Instructional considerations
In inquiry-based learning, instructors create an environment in which students are free to
ask questions, learn concepts, and explore possible solutions within a real-world, projectbased context. Inquiry-based units can be taught in several ways and may take several
twists and turns along the way. Students’ inquiry may move a project or unit in a
direction that the students or instructor may not have imagined. The instructor still serves
as a facilitator and guide for learning, and will help lead students down new and exciting
paths. The following instructional considerations are not intended to be an exhaustive list,
or a step-by-step list, of procedures. Rather, they are intended to provide some structure
for instructors who are planning an inquiry-based instructional experience.
Unit Development/Entry Event
The entry event can be posted around the room before the start of the unit in order to
create anticipation about the upcoming unit. This unit takes a fairly common
experience—experimenting with producing voltage—and connects it to math, science,
research, design, and innovation. The goal is for students to see the connectedness among
these areas and be able to apply their knowledge in a culminating project. The instructor
should also post the essential question in the room and revisit it with the students
throughout the unit. Since the students will be doing varying activities and learning
throughout the unit, the essential question will keep them focused on the goal for the unit.
Experiments
In this unit, students will conduct several experiments involving the production of DC
voltage. Utilizing various forms of metal strips as electrodes, students will construct
common cells and measure the voltage produced. Students will also construct uncommon
cells and perform measurements, utilizing alternative sources of energy, such as foods, as
the power source. Groups can utilize different sources and electrodes, and conduct
experiments to discover which combinations create the most effective cells.
Research
Students will also conduct research to identify how alternative power sources are being
used across various industries. They will examine the advantages and disadvantages of
using alternative energy sources. Students can conduct research online and consult with
businesses that specialize in this area. The instructor may also wish to team up with a
science teacher for his or her expertise in this area.
Students will also research the cost involved with various forms of electrodes and power
sources. They will discover what materials are used most commonly in battery
production and be able to explain why.
Each student will organize unit research in a notebook. They will use these findings to
help answer the essential question and to support the presentation of their newly
constructed batteries.
Math & Science Applications
In addition to the science applications previously discussed, students will also utilize
mathematics skills in this unit. Students will use algebra when learning and applying
Ohm’s law. Since this unit is intended for beginners, the instructor will want to cover the
basics of Ohm’s law and its calculations with the class as a whole. The instructor will
also want to present several sample questions to make sure that all students understand
the law and its calculations.
Students will also utilize math when calculating costs involved for electrodes and energy
sources. This information will be needed when students justify why their battery is the
most cost-effective.
Design
Students will apply their knowledge to design several different batteries, attempting to
create a winning battery in these categories:
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Most cost-effective battery
Most innovative battery
Most environmentally friendly battery
Longest-lasting battery
Obviously, the instructor can allow more or different categories at his or her discretion. In
addition to designing and creating the batteries, students should utilize their research and
notes to explain in writing and verbally why their battery is the best.
In addition to receiving a grade, the students can be awarded by the instructor and a panel
of judges with prizes, food, extra credit, etc.
Outcomes
Possible outcomes for this unit include:
Project notebook—Students will organize their research, notes, progress reports,
and findings in a project notebook.
Newly designed batteries—Students will create batteries and compete in a contest
to create the best battery in one or multiple categories.
Presentation—Students will present their designed batteries to a panel and explain
why they believe their battery is the best in a particular category.