Anildev+Vasudevan_History+of+Engines

Cody Buye Editor

**Rationale:**
 * The purpose of this lesson is to look at the development of engines. This will be done through internet searches; students in parallel will develop and enhance their web-search skills by appropriate key words, Boolean operators, and limiters.**

Grade Level: 10 Subect : Science (Physics unit)

Students will  1. understand the development of engines 2. understand that interdependence of technology and science and each benefit from the other 3. develop a general understanding of internet search skills Students will be able to 1. Name various engines in the order they were developed 2. Describe their operation stepwise 3. Describe how the technology was enhanced and the corresponding scientific principle 4. Students will develop an understanding of the techniques to perform effective internet searches.
 * GLO's **
 * SLO's **

2. Worksheet/writing material 3. Computers with internet access 
 * Materials: ** 1. Science 10 text book
 * Teacher Guide:**
 * Introduction:**

Provide a brief introduction to students that the class is going to look into the history of engines. Students will work in groups of two and search the internet for information following the worksheet. Another purpose is to try and learn which search techniques yield useful information and which one doesn’t.


 * Class time**

You can use it as a short 50 minutes introduction activity to the topic in which case you need to go over the topic again with the children in another period. I would rather give them two periods to work on the subject, and provide a short conclusion. In this case, please make sure that they are focusing on the relevant information during the work time. If time permits, the lesson can be extended by dividing the work on each engine to individual groups, and deepening the search. Groups can present their findings to the rest of the class, and topic can be dealt with in Jigsaw style.

4.1 plan and perform complex searches, using more than one electronic source 4.2 select information from appropriate sources, including primary and secondary sources 4.3 evaluate and explain the advantages and disadvantages of various search strategies
 * ICT Outcomes :**
 * C1: Students will access, use and communicate information from a variety of technologies.**

2.2 recognize that information serves different purposes and that data from electronic sources may need to be verified to determine accuracy or relevance for the purpose used 4.1 assess the authority, reliability and validity of electronically accessed information
 * C3: Students will critically assess information accessed through the use of a variety of technologies.**

1.3 draw conclusions from organized information 2.1 use a variety of technologies to organize and synthesize researched information 4.1 use appropriate strategies to locate information to meet personal needs
 * C7: Students will use electronic research techniques to construct personal knowledge and meaning.**

2.1 create a multimedia presentation, incorporating such features as visual images (clip art, video clips), sounds (live recordings, sound clips) and animated images, appropriate to a variety of audiences and purposes 4.1 select and use, independently, multimedia capabilities for presentations in various subject areas 4.2 support communication with appropriate images, sounds and music
 * P3: Students will communicate through multimedia.**

=__**Worksheet: History of Engines **__=

Name of the group member:

Name of the group member:

 Our aim is to study the history of engines, and look into the various engines in detail. Note down your findings into a Microsoft word file. This will make your life easier when you need to copy down information such as a URL.


 * <span style="color: rgb(0, 128, 0); font-family: 'Lucida Console',Monaco,monospace;">Section 1: **

Open up a web browser and go to [|www.google.com]. Enter the following search terms one at a time, and go through the first 10 search results. Note down which set/s of the search terms provided the best results you were looking for. a. History of engine b. “History of Engines” c. (history) OR (engines) d. (history) AND (engines) e. When you did the search, you probably came across a lot of pages talking about internet search engines. Try the following terms in [|www.google.com] and [|www.msn.com]. Do you find any difference?

(history of engines) NOT (search engines)

(Teacher needs to explain that different search engines have different rules for operators.)


 * <span style="font-family: 'Lucida Console',Monaco,monospace; color: rgb(0, 128, 0);">Section 2: **

For each question, note down the different search terms you used. Also indicate which one gave you the best result. 1. Find out what was the oldest form of engine. 2. What are the other forms of engines you can find in earlier history? 3. What can you find about perpetual motion engines?

<span style="color: rgb(0, 128, 0); font-family: 'Lucida Console',Monaco,monospace;">**Section 3:** Find out as much information as you can on each of the following engines. Focus on the following questions for each type. As in section 2, note down the various search strategies you used, and which ones yielded the best results.

Types of engines:

a. Savery’s engine b. Newcomen’s engine c. Watt’s engine d. Internal combustion engine

Focusing questions:

1. Who designed the engine? 2. What was the situation led to the development of the engine? 3. Note down the URL/URLs that discusses the operation of the engine. 4. What is the technical advantage of the engine compared to the previous one?


 * <span style="font-family: 'Lucida Console',Monaco,monospace; color: rgb(0, 128, 0);">Section 4: **

Read section 3.1 of your text book. Compare the information you collected from the internet to the information you read from the text book. Are there any discrepancies? Make any necessary corrections; consult with me if you find anything confusing. As a final step, are you confident that you can perform better and effective searches in the internet? What search term would you use if you want to find an animation of the Newcomen’s engine?

Would like to know more about internet search techniques? Try out the following links.

http://www.edu.uwo.ca/technology/internetknowhow.pdf http://www.media-awareness.ca/english/resources/special_initiatives/wa_resources/wa_teachers/tipsheets/search_internet_effectively.cfm http://www.accesswave.ca/~hgunn/searching/index.html

Still want to know more? Well, why not try a search? :-) ___________________________________________________________________________________________________________________________ I am a big fan of this lesson, I believe it is very engaging and has the ability to run (sorry about the pun) very fluidly. I do have a couple points to think about, which could perhaps enhance your lesson.  I would love to see this lesson as a cooperative lesson, which could be as easy as setting the students into groups of 4 and giving the students very specific roles. Roles can be group leaders, researchers and multimedia coordinators. By doing this you make the student accountable for what work they do and it would reduce the slacking that might occur in groups. The group leader can make sure the group stays on task and watches over the productivity of the researchers and multimedia coordinator and help out when needed. The researchers can assist in looking up the information on engines on the Internet and bring it to the multimedia coordinator. The multimedia coordinator can take in the information and make it into an effective presentation that students can enjoy. I liked when you mentioned giving each student a separate engine to research. I think it would be the best idea since it would limit groups copying off each other. I seen in your ICT outcome you had a multimedia presentation outcome but you have no mention of it later on in your lesson and I think it would be far more beneficial to do a PowerPoint or Notebook presentation to the class rather than just handing in an assignment that only you can look at. I think the students would enjoy the project more and pay more attention to detail if they are submitting their work for everyone to see. Since it is a simple presentation a teacher could use a simple four-point presentation rubric to assess a groups work. I found one for you and it is located with the following URL: [] Also to help the group with accountability within you can ask the students to complete a rubric within the group for each other to make sure everyone is working hard on the project. I have also found a rubric for that and it is located at the following URL: [] I thought your lesson was very fascinating and I would love to see it in action. I think with the points that I have added could make this lesson into a lesson that could run on its own with very little teacher involvement while the lesson is transpiring. But the work the teacher does for the two changes I have added is a lot off the start. But I think you will agree that it is worth it at the end.