Which is the best fuel?

The Which is the best fuel? SAILS inquiry and assessment unit aims to encourage students to realise that fuels have different heats of combustion and allow them to realise that the meaning of “best” can change depending on the context. This is achieved by planning and carrying out an experiment to measure heat energy changes and finding enthalpies of combustion experimentally. This activity may be implemented at lower or upper second levels depending on the curriculum’s objectives and full implementation requires four lessons.

Through this unit, students are provided the opportunity to develop a number of inquiry skills such as developing hypotheses, planning investigations (designing and conducting an experiment), and forming coherent arguments (drawing appropriate conclusions using reasoned arguments). In addition they build their scientific reasoning capabilities by collecting meaningful data, and enrich their scientific literacy through analysis of scientific data and presentation of scientific conclusions.

This unit was trialled by teachers in Turkey, Poland, Greece and Denmark, producing case studies of implementation at both lower and upper second level. Students were aged 14-18 years, and of mixed ability and gender. The teaching approach used in all case studies was bounded or guided inquiry, with some open opportunities. All four SAILS inquiry skills were assessed – planning investigations, developing hypotheses, forming coherent arguments and working collaboratively – as well as scientific reasoning capabilities. The assessment methods described include classroom dialogue, teacher observation, group discussion or presentations and evaluation of student artefacts.

Unit booklet

Key content / concepts

Enthalpy
Heat energy
Heat energy changes
Calorimetry

Level

Lower
Upper

Inquiry skills and competencies assessed

Planning investigations
Developing hypotheses
Forming coherent arguments
Working collaboratively
Scientific reasoning
Scientific literacy

Assessment methods

Classroom dialogue
Teacher observation
Peer-assessment
Self-assessment
Worksheets
Student devised materials
Presentations

The activities in the Which is the best fuel? SAILS inquiry and assessment unit were developed as part of the PARSEL project (Popularity and Relevance of Science Education for Scientific Literacy, which was funded by the European Union’s Sixth Framework Programme in 2006). The teaching and learning activities were adapted for the SAILS project by the team at Hacettepe University.

This unit has been designed for use at both lower and upper second level; depending on the teacher’s aims, different aspects can be emphasised. There are four activities outlined in the unit. In Activity A: Introduction, the students are consider the topic of fuels and the research question, “Which is the best fuel?” In the Activity B: Planning an investigation, the students plan how they might investigate the research question, and in Activity C: Carrying out an investigation, they carry out an experiment to investigate the question. These activities can be presented as an open or bounded inquiry, allowing the students an opportunity to design the experiment. In this case, variables to control (such as the amount of water to be used), the apparatus required and the precautions needed, are not mentioned. In an alternative scenario, using a guided inquiry approach, the design can be simplified by giving the actual experimental instructions and allowing the students to carry out the experiment. Time can then be spent discussing the meaning of “best” as a group activity. In the Activity D: Conclusions, the students form conclusions, determine their choice of the “best fuel” and explain their choice.

This unit is particularly suitable for assessing developing hypotheses, planning investigations and scientific reasoning (drawing conclusions; explaining unexpected results; reporting, comparing, and discussing results, and providing suggestions about how to improve investigations). Students are able to work in diverse teams (working collaboratively) and can produce ideas based on views from team members. Students should learn that fuels have different heats of combustion and that the meaning of “best” can change depending on the context. They should be able to plan and carry out an experiment to measure heat energy changes, and determine enthalpies of combustion based on their results. A suggested assessment scale is provided for evaluation of planning investigations and scientific reasoning, which features eight success criteria. A three-point scale is suggested – acceptable/needs improvement/poor – although teachers can modify these to more accurately reflect their expectations in their classrooms.

Below you can find the full inquiry and assessment unit for download, as well as an archive with classroom materials, including student worksheets and assessment tools for teachers to be used during the activities if available.

Unit booklet Classroom materials

Activity A: Introduction

Concept focus	Understanding enthalpy Fuels – examples and criteria for identifying the “best” fuels
Inquiry skills focus	Developing hypotheses Working collaboratively
Scientific reasoning	Problem-solving Making comparisons
Assessment methods	Classroom dialogue Student devised materials

In this activity, students review their prior knowledge and preconceptions around the topic of fuels and combustion. This can be achieved through individual reflection, small-group discussions or whole-class brainstorming. The teacher can guide the students to identify examples of fuels and their various uses. Once students understand the underlying concepts, the teacher introduces the inquiry task – “Which is the best fuel?” In this discussion, students should work towards identifying the characteristics of a “good” fuel, and how this can vary depending on function.

Activity B: Planning an investigation

Concept focus	Planning an investigation to compare fuels Heat of combustion, enthalpy
Inquiry skills focus	Planning investigations Working collaboratively
Scientific reasoning	Identification of variables
Assessment methods	Classroom dialogue Teacher observation Student devised materials

In this activity, the students develop an experiment to investigate which is the best fuel, building upon the ideas suggested previously. At the end of the lesson, students are expected to be able to prepare a workable plan for carrying out the experiment. They should discuss their experimental plan with colleagues in a group and modify their plan as appropriate. They will also plan how to determine the calorific value of fuels and identify appropriate calculations.

Activity C: Carrying out an investigation

Concept focus	Understanding enthalpy Identifying the “best” fuels
Inquiry skills focus	Planning investigations Working collaboratively
Scientific reasoning	Collecting scientific data
Scientific literacy	Making informed choices of fuel for particular functions
Assessment methods	Classroom dialogue Teacher observation Peer-assessment Worksheets Student devised materials

This activity may be implemented using a bounded or guided approach. Students are expected to carry out the experiment in a group, where each member can use a different fuel. Students should record the data obtained in a suitable format, calculate both calorific value and heat of combustion and compare their results with the data from others in the group. Students can discuss the procedures used in the experiment, the steps taken to determine accuracy and the limitations of the set-up to give accurate results.

Activity D: Conclusions

Concept focus	Understanding enthalpy Making informed choices of fuel for particular functions
Inquiry skills focus	Forming coherent arguments
Scientific reasoning	Making comparisons
Scientific literacy	Analysis and interpretation of scientific data
Assessment methods	Classroom dialogue Worksheets Student devised materials Presentations Other assessment items

At the end of the lesson, students are expected to be able to provide a report of their experiment, giving details of accuracy, calculations performed and how data is presented. They should interpret their results to determine the best fuel and explain their choice. This can be in the form of a written report, an oral presentation during a class discussion or a multimedia presentation.

The Which is the best fuel? SAILS inquiry and assessment unit was trialled in four countries, producing four case studies of its implementation – CS1 Turkey, CS2 Poland, CS3 Greece and CS4 Denmark. The unit was implemented at both lower and upper second level. In CS1 Turkey, the unit was carried out with 22 pre-service science teachers in their first year of training (around 17-18 years) and in CS2 Poland the unit was trialled with students aged 17-18 years. In CS3 Greece and CS4 Denmark the unit was implemented with lower second level students, aged 14-16 years. In all cases, the students were of mixed ability and gender.

The teachers in the case studies all had prior experience in teaching though inquiry, but most students had no prior experience with inquiry, except in CS1 Turkey, where students had experience with inquiry from previous laboratory sessions. The unit was implemented in one to three lessons, over a total duration of 90-135 min. Most case studies implemented it in full, although CS2 Poland implemented the introductory activity as a homework task prior to the laboratory session.

The assessment methods used included classroom dialogue in all case studies, but other methods varied depending on implementation. CS2 Poland, CS3 Greece and CS4 Denmark used self-assessment strategies, while CS1 Turkey and CS3 Greece also used peer-assessment. In all case studies, except CS4 Denmark, the teacher evaluated student artefacts as part of the assessment.

The inquiry approach used in all the case studies was that of guided or bounded inquiry, i.e. the initial investigation topic was proposed by the teacher but students had freedom in how they could investigate the topic. In CS1 Turkey and CS3 Greece, teachers used a guided approach, while in CS2 Poland and CS4 Denmark students were given more possibility of freedom in the work and a bounded inquiry approach was used, with minimal guidance by the teacher. The unit was implemented in full in all case studies, although the manner in which it was implemented varied depending on students’ level and local curricula. Implementation of the unit took place over 1-3 lessons (total duration 90-135 minutes). Students worked in mixed ability groups.

Within the four case studies, the inquiry skills of planning investigations and developing hypotheses were assessed, as well as scientific reasoning (collection of scientific data) and scientific literacy (analysis and interpretation of scientific results), as suggested in the original unit. Formative assessment was used, in particular for assessment of developing hypotheses and planning investigations. Assessment methods used include classroom dialogue, evaluation of worksheets or student-devised materials, self-assessment and peer-assessment.

Below you can find the full inquiry and assessment unit for download (excluding the case studies), as well as an archive containing all the case studies.

Unit booklet Case studies

CS1 Turkey

Concept focus	Heat of combustion of fuels The meaning of “best” can change depending on context
Activities implemented	Introduction Planning an investigation Carrying out an investigation Conclusions
Inquiry skills assessed	Planning investigations Developing hypotheses Working collaboratively
Scientific reasoning	Collection of scientific data
Scientific literacy	Analysis and interpretation of scientific data
Assessment methods	Classroom dialogue Teacher observation Peer-assessment Worksheets
Level	Upper
Age	17-18
Prior experience with inquiry	Some experience

In this implementation with pre-service teachers, ages 17-18 years, a six-phase “research cycle” was used to guide the inquiry process – ask questions, develop hypothesis, plan investigations, carry out experiment, interpret results and discuss/reflect on outcomes. Developing hypotheses and planning investigations were assessed during the lesson, through classroom dialogue. Scientific reasoning and literacy (collection and evaluation of results, interpretation of data) and working collaboratively were assessed at the end of this activity by evaluating students’ worksheets.

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CS2 Poland

Concept focus	Fuel, heat capacity, enthalpy of combustion
Activities implemented	Planning an investigation Carrying out an investigation Conclusions
Inquiry skills assessed	Planning investigations Developing hypotheses
Scientific reasoning	Defining variables Collecting scientific data
Assessment methods	Classroom dialogue Worksheets Student devised materials
Level	Upper
Age	17-18
Prior experience with inquiry	No experience

This voluntary extracurricular class was held in the laboratory of the Faculty of Chemistry of the Jagiellonian University. The teacher provided a preparatory worksheet, which the students completed in advance of the lesson, but no worksheet was used for the implementation. The skills selected for assessment were developing hypotheses and two aspects of scientific reasoning – defining variables and collection of experimental data. The teacher used a three-level rubric to identify performance levels when evaluating student materials after the lesson.

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CS3 Greece

Concept focus	Fuels – examples and criteria for identifying the “best” fuels The meaning of “best” can change depending on context
Activities implemented	Introduction Planning an investigation Carrying out an investigation Conclusions
Inquiry skills assessed	Planning investigations Developing hypotheses Forming coherent arguments Working collaboratively
Scientific reasoning	Making comparisons
Scientific literacy	Understanding that the meaning of “best” can change depending on context Making informed choices
Assessment methods	Classroom dialogue Teacher observation Peer-assessment Self-assessment Worksheets Presentations
Level	Lower
Age	14-15
Prior experience with inquiry	No experience

In this guided inquiry the teacher adapted the tasks to fit with the state curriculum, with a focus on appreciating the use of different types of fuel for different purposes. All SAILS inquiry skills and competencies were assessed, with several assessment opportunities identified by the teacher. The teacher observed the students during the activities and gave feedback. The suggested rubrics were used to evaluate worksheets and the teacher developed a rubric for self-assessment of the working collaboratively skill

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CS4 Denmark

Concept focus	Development of inquiry skills
Activities implemented	Introduction Planning an investigation Carrying out an investigation Conclusions
Inquiry skills assessed	Planning investigations Forming coherent arguments Working collaboratively
Assessment methods	Classroom dialogue Teacher observation Self-assessment
Level	Lower
Age	15-16
Prior experience with inquiry	No experience

This case study details a bounded inquiry, in which the students had great freedom in planning their investigations. The teacher chaired group discussions and observed the class, but provided minimal guidance. The students were free to make errors and troubleshoot their investigations. Skills assessed were planning investigations, forming coherent arguments and working collaboratively. Assessment methods included self-assessment, teacher observation and classroom dialogue during a whole-class debate at the end of the lesson.

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