INST 2405
Fearless Investigators: How to Ask Questions About Energy
Tuesday, Thursday 9:45 - 11:15
Science Center 311 / 237
4 semester hours
Fall 2013
Instructors:
Dr. Robin Grote
Science 326
614-823-1206
rgrote@otterbein.edu
Dr. Paul J. Wendel
Roush 446
614-823-1840
pwendel@otterbein.edu
Contents:
Course Description
Content Learning Goals
Integrative Studies Learning Goals
Texts
Academic Integrity
Accommodations for Students with Disabilities
Grading
EPortfolio
Tentative Schedule
Course Description
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This course is a study of energy, the underlying unifying concept for the natural sciences
(chemistry, physics, life sciences, geology, meteorology, etc.). Students learn primarily through
investigations--that is, students will design experiments and other investigations to develop and
deepen understanding of energy-related concepts. Study centers on the first and second laws of
thermodynamics, including: conservation of energy, transformation of energy from one form to
another within a system, transfer of energy from system to system, and the concept of entropy.
These concepts are recruited in the analysis of complex problems such as sustainable energy
sourcing and global climate change.
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Science Content Learning Goals
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Energy
Students will be able to:
EN 1 explain the (atomic/molecular) meaning of temperature
EN 2 explain the (atomic/molecular) meaning of the heating process
EN 3 describe conduction, convection, and radiation as heating processes on the
atomic/molecular level
EN 4 explain the (atomic/molecular) meaning of chemical energy
EN 5 conduct an accurate and complete energy analysis of a simple system
EN 6 conduct an accurate and complete energy analysis of a complex system
Experimentation
Students will be able to:
EX 1 ask experimentally answerable questions
EX 2 design a valid experiment to test a question
EX 3 report experiments clearly
EX 4 participate in scientific discourse
See Grading for information on assessment of these goals.
Integrative Study Learning Goals
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Students are able to:
IS 1.1 articulate the historical and contemporary significance of global interconnections and
interdependencies in human, natural and physical worlds.
IS 1.3 accurately describe sustainability as an economic, social, and environmental practice.
IS 3.2 Students analyze and reflect on their own sources of identity and values.
IS 4.3 explain the economic, social, and environmental value of sustainability.
IS 5.1 demonstrate intellectual and practical skills necessary for meaningful work and
active participation in the local community and larger world.
IS 5.4 develop plans for responsible, engaged and informed actions to improve or reshape the
world.
In Grading, see the Energy Analysis (Written and Presented) for discussion of how these goals are
evaluated. See also the Integrated Studies Rubrics.
Required Texts:
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Articles and other readings will be assigned periodically, but there is no textbook for this course.
Academic Integrity:
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Please consult Otterbein University Judicial Policies under the heading “Plagiarism, Cheating, and
Dishonesty” or consult the Campus Life Handbook, pp. 33-34. All forms of academic dishonesty
(including plagiarism and cheating) result in a grade of “zero” for the assignment and (depending on
the severity of the infraction) may result in automatic failure of the course. In addition, in
accordance with Otterbein University policy, any form of academic dishonesty will be reported to the
Office of the Vice President for Academic Affairs. The Judicial Council may impose additional
sanctions such as suspension or dismissal.
Accommodations for Students with Disabilities:
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Otterbein University is committed to ensuring that students with disabilities have maximum access
to an education. In order to receive appropriate accommodations in this class, register with the
Office for Disability Services (x1618 or kmclainmanley@otterbein.edu) and then schedule an
individual meeting with me as early in the semester as possible to discuss your needs and
accommodation requests. If necessary, we can work cooperatively with the Disability Services
Coordinator to determine optimal accommodations in this course.
Grading:
Category
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Percentage of Overall Grade
Achievement of Science Content Learning Goals
40
Lab Reports & Assignments
20
Participation
10
Annotated Bibliography
10
Sustainability Analysis--Written
10
Sustainability Analysis--Presentation
5
Event Attendance
5
Total
100
Achievement of Science Content Learning Goals (40%)
We have a total of 10 Science Content Learning Goals. Please see the:
Energy Rubrics
Experiment Rubrics
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Meets or exceed expectations for 10 out of 10 goals by the end of the semester = 100%
Meets or exceeds expectations for 9 of 10 goals by the end of the semester = 90%
Meets or exceeds expectations for 8 of 10 goals by the end of the semester = 80%
etc.
Quizzes:
Quizzes provide one of the opportunities to demonstrate understanding of various energy,
experimentation, and integrative studies goals.
Lab Reports and Assignments (20%)
For each credit hour of classroom or direct faculty instruction, students are expected to engage in
two hours of out-of-class course-related work each week for approximately fifteen weeks. A four
credit course requires eight hours per week of out-of-class work.
You will write up several labs this semester, describing what you did in the lab and what you
learned from the experiences. Also, lab reports offer another opportunity to demonstrate
understanding of various energy, experimentation, and integrative studies goals.
Rubric: Lab Reports
Exceeds Expectations
(31-33 points)
Meets Expectations
(21-30 points)
Uneven or Marginal
(11-20 points)
Meets expectations
AND
describes the potential
implications of the
experiment on broader
scientific questions.
The experimental
question is clearly
communicated
AND
experimental procedures
are described concisely
AND
experimental procedures
are described
comprehensively enough
that a student in another
class could reproduce
the experiment
AND
results are
communicated concisely
and comprehensively
using appropriate
representations
(diagrams, tables,
charts, graphs, etc.)
AND
valid conclusions are
drawn
AND
the significance of the
The experimental
question is clearly
communicated
AND
experimental
procedures are
described concisely
AND
experimental
procedures are
described
comprehensively
enough that a student in
another class could
reproduce the
experiment
AND
results are
communicated
concisely and
comprehensively using
appropriate
representations
(diagrams, tables,
charts, graphs, etc.).
Does not meet
Expectations
(0-10 points)
The experimental
question is not clearly
communicated
OR
experimental
procedures are not
described
comprehensively
OR
experimental results are
not communicated
concisely or
comprehensively
OR
conclusions are not
drawn or not supported
by the results.
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results for the
experimental question is
accurately discussed.
Rubric: Reading Responses
Exceeds Expectations
(12 points)
Meets Expectations
(10 points)
Uneven or Marginal
(4-9 points)
The response meets
expectations (see next
column) AND offers
substantive
connections to
educational research
and/or theory.
The response
demonstrates
comprehension of the
materials through
reflection, offers fresh
insight, and makes
meaningful
connections to
personal practice.
The response is
thorough.
The response observes
conventions appropriate
to the chosen medium
(audio & visual clarity,
usage, spelling/
grammar).
The response
demonstrates
comprehension of the
materials but the bulk
of the piece
summarizes, rather
than responds to, ideas
presented in the
materials.
AND
The response observes
conventions
appropriate to the
chosen medium (audio
& visual clarity, usage,
spelling/ grammar).
Does not meet
Expectations
(0-3 points)
The response indicates
misapprehension of
important ideas in the
materials
OR
the response is
superficial or
unreflective
OR
the response does not
observe conventions
appropriate to the
chosen medium (audio
& visual clarity, usage,
spelling/ grammar.
Assignment: Energy Analysis Project Proposal
Choose an energy system (sustainable or non-sustainable) that humans can use for
transportation, electricity generation, home heating, etc. Explain your choice: Why are you
choosing this particular energy system, and what do you hope to learn by analyzing it?
Choose two of our Integrative Study Learning Goals (IS 1.1, 1.3, 3.2, 4.3, 5.1, and 5.4) that
your project will address. (You might choose two goals that you need in your e-portfolio.)
Explain how you plan to address each of these two IS learning goals as you study the
energy system.
Assignment: Plagiarism
Complete the University of Southern Mississippi Plagiarism Tutorial. Complete the pretest
(use rgrote@otterbein.edu for the professor’s e-mail), complete the tutorial, and complete
the post test (use rgrote@otterbein.edu for the professor’s e-mail).
Assignment: Reflection on Self as Experimenter
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Near the end of the semester, write a one-page reflection on how you’ve grown in your view
of yourself as a scientist/experimenter. This reflection will be added to your e-portfolio under
Goal 3 (to promote active and critical reflection on the human self in its full range of
contexts).
Participation (10%)
As thinking partners, we must be fully present--physically, intellectually, and socially. Also we
depend on one another for different experiences and areas of expertise (art, music, business,
sports, etc.). Unavoidable absences will require a written makeup plan developed in consultation
with and approved by course instructors/facilitators.
Rubric: Participation
Exceeds Expectations
(12 points)
Meets Expectations
(10 points)
The participant meets
expectations (see next
column)
AND
encourages colleagues
and participates with
enthusiasm & passion.
The participant is on
time and prepared for
each session
AND
practices active listening
AND
contributes insights
AND
builds on/strengthens
the ideas of others.
Uneven or Marginal
(4-9 points)
The participant is on
time and prepared for
each session
AND
practices active
listening
OR
contributes insights.
Does not meet
Expectations
(0-3 points)
The participant misses
or is tardy for a
session
OR
does not practice
active listening
OR
does not contribute to
discussions.
Annotated Bibliography (10%)
Identify at least 5 high-quality or authoritative sources. Assemble these into a bibliography. The
sources do not necessarily need to be scholarly (peer-reviewed), but they should be written under
an editor or written by an expert with credentials in the field. Wikipedia and most blogs should not
be used. On the other hand, material from the personal web site of an engineer who designs such
systems (or a scientist who studies them) are fine.
Format the list using guidelines from one of:
● American Psychological Association (APA). Use this guide.
● Modern Language Association (MLA). Use this guide
● Council of Science Editors (CSE). Use this guide.
● Chicago Manual of Style (CMOS) format. Use this guide.
Next, annotate each entry in the list. We will follow the OWL guide to annotated bibliographies:
1. Summarize the article.
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2. Assess the article.
3. Reflect on the article.
Click the OWL guide for sample questions.
Sustainability Analysis--Written (10%)
First, thoroughly describe the energy system. Explain its history (when and how it was developed,
how it has evolved, how it is used today, how it is likely to be used in the future, etc.). Describe its
advantages and disadvantages compared to other energy systems. Be sure to cite your sources.
Second, use energy flow diagrams (Van Heuvelen diagrams) to thoroughly analyze the system for
energy flow into the system, energy storage changes within the system, and energy flow out of the
system (follow rubric EN 6).
Third, describe what you’ve learned from studying the energy system.
Fourth, write a paragraph addressing the first of your chosen IS goals (see IS Goal Rubric).
Fifth, write a paragraph addressing the second of your chosen IS goals (see IS Goal Rubric).
Sustainability Analysis--Presentation (5%)
Adapt your written sustainability analysis into a class presentation.
Event Attendance (5%, required for all INST courses)
This semester document attendance to at least two on- or off-campus cultural events. These may
include a lecture, musical performance, art exhibition, theater performance, or dance performance.
Athletic events do not satisfy the requirement. Click here for a pre-approved event list. Other
events will need instructor approval. For ideas, see the campus events calendar.
You will need attendance documentation (more than a ticket stub). Possibilities include a signed
note from Otterbein faculty or staff or a time/date-stamped photo of you at the event site. Check
with us if you have other documentation ideas.
Eportfolio:
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Note that you are expected to identify 2-3 learning artifacts from this course for inclusion in your
eportfolio. Place the artifact under the correct learning outcome. The self-reflection is under Goal
3; the written sustainability analysis falls under whichever goal(s) you chose to address in the
analysis.
Tentative Schedule:
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7
Week
Experimental/Investigative Questions
Assignment
1
Q1: Will insulating a thermometer increase its temperature?
Q2: Is there a difference in temperature of different materials in
the same environment?
2
Q3: Which is more effective at keeping an object cool? Project
discussion.
Lab Report Q2 Due
9/5/13
3
Q4: Which building material is best from a heat transfer
perspective? Experimental discussion.
Sustainability
Analysis Topic Due
9/12/13
Lab report Q3 and
redo due 9/17/13
4
5
Energy diagram analysis and group work. Q5: Do all chemical
reactions release energy?
6
Library trip for project. Q5: Do all chemical reactions release
energy?
Lab report Q4 due
9/24/13
Q6: Which nut produces more energy? Which type of battery
produces more energy more quickly? Energy storage/transfer
and efficiency.
Q5 lab report due
10/10/13
Plagiarism Tutorial
due 10/10/13
On the pre test &
post test, use
rgrote@otterbein.ed
u as the professor’s
e-mail
8**
How much solar energy strike/reaches the earth? Project
discussion.
Annotated
Bibliography Due
10/17/13
9
Which greenhouse gases are most effective? Heat and
molecular motion.
10
What is sustainable energy?
11
Which windmill designs are more efficient? Energy policy in the
U.S. and worldwide.
12
Lab revisit.
13
Project presentations
7
Sustainability
Analysis Due
(written)
14
15
How does the output of a solar cell depend on its temperature?
8
Lab Practical
Final
Lab Practical
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