive equipment This project would require a team of at least two to three designers to develop all the animations and simulations and audio files described Each would need to be proficient in Flash animation web design and audio and video editing At l
8. ften disturbed by these changes as they struggled to fit in with their peers With all the changes that are occurring during this time period students have many factors that can put them at risk psychologically physically and socially Goals for the Target Audience The goal for the target audience is to be able to demonstrate their understanding of how the process of electrolysis applies in the energy transformations that occur in driving fuel cell technology By manipulating the components of this process namely hydrogen oxygen atoms and water molecules the students will simulate the process of electrolysis From this level of understanding students can then attempt the higher order thinking skill of synthesis in providing a recommendation regarding the viability of hydrogen fuel cell technology in solving key energy concerns of the future Task Analysis What the application will do Task Analysis Students will need to understand the steps in the electrolysis of water process e Direct current from a battery source is passed through water e Salts or acid is often added to the water as a catalyst in the reaction The addition of salts or acid releases mobile ions and produces and electrolyte solution e Platinum electrodes placed in the electrolyte solution will cause the hydrogen ions to migrate to the cathode electrode and oxygen ons to the anode electrode resulting in the decomposition of water into its molecular components of hydro
9. gen and oxygen e The decomposition rate is at a 2 1 ratio 2 atoms of hydrogen are produced to 1 atom of oxygen The learning module will first review the components of the fuel cell system The task the student will have is to recreate the events that occur in this system resulting in the generation of power and the recycling of water Through a drag and drop process the student will demonstrate their understanding of migration of negatively charged ions to the anode positively charged hydrogen ions pass through the PEM membrane to the cathode A circuit is created in the process The functionality of this circuit will be demonstrated by the lighting of an electric bulb The hydrogen electron then combines with the oxygen atom and positively charged hydrogen proton to form water which is then recycled through the system Students will be assessed through a short quiz to note their understanding of the chemical transitions that occur in the electrolysis process which result in the production of electrical power Prerequisite Skills The intent of this learning module is to complement what has been previously taught to students on the topic of energy transformations Since simulation is a higher order thinking skill it would need to be presented after a basic level of understanding of energy transformations has been established This basic understanding would be initially developed through guided inquiry at a more fundamental level This guided inq
10. h a series of hands on activities For example to determine their understanding of atomic structure a student would be asked Given the subatomic particles of an atom electron proton and neutron drag representative illustration of each to the area you would find them in the atom Feedback could be provided if a student needs more guidance After the basics are reviewed the process of electrolysis can be introduced The learning strategy will continue to be guided inquiry with the posing of questions When presented with a Hoffman apparatus illustration showing the displacement of water ratio of 2 1 in the cylinder the students could predict which one is hydrogen and which one is oxygen This process would continue and the process of electrolysis would be constructed by presenting each component in the process and predicting the role it plays Finally the application of the process of electrolysis to the mechanics of the fuel cell will be illustrated Students again could predict how the fuel cell might function and then the process would be reviewed through animation and narration of the key steps in the process Instructional Strategies Since so many concepts need to be linked to fully understand the mechanics of a fuel cell concept mapping will be use to build the connections between the physical and chemical concepts that interplay in a fuel cell Additionally questions can be posed to the students to check for their und
11. he main navigation page to the learning module QUIZ ON CHARGE OF SUBATOMIC PARTICLES What charge does an electron have Positive U Negative Neutral Format ofthe multiple choice quiz assessment Check Answer gives immediate feedback to user regarding correctness of response Submit provides overall feedback on performance and the time ittook to complete the quiz The return to main menu takes the user back to the main navigation page Retum to Main Menu Select an answer and click the Next button Next Check Answer CHARGE OF SUBATOMIC PARTICLES The structure of the atom results from the attractive force that exists between it s electrically charged particles Opposite charges attract In the atom there is a force of attraction between the positively charged proton and the negatively charged electron The neutron is neutral it has no charge Protons Neutrons Nucleus Navigation elements within the Atomic Structure link Previous CHEMICAL BONDING The forces of attraction between positive and negative charges within the atom also occur between atoms The illustration above represents the Bohr model of the atom The positively charge nucleus is surrounded by the negatively charged electrons The electrons are arranged around the nucleus in shells or orbitals The electrons at the outer energy level have the highest energy level Navigation elements within the Previ
12. lopment of a Flash simulation learning module would offer a cost effective alternative Understanding the process of electrolysis is important for a number of science applications particularly as it applies to the functioning of hydrogen fuel cell technology In a time when all possible alternatives to carbon based fuel technology are being review and considered in relation to global warming and a taxed global economy it is important that students understand what options might be offered with hydrogen fuel cell technology When citizens are informed they are able to make intelligent decisions about investment in alternative technologies Understanding how a few cell works would help a student make a cost to benefit decision on the use of this technology Target Audience The target audience is middle school science students Although the concept of energy can be woven into any middle school science curriculum it is generally a focus of a physical science curriculum Physical science can be taught at any grade level from sixth through eighth but generally it is taught in the eighth grade curriculum Students in this age group are beginning to transition from concrete learning to more abstract learning capabilities Science by nature is fairly abstract in terms of understanding many of its underlying principles A curriculum at this age is more effectively delivered when student s learning is supported by a variety of activities that present
13. o complete the quiz In the drag and drop assessment feedback is immediate and also instructional If the user selected the incorrect answer feedback is given as to why the answer is incorrect Specific Multi media File Links A variety of multi media components are used in the learning modules The image elements obtained from the creative commons resource are as follows gr Retrieved from http drbein net chemistry htm Retrieved from https eapbiofield wikispaces com Water Science KA All of the above car images were retrieved from http hackedgadgets com 2007 04 23 hydrogen fuel cell rc car Hydrogen 1 Retrieved from http www princeton edu chm333 2002 spring FuelCells fuel sources shtml Battery Retrieved from http superphvsics netfirms com electricity html All of the other images in the learning module were draw using tools in the Flash interface Video components The video on the electrolysis process was retrieved from http video google com videoplay docid 2058430501024193438 amp ei zA1lhsvmVM5aOgQLloegn amp gs el ectrolysis amp hl en All of the other movie clips used in this learning module were developed by using the tools available within the Flash interface Navigational Branching Within this learning module on fuel cell technology there are several options for navigation These navigational elements are described as follows Previous this button will take you to the pre
14. ous Chemical Bonding link from the rasan ad _ u aD Storyboards Continued ELECTRIC CIRCUITS Sr Light bulb 7 Fed ee Battery This part of the learning module on hydrogen fuel cell technology is in development Retum to Main Menu This video describes the process of electrolysis in more detail The section on electrolysis includes a video describing the process in more detail a lan Electrolysis 1 b Le 5 Electrolysis is the integral process that drives hydrogen fuel cell technology The illustration above depicts a Hoffman apparatus which is a laboratory device that shows how with the input of energy from a battery water can be split into its elemental components of hydrogen and oxygen Recall that in order to break chemical bonds energy is needed Introductory page to the section on the process of Retum to Main Menu Electrolysis HYDROGEN FUEL CELL TECHNOLOGY Cool car and virtually pollution free as the only emission is water How does it work Introductory page to the section on hydrogen fuel cell technology Retum to Main Menu Storyboards Continued HYDROGEN FUEL CELL TECHNOLOGY Oxygen Ion Water Molecule HYDROGEN FUEL CELL TECHNOLOGY QUIZ Drag and drop interactive assessment of user s comprehension of the migration of hydrogen ions in the fuel cell system Retum to Main Menu Demonstration of Fuel Cell Mechanics
15. the material in various learning modalities Students at this age level need to be challenged However their learning needs to be facilitated and supported in order for them to have the opportunity for success When students are successful in the learning of abstract concepts their confidence grows By developing confidence in learning students are prepared to meet the challenges of high school which seeks to foster a more independent level of learning Simulations are categorized in Bloom s taxonomy as higher order thinking skills When students are successful in tasks at this level their transition to independent learning is more likely to occur The social development of students at this age level is often marked by traumatic conflicts with peer and family groups Peers become a dominant factor in influencing behavior Learning activities that are active and that involve the collaborative participation of peers is favored over passive learning Since middle school students are fairly egocentric at this age learning opportunities in which students can argue to convince others can be effective Some of the angst of these years is driven by the marked physical changes that occur during adolescence Students experience an accelerated period of physical development noted by increasing height weight heart size lung capacity and muscular strength Girls and boys vary in the rate of puberty development boys tend to lag behind girls Adolescents are o
16. ties to evidence their understanding of the content One assessment option is through a multiple choice quiz Students can select their answer to the question posed and then check their answer for immediate feedback At the end of the multiple choice quiz students get a final score assessment as well as an indication of the time it took to complete the quiz A second option for students to evidence the understanding of the content is through a drag and drop activity In the activity the student selects the correct answer and then drags it to a specific location on the stage At that point the student will receive specific feedback as to the correctness of their answer A final assessment approach is through the use of an open ended question and response In this format the student will input their answer into a text box and then compare their answer with the feedback that is given upon submission This final assessment component will be part of the circuitry section that is still in development Specific Description of Feedback The feedback to the user is designed to be immediate When the user selects an answer in the multiple choice quiz the option to immediately check the answer is provided by a check answer button Clicking on this button displays feedback indicating to the user the correctness of the response Also at the end of the multiple choice quiz feedback is immediately provided in terms of the overall performance and the time it took t
17. ts are incorporated Also a narrative of the process will be included Style Guide Text Elements Verdana 12 pt Headings 16pt Color Black Bold Color Elements Background White Graphic Elements will be of contrasting colors to provide emphasis Hi Level Flow Chart Citations Instructional Strategies Online retrieved on June 5 2009 from http olc spsd sk ca DE PD instr index htm How Fuel Cells Work retrieved on June 5 2009 from http auto howstuffworks com fuel efficiency alternative fuels fuel cell htm Electrolysis of Water retrieved on June 5 2009 from http hvperphysics phy astr gesu edu Hbase thermoj electrol html Development Paper Flow Charts High and Low Level Storyboards As a solution to the world s diminishing fossil fuel resources the hydrogen fuel cell has been promoted as one possible alternative In order to sufficiently evaluate the viability of this technology it is necessary to understand how the hydrogen fuel cell works The objective of this learning module is to describe the energy transformations that occur in the functioning of a hydrogen fuel cell There are some basic concepts that are foundational to the understanding of this process atomic structure chemical bonding circuitry and electrolysis The navigation buttons on the left each link to key information that will help in you to construct an understanding of this technology This is t
18. uiry would incorporate hands on activities to aid the students form an understanding at a more concrete level Some key concepts that would be foundational to this learning module would be the following e Students would need to know that energy is neither created nor destroyed but only converted from one form to another e Students would need to have a basic understanding of the atom e Students would need to be able to distinguish between an element and a molecule e Students will need to know about migration of positive and negative ions to anode and cathode terminals as in the operation of a battery e Students will need to know how a circuit functions Technical Requirements to Create the Application The technical requirements are the following Mac Version e GHz PowerPC G4 or G5 or multi core Intel processor e Mac OS X v 10 4 8 e 512MB of RAM 1 GB recommended e 2 5 GB of available hard disk space additional free space required during installation e 1 024 x 768 monitor resolution with 16 bit video card e DVD ROM drive e QuickTime 7 1 2 software require for multimedia features e Internet or phone connection required for product activation e Broadband Internet connection required for Adobe Stock Photos and other services e Flash development software CS3 CS4 e Flash Reader to read swf files e Audio file editor Audacity GarageBand e Speaker system e Microphone e iMovie editor Technical Requirements for
19. vious page or if you are within the multiple choice quiz you will be taken to the previous question Next this button will take you to the next page If the user clicks on the next button within the multiple choice quiz the user will be directed to click on a response to the posed question before proceeding Quiz this button alerts the user that upon clicking it will take the user to an assessment component Return to main menu this button when clicked will take the user to the main menu navigation page Facilitator Guide User Manual Currently this resource is not available Learner Materials Handouts Currently this resource is not available
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