Program Info - Elements

Professional Advancement
Teacher Training Workshops

• Attend workshop with Georgia teachers
• Provides overview of concepts, technology, and resources that will be used in class
• Use simple lab components to study basic principles. Learn about kits and experiments available from suppliers.
• Construct an EV Master Teaching Vehicle (EM-TV) from a kit using the same directions, components, and tools available to the students.
• Learn hands-on construction techniques, safety and use of tools and test equipment.
• Learn about implementation strategies and teaching resources
• Discuss ideas with Georgia Program teachers.

• Website under development to provide means of sharing documents, schematics, how-to information, FAQs, tips, activities, and schedule information
• Website will include moderated discussion list for support and Q&A
• Website will include links to other internet resources and program school websites.

Teacher network

• Teachers are not in this by themselves. More than 50 teachers and resource people in Georgia are currently involved in the program. Chances are if you have a problem or question, one of them has already worked through something similar.
• Contact information including addresses, phone, and email addresses of participants will be available

Curriculum
Implementation Models

• Class vs. after-school club
• Integration into existing class vs. stand-alone class
• Individual vs. team teaching

Course number

• In Georgia, several existing course numbers have been used.

Standards Correlations

• In Georgia, curriculum material has been correlated with State Quality Core Competencies in physical science, physics, and principles of technology, integrated manufacturing, and automotive technology.
• Preliminary work has begun on correlations to National standards.
• Standards vary from state to state.

Resources

• Standard text books provide background information Operation Physics, Active Physics, and Conceptual Physics texts have been used.
• How-to books on EVs provide more hands-on detail and component description
• Internet provides access to a broad range of current and historical information including manufactures’ data, research, current events, and information from other program participants
• Email and discussion lists provide support, information, and interaction.
• Computer programs
• Spreadsheets for collecting and analyzing data
• Electric vehicle performance simulation tools
• Graphics and presentation programs

Class Schedule

• Single semester vs. full-year course
• Block scheduling
• Provides longer period of time during class
• More material must be covered each day under block schedule so it is harder for students to make up field trip absences.
• Selecting students for the program
• Can you handpick based on teacher recommendations?
• Want diversity of age, background, aptitude, sex, and ethnicity

 

Hands-on
Simple labs

• Standard laboratory apparatus can be used to study standard concepts like electricity, circuits, magnetism, laws of motion, and conservation of energy that can be related to EVs.
• Standard labs and exercises related to automotive components are directly applicable to alternative transportation
• Common materials like electric motors, batteries, switches, and basic electronic, automotive, and construction materials can be used to illustrate concepts and are useful for studying how things work.
• Purpose-built science experiments for the construction of devices like batteries, motors, generators, and fuel cells are available.

Constructing drivable EV

• One of the key aspects of the program is the used of project-based education. Students must construct a working, drivable electric vehicle. This requires students to apply information gained from a variety of sources and use conceptual design, problem solving, and troubleshooting skills. Students learn teamwork and build on each other’s strengths.
• The program allows schools to construct a variety of vehicles subject to specifications designed to insure safety.
• Many Georgia schools have opted to construct EV Master Teaching Vehicles.
  • Available in kit form so less time is required to procure components
  • Assembled with basic hand tools in a classroom to make the project more manageable.
  • Faster construction allows more time for learning and experimentation
  • “Erector set” approach allows flexibility and adaptability
  • Kit is reusable – it can be disassembled for use next year.
• Teachers can incorporate additional aspects of study into the construction process. Some examples include:
  • Conduct research and report on different types of motors, batteries, braking systems, and control systems that could be used.
  • Study electrical schematics, mechanical drawings, or use computer-aided drawing techniques to document and illustrate the process.
  • Study related fields like aerodynamics, conservation of energy, efficiency, and mathematics.
  • Evaluate the impact of electric transportation on emissions

Testing

• Once the vehicle is assembled, many additional activities and “lab” experiments can be conducted to evaluate performance, study design modifications, and illustrate basic concepts.
• Data collection and analysis, computer software, spreadsheets, and data collection systems can be used.

Competitions

Competitions provide a strong motivational component. It is little surprise that students work harder when they have a specific goal and reward to work toward. Competitions provide a direct, tangible, and measurable application of skills. Performance in competitions is an authentic assessment of education. Participation is considered optional. However, every school that has competed considers it to be one of the most important program elements.

Competition opportunities

• Local
• Georgia EV Rally

EV Rally Events

• Tech Inspection
• Troubleshooting
• Oral Presentation
• Quiz Bowl
• Acceleration
• Autocross
• Range

Additional opportunities

• Web site development
• Video production
• Design competition
• Community involvement
• Public relations
• Internet scavenger hunt

Partnerships

What differentiates “programs” from “partnerships” is sustainability. Programs come and go, interest and support ebb and flow, but if there is in place a viable long term partnership infrastructure to sustain it, a program can evolve over time, constantly improving, but remain viable for a much longer period of time. We view partnerships and their associated long-term infrastructure as a critical program element.

Importance of creating strong partnership infrastructure

Challenges associated with it

Plan for the demonstration sites

• Utilize seven-step process developed by the National Association of Partners in Education
• Work with partnership team to communicate the process and get it implemented in the demonstration sites

Seven step process

• Creating the Environment for Partnership Success
• Assessing Needs, Potential Resources & Partnership Models
• Developing Visions, Goals and Objectives
• Developing an Action Plan & Evaluation and Governance Committees for the Partnership
• Developing the Management System
• Developing & Managing Human, In-kind, and Financial Resources
• Monitoring and Evaluation (and modifying processes to improve the partnership)