Research Ni Sir Owen.pdf

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Chapter 1 THE PROBLEM AND ITS BACKGROUND

Introduction

Technology has progressed in leaps and bounds over the years developing new and improved methods in manufacturing, telecommunication and transportation. This development increased the demand for sources of energy. Based on the results of the 2011 Household Energy Consumption Survey (HECS), electricity remains as the most common source of energy used by households in the Philippines. From March to August 2011, about 87 percent of 21.0 million households used electricity. The other sources used by a substantial proportion of households include fuelwood, charcoal, LPG and kerosene with at least one-third of the total households using any of these types of fuel in 2011. With regard to the types of fuel for the vehicles used by households, gasoline is the most popular. Almost nine in ten households with vehicles (88%) used gasoline in 2011 while eight in ten households (82%) in 2004. Diesel was utilized by nearly two in ten households (16% in 2011 and 21% in 2004).

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Up to 65% of the heat energy produced in internal combustion engines, whether gasoline or diesel, is wasted. The heat was provided by the powertrain or engine through convention, where it is carried to the cooling circuit or lost out of the tailpipe in exhaust gases. About two-thirds of the energy from combustion in a vehicle is lost as waste heat, of which 40% is in the form of hot exhaust gas. New developments on turbocharger technology, thermoelectric generators (TEG), Organic Rankine Cycle (ORC), and six-stroke cycle IC engine are included in the most recent developments and technologies on waste heat recovery of exhaust gas from internal combustion engines (ICE). Presently, one of the promising new devices for vehicles waste heat recover is the thermoelectric generators (TEG). Direct energy conversion from thermal energy (heat) due to a temperature gradient is provided by a solid state device called thermoelectric power generator. A thermoelectric generator converts the temperature gradient into useful voltage that can used for providing power for auxiliary systems such as air conditioner and minor car electronics. The major challenges in meeting the efficient use of mobile or cell phones are its batteries. While traveling or while one is in remote places, one may face the problem of low batteries due to other add on difficulties like the unavailability of electrical supply source.

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To further utilize the engines fuel exhaust, the researcher investigated the potential of the fuel exhaust-powered generator as a source of electricity for charging power banks. Furthermore, this study was utilized as a basis in developing a context-based unit plan in Grade 7 Science underscoring spiraling approach, the use of real-life connections and contextualized teaching and learning to promote and enhance the science literacy among the Filipino youths. Why is science literacy important? First, an understanding of science offers personal fulfilment and excitement to students, an experience that should be shared to everyone in order to foster relevance in what students are doing in school. Second, the K to 12 curriculums provides new standards that basic education graduates must attain at different grade levels and key stages in terms of content knowledge and performance standards. It is a comprehensive program in the sense that the support systems to ensure its implementation

– the family and

other stakeholders,

instructional,

administrative and society as a whole are given the needed attention. Traditionally, science education has emphasized the acquisition and manipulation of content. Students have memorized facts, figures, names, dates, places and events, studied subjects in isolation from one another and

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drilled in rote fashion to acquire basic writing and computing skills. Many science educators assumed that if students concentrated exclusively on mastering content, they would surely retain substantive information about the subjects being studied. As a whole, the use of evidence in constructing explanations is emphasized since the K to 12 science curriculum is learner-centered and inquiry-based. Concepts and skills in Biology, Chemistry, Physics, and Earth Science are presented with increasing levels of complexity from one grade level to another in spiral progression, thus paving a way to a deeper understanding of fundamental concepts. A meaningful understanding of concepts and its application to real-life situations is achieved by the integration across science topics and other disciplines. The complex environment of the 21st century is a challenge to science teachers who desire to offer relevant science education to their students. The current digital environment had produced a generation radically different from twenty years ago. Changes in demographic characteristics of students and the growing body of knowledge about how people learn have caused educators to re-examine methodologies of effective teaching. Thus, teachers continuously search for a strategy that will help promote a kind of education that ensures lifelong learning for individuals in a wide variety of

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contexts both in academic and non-academic setting, community, the workplace and the home. This prevailing scenario matches the goal of context-based approach which is to provide students with real-world educational experiences that promotes life-long learning. The context-based approach is an approach adopted in science teaching where context and application of science are used as the starting point for the development of scientific ideas.

Conceptual Framework The turbine is used to convert kinetic energy from exhaust gas into electrical energy by using dynamo in an exhaust gas kinetic energy recovery technology.

From pressurized gas, kinetic energy is harnessed by a

mechanical device called dynamo and is converted into rotary motion. With the use of a commutator, the dynamo, an electrical generator produces direct current. The electricity generated by the dynamo can be utilized to provide power to charge an electronic device instead of using the conventional source of electricity. This study capitalized waste energy in the community like fuel exhaust coming from vehicles to run the generator and supply the needed power.

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The entire process that this research study went through clearly showed that the science theories and ideas are very useful if they will be applied to real life situation and problems. This means that an idea is useless unless it is concretized and applied. The Department of Education K to 12 science curriculum provides learners with a repertoire of competencies important in the world of work and in knowledge-based society. It visualizes the development of scientifically, technologically, and environmentally literate and productive participants of society who are essential hassle solvers, modern and innovative residents, informed choice makers, accountable stewards of nature and effective communicators. Developing and demonstrating scientific attitudes and values, understanding and applying scientific knowledge in local setting as well as global context whenever possible, and performing scientific processes and skills, are the three domains used as the basis of the K-12 curriculum’s design. The acquisition of these domains is facilitated using the following approaches: multi/interdisciplinary approach, science-technology-society approach, and contextual learning teaching and learning. The trend in science education is towards the context-based approaches. It is reiterated that teaching science concepts in relation to realworld context is expected to make more meaningful, relevant and motivating

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learning experiences for the students. Most importantly, to improve students’ understanding, it is anticipated to have context-based approaches. Contexts are thought to trigger students’ preconceptions, which is the starting point for meaningful learning. There are four models in designing context-based learning experiences namely; context as the direct application of concepts; context as reciprocity between concepts and applications; context as provided by personal mental activity; and context as the social circumstances. This research will focus on the second aspect, context as reciprocity between concepts and applications. Gilbert, Bulte and Pilot (2011) describe this model as providing a situation predetermined by the teacher as a springboard through which key concepts can be taught. The assumption is that there is a cyclical relationship between concepts and contexts throughout the teaching and learning process. Figure 1 shows the graphical representation of the context as reciprocity between concepts and applications. Cigdemoglu et.al. (2015) stated that context-based approach has a potential to be integrated with a variety of instructional models to reach specific purposes for implementations in which contexts are critical

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components in the teaching and learning environment. Figure 1 shows the underlying concepts behind the CBA 5E model.

Figure 1. Context-based Approach with 5E model Cigdemoglu et.al. (2015)

This study focuses on designing a fuel exhaust-powered generator as a source of electricity for charging power banks which will be used as a basis in developing context-based unit plan for Grade 7 Science. In Figure 2, the paradigm of the study shows the input, process and output. The input includes the acquisition of materials needed to create the prototype. The process includes the methods and processes in the constructing and testing of the prototype. The output shows the viability of the constructed prototype of the diesel exhaust powered generator cellular phone charger. The stages

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encompass context-based approach as a reciprocity between concepts and applications with the 5E model.

Research Paradigm

INPUT

Acquisition of materials needed to create the prototype

PROCESS

OUTPUT

1. Construction of the prototype

Prototype fuel exhaust-powered generator charger

2. Testing of the prototype

Context-based Unit Plan

Figure 2. Paradigm of the Study

Statement of the Problem This study is entitled “FUEL EXHAUST-POWERED GENERATOR AS A SOURCE OF ELECTRICITY FOR CHARGING POWER BANKS: BASIS FOR DEVELOPING A CONTEXT-BASED UNIT PLAN IN GRADE 7 – SCIENCE” The study generally works toward the viability of developing and testing a prototype of fuel exhaust-powered generator. The objective of the

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study was to provide an alternative source of electricity through the fuel exhaust. Specifically, this study aimed to: 1. develop a prototype of Fuel Exhaust Powered Generator as a source of electricity for charging power banks and cellular phones. 2. test the viability of the amount of voltage stored using the prototype fuel exhaust-powered generator in charging power banks and cellular phones. 3. determine the amount of stored voltage using the prototype fuel exhaust- powered generator using diesel and gasoline powered engines 4. develop a context-based unit plan using the CBA with 5E model

Hypothesis H0: There is no significant difference in the amount of voltage generated using the prototype fuel exhaust powered generator in diesel and gasoline powered engines.

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Scope and Delimitation of the Study This study is directed in identifying the viability of developing a prototype that can use fuel exhaust of vehicles to produce electricity that can be used to charge cellular phones and give an extended battery life in emergency situation. This study focused on one PUJ and car sedan and the duration of the collection of electricity was from the driver’s starting point on his route up to his final destination. The limits of the study were focused only in utilizing the fuel exhaust of vehicles and using it as an alternative energy source. This study did not focus on the turning of the fuel exhaust to other forms or minimizing the harmful effects of fuel exhaust. The assembly of the prototype fuel exhaust-powered generator was conducted at the Metal Working Technology Workshop of San Pedro Relocation Center National High School. Testing and measurement of the amount of voltage generated by the fuel exhaust-powered generator were conducted by Senior High School STEM students of the same institution under the supervision of their Engineering and Instrumental Teacher.

Significance of the Study The approval of this study will have a significant effect on community especially on the environment. A person’s need for an alternative and free

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source of electricity to charge one’s electronic device is not just a luxury but is now a necessity. Some of the modern people living today have their life revolving on electronic devices brought upon the advancement in technology. That is the main reason why there are more and more people who buy power banks. For some people, it is such a burden for them to lose battery power especially on emergency meetings and more. This study has also given an alternative use for the fuel exhaust which is bad for human health when inhaled. This study aims to help everyone to have an alternative source of electricity and similar studies in the near future may come up of a better study that would not only provide a source of electricity but will also help in reducing diesel exhaust of vehicles for a cleaner air to breathe. This study is expected to benefit the following: Engineers and Industrial Designers. This study would provide additional technology on maximizing fuel efficiency for internal combustion engine by means of harnessing gas exhaust from the tailpipe of vehicles. Environmental advocates. This study will give an opportunity to explore innovative ways to harness and utilize waste materials from vehicles.

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Curriculum Planners. The results of the study may provide them baseline data which can be of help in developing some instructional strategies/curriculum materials in science education. Science Teachers. This study would help science teachers to promote inquiry-based learning using context-based approach with 5E model. The result will also provide help to educators on how to increase student interest to learn and enhance their achievement level of learning. This could also be used by teachers as reliable background that will motivate them to improve their competence particularly in becoming innovative and creative in the use of teaching approach. School Administrators. The findings of the study could provide feedback information for school administrators to support the use of contextbased approach with 5E model not only in teaching Science but in other subjects as well. Similarly, the study serves as an indispensable guide to the school administrators whose concern is the development and future of students in their efforts to plan a curriculum that will help students become productive in the years ahead. It could also help administrators plan, organize and implement a training program for teachers to enhance and upgrade their knowledge and skills in teaching.

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Science Students. This study would help enhance their science process skills and improve their scientific literacy to face the challenges and complexity of living in the 21st century society. This study will also benefit the students in promoting higher order thinking and problem solving. It encourages students to learn from each other through collaboration. Finally, the results of the study could inspire students to study better being provided with activities that promotes lifelong learning. Students exposed to Contextual Science Teaching may ensure higher achievement, greater retention of learning and perform better in science. Future Researchers. This study can give the future researchers an idea on developing other methods of maximizing fuel efficiency of diesel engines and how to develop context-based unit plan.

Definition of Terms The following terms are defined for a better understanding of the study. Context-based Unit Plan. It is an interrelated lessons using real life scenario and application that collectively support and guide students in reaching specific learning objectives. The plan unit can range from a few to several lessons and can span days or weeks.

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Electrical energy. The energy generated from the prototype diesel exhaust powered generator that will be used to charge a cellular phone. Fuel Exhaust. The gas fume generated by internal combustion engines. Fuel Exhaust-Powered Generator. It is a machine used to convert mechanical energy from fuel exhaust to electrical energy. Internal Combustion Engine. Motive power is generated by this engine by burning of gasoline, diesel, or other fuel with air inside the engine, the hot gases produced being used to drive a piston or do other work as they expand. Prototype. A preliminary model of something, especially a machine, from which other forms are developed or copied. Tailpipe. It is the part of the vehicle’s exhaust system. Viability. The ability of a thing (a living organism, an artificial system, an idea, etc.) to maintain itself or recover its potentialities.

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Chapter 2

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter presents the literature and studies reviewed that have relevance to this study. Automakers are improving fuel economy by exploiting a new controls approach that uses the waste heat from vehicle engines. Whether gasoline or diesel, up to 65% of the warmth energy made in internal combustion engines is misused currently. Typically, the powertrain or engine dissipates the heat by convection, where it is carried to the cooling circuit or lost out of the tailpipe in exhaust gases (Sniderman, 2012). The electric generator was invented by Michael Faraday. It converts mechanical energy to electrical energy. A number of wire loop in a strong magnetic field is consists by an electric generator. The wire is wound around an iron form to increase the strength of the field. The iron and wire are called armature, similar to that of an electric motor. The armature is mounted so that it can rotate freely in the field. As it turns, the wire loops cut through the magnetic field lines, inducing an electromotive force (EMF). The EMF, commonly called voltage, developed by a generator depends on the magnetic

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induction, the length of the rotating wire in the field and the speed of the loops perpendicular to the magnetic field. When the generator is connected in a closed circuit, current flows proportional to the induced EMF. The current is greatest when the component of the loop’s velocity perpendicular to the field is largest. Since increased speed causes the magnetic flux to change more rapidly the faster the coil is turned, the larger the maximum value of the induced voltage. Generator and motors are almost identical in construction but converts energy in opposite directions. A generator converts mechanical energy to electrical energy while a motor coverts electrical energy to mechanical energy. Mechanical energy turns an armature in a magnetic field in a generator. The induced voltage causes current to flow. In a motor, a voltage causes current to flow in the coil and the armature turns, producing mechanical energy from electrical energy. changing magnetic flux induces voltage

Figure 3 below shows how

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Figure 3. Principle of generating electricity using electric motor According to the study of Suryawanshi et. al. (2017), in internal combustion engines the thermal efficiency is around 30 %, roughly 30% of the fuel energy is wasted in exhaust gases, and 30% in cooling water and 10% are unaccountable losses. If the 30% energy of exhaust gases is trapped and converted into usable energy, the overall efficiency of an engine can be improved. Commonly, the thermoelectric modules are used to convert thermal energy to electrical energy from a temperature gradient and it works on principle of Seebeck effect. This happens when there is a voltage difference between the two substances produced by a temperature difference between two dissimilar electrical conductors or semiconductors. A thermoelectric generator or TEG is a solid state device that converts heat (temperature differences) directly into electrical energy.

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Kumar (2015) identified that power generation using vehicle exhaust gas system can be used in most of the two wheelers and four wheelers. It is applicable for all stationary and moving vehicles. The power generating process can reduce the need of conventional power source. This will generate power without additional fuel input. According to a study made by Stephen Edelstein on December 3, 2014 entitled “Not just charging: Exhaust gases can generate electricity too”, it is possible to generate electricity through exhaust gasses. Stephen Edelstein showed a Jaguar XJR-15 equipped with YGK EER-Hybrid system that converts its exhaust into electricity. Wasted energy is also represented by the exhaust gases shooting out the tailpipes of internal-combustion cars are not just a form of pollution. One way to use some of that energy has been turbocharging: An exhaust-driven turbine runs a compressor that packs more air into the combustion chambers, allowing more gasoline to be injected, thus producing more power. A hybrid powertrain that uses an exhaust-driven turbine to generate electricity was unveiled by the Japanese firm YGK recently. According to Technologic Vehicles, YGK first received a patent for the system in 2012. As in a turbocharger, exhaust gases spin the turbine. However, it is used to turn a generator and produce electricity instead of being used as a compressor to

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force air into the cylinders. This electricity is stored in a super capacitor until it is needed. The "EER-Hybrid" (Exhaust Energy Recovery) system reportedly provides a 10-percent boost in efficiency. Since the car YGK chose to demonstrate this technology is not a Prius or other typical hybrid, but rather, a Jaguar XJR-15, every bit of improvement will likely go a long way. From the study conducted by Nelson (2010), car exhaust can be harvested to power the vehicle's electrical system while reducing fuel consumption. A Purdue University team, in collaboration with General Motors, is setting out to develop a new type of thermoelectric generator that can convert heat from a car's exhaust into electricity. The first prototype of the energy-saving technology could reduce fuel consumption by 5 to 10 percent. The idea is to place a device built from thermoelectric materials (materials that can generate an electrical current from temperature differences) in the exhaust system behind the catalytic converter, where heat from gases can reach temperatures nearing 1,000 degrees Celsius. That heat could then be converted into electricity by the thermoelectric materials. "The material is hot on the side facing the exhaust gases and cool on the other side, and this difference must be maintained to continually generate a current," said Xianfan Xu, a Purdue professor working on the project.

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The electricity generated from the exhaust could then help power a car's electrical systems, reducing strain on the engine and ultimately improving fuel economy. Helping the auto to puff-puff along more efficiently is only the start of what this new technology could achieve. Thermoelectric technologies can also be used for other applications such as harnessing waste heat to generate electricity in homes and power plants. The study conducted by Kumar (2015) presented the large potentials of energy savings through the use of waste heat recovery technologies. According to the study, waste heat recovery entails capturing and reusing the waste heat from internal combustion engine and using it for heating or generating mechanical or electrical work. It would also help to recognize the improvement in performance and emissions of the engine technology which is adopted by the automotive manufacturers. Jadhao and Thombare (2013) revealed in their study that waste heat recovery from exhaust gas and conversion into mechanical power is possible with the help of Rankine, Stirling and Brayton thermodynamic cycles, and vapor absorption. For waste heat recovery, thermoelectric generator uses low heat which has low efficiency. It is helpful for the environment to have the same amount of increases in thermal efficiency and reduction in emission.

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The concept of using waste energy or energy conservation in general term has been the prevailing trend not only in the industrial sector but also in the academic community. The research and development arm of universities and colleges had given premium on studies that focuses on alternative sources of energy. Investigatory projects in secondary schools are also venturing into renewable and alternative sources of energy. These actions are contributory factors in order to increase the students’ awareness on research and development and to strengthen their grasp on scientific content and ideas through real life application. In the study conducted by Rubini and Permanari (2014), the contextual model of learning on using collaborative strategies enhances students’ scientific literacy. The model shows that the students’ scientific literacy increased after the implementation with the emphasis on student self-learning activities. All of scientific literacy indicators increased such as content, context application, process skill and attitude toward science. Suryawanshi et.al (2017) states that only 30% of the total fuel intake in most internal combustion engine is converted to useful energy, 30% are wasted in exhaust gases, 30% is used in cooling water and 10% are unaccountable losses. They claimed on the potential of catching the 30% of exhaust gases and convert them into useful energy.

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According to S. Pratheebha (2014), the exhaust heat recovery system with two promising technologies found to be effective for this purpose, thermoelectric generators (TEGs) and heat pipes. Both TEGs and heat pipes are solid state, passive, silent, scalable and durable. The thermal resistance and pressure losses in the system as well as temperature regulation of the TEGs and increased design flexibility can be potentially reduce with the use of heat pipes. TEGs do have limitations such as low temperature limits and relatively low efficiency. Maximum rates of heat transfer and temperature limits are the limitations of heat pipes. These technologies have the potential to create a completely solid state and passive waste heat recovery system when used in conjunction. The thermal losses in the exhaust pipe involve various energies like thermal, kinetic, chemical and latent. In thermal and kinetic losses are the most important energy parts while the two other are negligible. The kinetic energy can be recovered using turbocharger or a turbocompound. Kobala (2009), as cited by Crawford (2013) stated that a teacher who can motivate students to learn, who is enthusiastic and utilizes teaching strategies suited to their intellectual level, who have supportive students, a classroom that is comfortable and with adequate instructional materials are

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factors that can assist students develop their positive attitude towards a particular subject. Gilbert (2006) also identified four models in designing context-based learning experiences namely; context as the direct application of concepts; context as reciprocity between concepts and applications; context as provided by personal mental activity; and context as the social circumstances. This research will focus on the second aspect which is context as reciprocity between concepts and applications. Gilbert, Bulte and Pilot (2011) describe this model as providing a situation predetermined by the teacher as a springboard through which key concepts can be taught. The assumption is that there is a cyclical relationship between concepts and contexts throughout the teaching and learning process. Figure 4 shows the graphical representation of the context as reciprocity between concepts and applications.

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Context

Concepts

Applications

Context

Figure 4. Context as Reciprocity between Concepts and Applications Gilbert, Bulte and Pilot (2011) The brain needs meaningful learning experiences in order to retain information in memory and to prompt learning. Teachers, therefore need to offer their students learning opportunities that are relevant to their daily lives. Conceptual Teaching and Learning approach is a method of teaching that offers such connections. The constructivist learning theory suggests that students learn best when they are allowed to work out explanations for themselves over time through a variety of learning experiences structured by the teacher. Students use their prior knowledge to make sense of these experiences and then make connections between new information and their prior knowledge. To help them make the connections between what they already know and new

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information, science teachers will organize each learning units into five phases. This approach is called the 5E model approach. The first phase is ENGAGE, wherein students are presented with an activity or question that captures their interest, provides an opportunity for them to express what they know about the concept or skill being developed, and helps them to make connections between what they know and the new ideas. Second phase is EXPLORE. Students conduct hands-on activities in which they can explore the concept or skill. They grapple with the problem or phenomenon and describe it in their own words. This phase allows students to acquire a common set of experiences that they can use to help each other make sense of the new concept or skill. The teacher provides the concepts and terms used by the students to develop explanations for the phenomenon they have experienced after the students have explored the concept or skills. This is the EXPLAIN phase where explanation follows experience. The ELABORATE phase provides opportunities for students to apply what they have learned to new situations and so develop a deeper understanding of the concept or greater use of the skills. It is important for students to discuss and compare their ideas with each other during this phase. The last phase is EVALUATE. It provides an opportunity for students to review and reflect on their own learning and new understandings and skills.

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It is also when students provide evidence for changes to their understandings, beliefs and skills. According to the study of Seel (2012), the process of learning should involve distinct phases. One, the learner starts with empirical engagement with the site or interplay of the expertise that is predicated on data and theories already belonging to the learner in addition to understanding shared with friends and the stumble upon with new knowledge in scenario. , the learner then conceptualizes that reality in terms of concepts and theories and is drawn from one or more educational disciplines. The knowledge received from a traditional subject is perceived as beneficial to the crowning glory of a venture or in the delight of the learner’s self-directed interest. 3, the ideas and theories of the subject are applied or used and for this reason have interaction truth and a concrete problem or object, in order that the pupil sees and commands them in motion. The learner takes ownership of the expertise so that it will fulfill an interest. four, the results and conclusions received and generated are disseminated in a diffusion of methods, decided with the aid of appropriateness: displays, reviews, theses, web pages, and so on. The technique encourages better-order questioning alongside the passive acquisition of area-primarily based understanding and involves the learner in the social production of information that interfaces with a concrete truth.

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The benefits of the technique are that the getting to know environment facilitates the internalization of expertise and statistics due to the fact they may be connected to the fact of rookies’ lived enjoy. Newcomers are worried in the manufacturing of the knowledge in a tyro researcher role whereby a arms-on revel in makes mastering right into a doing and no longer only a going on. Furthermore, newbies are motivated to gather the knowledge and see it as valuable because it solves a particular problem or engages a wonderful fact. The inducement to have interaction in studying is hobby in preference

to

punitively

driven.

As

a

pedagogical technique,

thru lively involvement and social collaboration, it implicitly builds upon the know-how that novices already possess andso increases self-assurance and independence. A unit plan is comprised of carefully designed, interrelated lessons that collectively support and guide students in reaching specific learning objectives. Unit planning allows the teacher to strategically plan how lessons should progress throughout a learning quarter or semester. When instructors successfully plan devices, it affords college students with opportunities to discover relationships and attention on the interdependence of concepts being taught. The strength of an effective unit plan lies in its ability to decorate scholar gaining knowledge of and construct competence and information.

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The Ohio State University and Bowling Green State University (Berns and Erickson, 2001) developed a working definition of Contextual Teaching and Learning approach. A conception of teaching and learning that helps teachers relate concern count number content to real world situations; and encourages college students in making connections among knowledge and its submissions to their lives as circle of relative individuals, citizens, and employees and engages in the difficult paintings that getting to know calls for is called contextual teaching. Conceptual Teaching and Learning approach can be related to sound educational principles, theories and practices including knowledgebased

constructivism,

effort-based

learning/incremental

theory

of

intelligence, socialization, situated learning, and distributed learning (Berns and Erickson, 2001). Sociologists and anthropologists have theorized that teachers should be coaches, pedagogy should be used as problem solving, and that curriculum should address themes connected to lives of students. Children raised in a distinctive culture are often moved into a school system that supports values of the majority culture and not on their own was explain by cultural discontinuity theorists. The paradox is that success in school becomes a failure to their community. Failure becomes a success.

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To preserve cultural heritage, they must fail in school (McDermott, 1987 and Spindler, 1987 as in St. Germaine 1995).

Cultural differences theorists

believe that teachers should be knowledgeable of a student’s culture and language and teach curriculum that satisfies a student’s needs (St. Germaine). To the situated cognition theorists, knowledge is not separate from context and the activities performed in the context (Sears and Hersh, 2001). Components, or elements, of Contextual Teaching and Learning approach are described in several ways, but they all encompass the same factors. Berns and Erickson (2001) describe Contextual Teaching and Learning approach as an instruction system based on cognitive research, and that teachers must be able to plan lessons that are developmentally appropriate, include interdependent learning groups, provide for selfregulated learning, consider the diversity of students, address multiple intelligences of students, and include questioning techniques and authentic assessment. In a report of the Northwest Regional Educational Laboratory, Owens and Dunham (2001) describe seven key elements of Contextual Teaching and Learning approach and this include meaningful learning, application of knowledge, higher order thinking, standards-related curricula, cultures focus, active engagement, and authentic assessment.

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Jon Reyhner (2010) reported in the Indian Nations at Risk that Alaska native youth are “bored out of school”. There is a need for more active learning, more interactions between students and their communities. To find meaning in lessons, students should be able to connect new information with their personal experiences. For example, teaching math in context of a rural Alaska village, using fish counts or monitoring caribou herds or have students volunteer to research and find solutions to a community problem, such as water safety. Work done by students should be purposeful. Seeing how their learning experience helps others motivates students to excel. In rural Alaska, this can be achieved by offering culturally relevant curriculum.

A self

regulated learner sets goals, creates a plan, finds information, and reaches final conclusions. This frees the learner to use their own learning styles and talents. When students collaborate they expand their point of view. Working with others also helps build social skills and new avenues of learning. They learn to respect the views of fellow classmates, and teach each other. Teaching enforces the learning experience by strengthening the neural pathways in the brain. A critical thinker attempts to understand something as fully as possible. A creative thinker sees things imaginatively, and in new ways. A Contextual Teaching and Learning approach classroom would encourage

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students to use their creativity openly and without disrespect. A successful Contextual Teaching and Learning approach system has adults that are genuinely interested in each and every student. This promotes a feeling of safety and confidence within the student, allowing for better connections to be made. Drawing from many theorists, Jon Reyhner (2010) suggested solutions to traditional teaching systems that do not promote individual nurturing, including (a) Limit size of schools and promote the school within a school concept; (b) positive teacher-student interactions and more native teachers; and (c) increase parental involvement to reduce cultural discontinuity. Johnson (2010) stated that “in this technological age, students need to learn basic reading, writing, listening, computing, inter-relationships skills, and self-knowledge, plus academic knowledge and career related activities”. Achieving these goals requires a Contextual Teaching and Learning approach teacher to maintain high standards and expect their students to reach them, at levels equivalent or higher to state-wide and national levels. Authentic assessment is mentioned in all the descriptive components and/or elements of Contextual Teaching and Learning approach. Authentic

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assessment connects academic content to real world context. Students apply new knowledge to actual life situations in order to assess what they have learned. Traditional testing often is used to track students out of college preparatory programs. Reyhner (2010) suggests instead that testing should be used to “…locate student weaknesses for the purpose of adjusting instruction”. The recent emergence of high stakes testing has practitioners moving away from authentic assessment by teaching to the test. Contextual Teaching and Learning approach may be able to bridge the gap by supplying desired high performance results using authentic assessment. He added that “Contextual Teaching and Learning approach also appeals to students from diverse backgrounds who often exhibit a wide range of leaning styles”. However, there were barriers identified at all the sites, which includes: (a) Lack of Contextual Teaching and Learning approach supportive resources; (b) little or no Contextual Teaching and Learning approach training in concepts and practices; (c) limited publicity of successful Contextual Teaching and Learning approach efforts; and (d) lack of research regarding effectiveness of Contextual Teaching and Learning approach practices. This proposed research addresses all of these concerns.

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Another US Department of Education funded study was conducted in the same three years as the Washington project. The Ohio State University partnered with Bowling Green State University to advance the knowledge base about Contextual Teaching and Learning approach strategies. Five case studies were produced of teacher education programs around the country, including the University of Louisville, George Washington University, Western Oregon University, University of New Mexico, and Colorado State University. The purpose was to demonstrate the key factors of Contextual Teaching and Learning approach and how they create conditions for change and education reform. Researchers reported that Contextual Teaching and Learning approach is an instructional process. As such, it is increasingly being used by schools within their school reform efforts. Contextual Teaching and Learning approach can serve as the pedagogical component of this reform in all subjects and at all grade levels for all students. It provides a means for teaching to be improved within the varying innovative initiatives designed to produce increased learning by all students. While writing the five case studies, the core team believed that there were teacher education programs that used all of the Contextual Teaching and Learning approach components. They found their assumptions to be false. Each used some, but none used them all.

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People now know that environment influences powerful effects on man’s brain structure and its ability to build dendrites which increases brain’s power, speed, and intelligence quotient. A direct path for information to travel to the brain is through the five senses. Thus, the richer and more stimulating the environment is, the greater the opportunity for growth (Johnson 2010). Intelligence is a function of the experiences and has the ability to be changed. The brain needs to find meaning in things that people learn in order to retain it in long-term memory. Meaningful learning experiences connect with past experiences and allow the student to discover new meaning. Contextual Teaching and Learning approach system works in conjunction with the way the brain functions. If information does not hold meaning for the student it will be lost in 14 -18 hours. For example, studying large amounts of information just an hour before examination may get the student a passing grade, but they will not retain a majority of the new information. From that work, seven additional projects were funded to create models for implementing Contextual Teaching and Learning approach. In one of the projects, the students were learning three subjects at the same time in an integrated manner. A team of teachers, along with an external expert, contributed to the planning and implementation of the project, bringing

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expertise from a variety of content areas to the learning process. Some of the learning occurred outside the school. The project became more motivational and real to the students, allowing them to learn subject matter at a higher level while helping them develop a variety of "process" or "life" skills, including teamwork, communications, problem solving, and assuming responsibility for their own learning. Researchers from Georgia USA found out that by using contextual teaching and learning, the students gained confidence in their knowledge of content and felt a sense of ownership for their learning. They also reported that students began to use these knowledge and skills learned in the course in other settings. Some of the skills the students developed from cooperatively solving problems were having a better grasp of the information gained, improved critical thinking skills, and the ability to work better with others (Cockrell, Caplow, & Donaldson, 2012). In June, 2001, a project (Project APEX) was initiated in five major municipalities of Laguna Province, Philippines to introduce constructivist or contextualized teaching and learning (CT&L). While this technique has been very effective in some areas of the world, such as the US, CT&L strategies had only to a limited degree been introduced in Asia. Before classroom

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introduction of CT&L, training was provided for administrators and teachers so that they could more readily implement this technique among their students. This training, however, was not easy to accomplish; it patently contradicts the traditional, stand-up, lecture-type modus operandi that has been the status-quo teaching method for Filipino teachers. Those familiar with CT&L know that it is a serious departure from traditional, lecture-based teaching. In this respect, the participating Filipino teachers had to be made aware that their students bring with them to class an individualized, personalized storehouse of knowledge. The traditional notion that each student is a “tabula raza” (clean mental slate) is false. In their initial training, the Filipino teachers learned that all students come to class with some residual knowledge and that smart teachers not only recognize this, but also capitalize on it to determine the starting point for instruction. Each student’s “tabula” (slate) already has material (knowledge) written on it. In fact, some of the information is wrong. These misconceptions are particularly important to know about and address. Teachers who fail to recognize this risk intellectually insult students who ultimately languish from boredom or who never confront their internalized misconceptions so they can change these fundamental misunderstandings.

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An investigation was made by Solbes et.al. (2011) about the STS interaction and the teaching of Physics and Chemistry. Based on the findings of the study, the students were involved in various activities, from technical applications and the influence of technological implications of science and technology in the society. The effect was observed in different perspectives such as social, economic, cultural and philosophical. The activities help the students

to

evaluate

and

make

decisions

about

socio-economic

transformations, different aspects of development, environment impact, and contribution of science and technology to the solution of problems.

Synthesis According to Thomas (2014), only about 12%–30% of the energy from the fuel put in a conventional vehicle is used to move it down the road, depending on the drive cycle. The rest of the energy is lost to engine and driveline inefficiencies or used to power accessories. This means that only 19.5 million are converted into the kind of kinetic energy that matters-forward motion of the car out of the 130 million joules of chemical energy in the average gallon of fuels. The rest are literally disappearing into thin air. Therefore, the potential to improve fuel efficiency with advanced technologies

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is enormous and the utilization of wasted energy coming from vehicles powered by fossil fuels. As stated by Mims (2010) through regenerative shocks, regenerative braking, and recovery of waste heat from engine exhaust wasted energy in a car can be recovered. From the study conducted by Nelson (2010) car exhaust can be harvested to power the vehicle's electrical system while reducing fuel consumption. A Purdue University team, in collaboration with General Motors, is setting out to develop a new type of thermoelectric generator that can convert heat from a car's exhaust into electricity. Kumar (2015) identified that power generation using vehicle exhaust gas system can be used in most of the two wheelers and four wheelers. It is applicable for all stationary and moving vehicles. The power generating process can reduce the need of conventional power source. This will generate power without additional fuel input. Another option to maximize the energy from fuels used in vehicles is a "wind-energy-capturing device for moving vehicles". It is a tiny wind turbine attached to the tail pipe of vehicles. The fuel exhaust will drive the turbine and generate electricity capable of charging power banks and cellphones.

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The prototype fuel exhaust-powered generator as a source of electricity for electronic devices is a potential additional solution to maximize the energy provided by fossil fuel. The said prototype, after being subjected to further studies can be commercially tested to prove its effectiveness. It would generate an alternative source of electricity that is free and is beneficial because of today’s demand for the usage of electronic device. The utilization of this device strengthens the study conducted by Nelson in 2015 that focus on using exhaust gas to run a thermoelectric generator. This device, however, converts not the heat coming from fuel exhaust gases but the force exerted by the fuel exhaust gases which drives the generator. In addition to Jadhao and Thombare, the idea that waste heat recovery from exhaust heat and conversion into mechanical power, the research study presented an alternative way of harnessing wasted energy through “wind force energy capturing process”. Anchored on the studies cited above, the present study is related to the Science Curriculum Framework of the K to 12 Basic Education Program of the Philippine Department of Education particularly in Grade 7 Science. In the said curriculum guide, Grade 7 students are expected to develop science process skills that is anchored on real life situations and challenges. This kind

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of concept would make learning more permanent and relevant to the students. The activities conducted in the schools are not detached from the realities of life. Teachers constantly face demanding situations of encouraging students to head beyond the given facts, to mirror on gaining knowledge of, and actively bear in mind how their expertise would possibly apply in context. students are encouraged to continuously discover and try new ways of learning. To facilitate those desires teachers and students need to be provided with appropriate and reachable pedagogical tools and help. They advocated the use of recent strategies in teaching and challenges students to “discover ways to examine” like context-based studying. With these techniques, pupil paintings cooperatively in groups to seek strategy to real international problems and extra importantly, students develop their abilities to become self-directed beginners. The offshoot of this study will be utilized as a basis for developing a context-based unit plan anchored on the context-based approach with 5E model.

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Chapter 3 METHODOLOGY

This chapter presents the significant components of the paper such as: research design; research materials; research procedure; data gathering procedures and the statistical treatment employed in the analysis and interpretation of data. Experimental design was used in this study. The researcher utilized the single group design. The single group design is a design in which a group of subjects are administered a treatment and then measured (or observed). In this study, the treatment used by the researcher is the application of the generator to use fuel exhaust to make electricity. The voltage released by the generator was measured by the multi-tester. Furthermore,

this

study

is

considered

under

research

and

development because it deals with formulating and testing a theory and then developing materials for instruction or for other purposes.

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Research Materials The materials used in the research were: Table 1 List of materials for the fuel exhaust-powered generator Quantity

Dimension/Size

1

3”X3”

1

unit

2

unit

1

8.5”X11”

1

unit

1

8.5” X 11”

1 3m 4 1

3” Gauge 26 10-32 roll

Material PC- DC Fan 5V12V Voltage Regulator Module USB Module (TP 4056 Comptroller) Plastic sheet acrylic 5 mm Lithium Battery 18650 Metal Sheet (Stainless) Metal clamp Solid Copper Wire Rivet nut Electrical tape

Research Procedure The research study had undergone the following step by step construction: A. Preparation of materials and design planning phase. A free-hand sketch of the prototype fuel exhaust powered generator

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was developed. The prototype generator has two major components, namely, the metal body that is connected to the plastic PC - DC fan which served as the generator and the second component is the electronics module which contained the voltage regulator, the USB module comptroller and the lithium battery. The electronics module parts collected, stored, and amplified the electricity produced by the DC fan generator.

Figure 5. Free-hand drawing of the prototype fuel exhaust-powered generator

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The free-hand sketch was transferred to CAD given all the specific dimension of the metal body of the prototype generator.

Figure 6. Design lay-out of the metal body of the fuel exhaust-powered generator After the preparation of the metal body with the DC fan generator, the electronics component of the prototype fuel exhaust generator was assembled. The module contained the voltage amplifier directly attached to the DC fan. It was used to convert 0.9 V into 5 V. The amplifier was connected to the voltage divider which was responsible to divide the 5V output to produce a stabled 3.7 V needed to charge the battery. Another USB port was

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attached to the voltage divider module which served as the charging port of the prototype fuel exhaust generator.

Figure 7. Electronic components diagram of the fuel exhaust-powered generator

Figure 8. Schematic diagram of the electronic parts of fuel exhaustpowered generator

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B. Conducting an Initial Testing and Trail Run An initial testing was conducted to test whether the DC fan motor would be able to produce a voltage which can charge a lithium battery. Several types of DC fan motor were utilized in the testing.

Assembling

Tailpipe initial testing

Testing input voltage

Figure 9. Initial testing and prototyping

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Initial Prototype

Final Prototype

Figure 10. Initial prototype of the fuel exhaust-powered generator C. Connecting the turbine generator to the tailpipe of vehicles. The prototype fuel exhaust generator was attached to the tailpipe of the two vehicles using metal locking bolts.

Figure 11. Prototype assembled on the tailpipe of vehicles

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D. Testing the prototype generator. The viability of the prototype fueled-exhaust powered generator to charge a power bank or cell phone was tested using USB port/cable. This will be used later to charge a gadget. Two types of vehicles were used in this study, a passenger jeep and sedan. Both vehicles took the HBC Terminal – Langgam - San Pedro City, Laguna route and vice versa. The average time to complete this route is 40 - 45 minutes depending on the real time traffic condition. E. Measuring the amount of voltage/electric charge stored The amount of voltage and the amount of electric charge generated by the fuel exhaust power generator were measured using a multi tester according to the route taken by the vehicles. The routes of the vehicles were from HBC (Brgy. San Vicente) Jeepney Terminal – Brgy.Langgam, (School site) from Brgy. Langgam (School site) – HBC (Brgy. San Vicente) Jeepyney terminal and from HBC (Brgy. San Vicente) Jeepney terminal back to HBC (Brgy. San Vicente) Jeepney terminal. The travel time is approximately 40 - 45 minutes depending on the real time traffic condition.

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F. Statistical Analysis To interpret data gathered from this study, the researcher employed the unpaired t-test as the statistical analysis. An unpaired ttest was used to compare two population means coming from different groups. The unpaired t-test assessed whether the means of two groups are statistically different from each other. In this study, the two groups were the amount of voltage generated by the fuel exhaust powered generator and the type of vehicle used. G. Development of context-based unit plan in Grade 7 - Science The process in the conduct of this study commenced by selecting an organizing center, the use of waste energy in the immediate community and how this energy can be utilized. Central to the Science curriculum framework, students should be exposed to real life challenges and applying concepts to solve these challenges. Part of the performance standards in the Grade 7 Science curriculum, students are expected to perform a guided investigation that is related to a community problem. The process and results generated in this study conducted was utilized to developed a context-based unit plan using the CBA with 5E model.

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Chapter 4 PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

This chapter presents in detail the results of the investigation as gathered by the researcher for the purposes of this study. The data for every sub-problem of the study are presented in appropriate tables and have been statistically analyzed and tested in order to answer the specific questions of the study. These findings are presented, analyzed, and interpreted in relation to the sub-problems posted in Chapter I. The overall objective of the study was to determine the potential of harnessing fuel exhaust as an alternative source of electricity in charging power banks and cell phones. Specifically, this study addressed the following: 1. developed a prototype of Fuel Exhaust Powered Generator as a source of electricity for charging power banks and cellular phones. 2. tested the viability of the amount of voltage stored using the prototype fuel exhaust-powered generator in charging power banks and cellular phones.

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3. determined the amount of stored voltage using the prototype fuel exhaust- powered generator using diesel and gasoline powered engines. 4. developed a context-based unit plan using the CBA with 5E model.

A. Development of Prototype The final design of the fuel exhaust generator went through three stages of revisions. The initial prototype was made of scrap plywood and the generator turbine used was the DC motor from an old toy car. This prototype showed the potential of harnessing the exhaust gas from the tailpipe of vehicles. The second modified version of the prototype was made from metal sheet. The intention was to develop an ergonomic design prototype that can easily be attached to the tailpipes of most vehicles. Instead of using DC motor taken from an old toy, the researcher used the DC fan which are commonly used in commuter system unit. The second design made the prototype device smaller and easier to connect to the tailpipes of vehicles. The third which is the final prototype design was made from stainless steel metal sheet. The electronic components were enclosed in a plastic acrylic

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sheet in order to protect the parts from exposure to heat emanating from the fuel exhaust. The four metal lock bolts were also added to strengthen the grip of the device to the tailpipe of the vehicle.

B. Amount of Voltage Stored The amount of voltage stored by the fuel exhaust powered generator was determined using three routes. The device was attached to the two types of vehicles. After completing a route, the amount of voltage stored was measured using a digital multi-tester.

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Table 2 Amount of Voltage Stored in Volts (V) using the Fuel Exhaust-Powered Generator

Diesel Fueled Vehicle Route taken

Gasoline Fueled Vehicle

Travel Time (min)

Voltage Stored (V)

Travel Time (min)

Voltage Stored (V)

HBC termi nal to Lang gam

38.48

3.28

27.38

2.22

Lang gam to HBC termi nal

42.86

3.32

33.43

2.39

HBC termi nal to HBC termi nal

81.75

3.23

60.63

2.46

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Table 2 shows the amount of voltage stored by the fuel-exhaust powered generator when attached to the tailpipe of a diesel and gasoline powered engine. The vehicles took three routes; HBC terminal to Langgam; Langgam to HBC terminal; and a round trip from HBC terminal. A total of eight trials was conducted for each route taken by both diesel and gasoline fueled vehicles. For the HBC terminal to Langgam, the average time of travel using diesel fueled vehicle was 38.48 minutes while for gasoline fueled vehicles, the average time of travel was only 27.38 minutes. The diesel fueled vehicles took more time to travel because of the nature of public mode of transportation or the “stop and go system”. The amount of voltage stored using the diesel powered engine was higher by 1.06 volts compared to the gasoline fueled vehicle. Similar results were also obtained using the two other routes. It clearly showed that the amount of voltage stored in the fuel exhaust-powered generator using the diesel fueled vehicle was greater than the amount of voltage stored using the gasoline powered vehicle. The data on Table 2 also reveals that the time of travel does not affect the amount of voltage stored in the lithium battery. It means that when the lithium battery that was connected to the voltage regulator module cease

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charging when it has already reached it maximum charging capacity. Therefore, the time of travel in this study does not affect the amount of voltage stored in the battery. Table 3 presents the descriptive statistics of the amount of voltage stored by diesel and gasoline fueled vehicles.

Table 3 Descriptive statistics of amount of voltage stored by Fuel-Exhaust Powered Generator

Diesel-fueled

Gasoline-fueled

vehicle

vehicle

Mean

3.27

2.98

SD

0.10

0.55

SEM

0.02

0.11

N

24

24

It can be gleaned from the table that the mean voltage of the two groups are close to one another. The mean voltage of the diesel fueled vehicle is 3.27 while the mean voltage of the gasoline fueled vehicle is 2.98.

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It is supported by a very low standard deviation that the values of the voltage measured from the two vehicles are close in the normal curved distribution which means that the values are precise. The mean voltage stored in the lithium battery of the fuel exhaustpowered generator using diesel engine was 0.29 volts higher compared to the amount of voltage stored using gasoline engine. Therefore, connecting the device to the tailpipe of diesel fueled vehicles would produce greater amount of voltage.

Table 4 Unpaired t-test of amount of voltage generated by Fuel-Exhaust Powered Generator

Group

df

Critical

46

- 2.00 >t<2.00

t value

p value

Diesel fueled Gasoline fueled

11.42

p<0.0001

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Unpaired t-test was used to determine if there is a significant difference between the amount of voltage generated by the diesel fueled vehicle and the gasoline fueled vehicle. Table 4 shows that the computed t value of 11.42 is in the region of rejection; therefore, the null hypothesis was rejected. There is a significant difference between the amount of voltage generated by diesel fueled vehicle and gasoline fueled vehicle. Several factors can be attributed to this result. The diesel fuel is heavier than gasoline fuel. During combustion diesel fuel produces more particulates that are exhausted into the muffler and will pass through the tailpipe of vehicle which will cause more and stable rotation of the DC fan generator. This will result to a higher voltage. Diesel engine compacts more air than gasoline engine due to the absence of spark plug besides the fact that diesel fuel has higher compression ratio compared to gasoline fuel. The higher the compression ratio the greater is the amount of pressure exhaust as a result of combustion. The compression ratio used for diesel engines lie in the range of 12 to 24 which is much higher than that of spark-ignited engines. The compression ratio employed also related to whether the engine is turbocharged, supercharged or naturally aspirated. The air around atmospheric pressure was induced in the cylinder and was then compressed in compression stroke to reach a pressure of 4 MPa and temperature of nearly 800 Kelvin. As a

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result, fuel exhaust gas diesel engines yielded higher pressure that can be used to drive the generator. To maximize this energy from fuels used in vehicles, a "wind-energy-capturing device for moving vehicles", consisting of a tiny wind turbine was attached to the tail pipe of vehicles. The fuel exhaust was used to drive the turbine and generate electricity capable of charging power banks and cellphones.

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CHAPTER 5 SUMMARY OF FINDINGS, CONCLUSION AND RECOMMENDATION

This chapter presents the summary of the findings, conclusions and recommendations based on the data analyzed in the previous chapter. Summary This study is entitled “FUEL EXHAUST-POWERED GENERATOR AS A SOURCE OF ELECTRICITY FOR CHARGING POWER BANKS: BASIS FOR DEVELOPING A CONTEXT-BASED UNIT PLAN IN GRADE 7 – SCIENCE” The study generally works toward the viability of developing and testing a prototype of fuel exhaust-powered generator. The objective of the study is to provide an alternative source of electricity through the fuel exhaust. Specifically, this study aimed to: 1. develop a prototype of Fuel Exhaust Powered Generator as a source of electricity for charging power banks and cellular phones. 2. test the viability of the amount of voltage stored using the prototype fuel exhaust-powered generator in charging power banks and cellular phones.

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3. determine the amount of voltage stored using the prototype fuel exhaust- powered generator using diesel and gasoline powered engines 4. develop a context-based unit plan using the CBA with 5E model.

Hypothesis H0: There is no significant difference in the amount of voltage generated using the prototype fuel exhaust powered generator in diesel and gasoline powered engines.

Methodology The study aimed to developed an alternative device that can be used to harness the fuel exhaust gas coming out from the tailpipe of vehicles. A prototype fueled exhaust powered generator was developed. The prototype device was consisted of two components namely, the metal body with the generator turbine made from DC fan and the electronic component which consists of the voltage amplifier module, the voltage divider module and a 3.7 V lithium battery. The final prototype device was installed in the tailpipe of a diesel fueled vehicle and a gasoline fueled vehicle. The amount of voltage generated by

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the fuel exhaust power generator was measured using a multi-tester according to the route taken by the vehicles. The routes taken by the vehicles were from HBC (Brgy. San Vicente) Jeepney Terminal – Brgy.Langgam, (School site) from Brgy. Langgam (School site) – HBC (Brgy. San Vicente) Jeepyney terminal and from HBC (Brgy. San Vicente) Jeepney terminal back to HBC (Brgy. San Vicente) Jeepney terminal. The travel time was approximately 40 – 45 minutes depending on the real time traffic condition. Using the process undertaken in this study, a sample context based unit plan in Grade 7 Science was developed. The process followed the performance standard stated in the Science Curriculum where students are expected to conduct a guided investigation using a community based problem and or issue.

Summary of Findings 1. Design and Development of Prototype The final design of the fuel exhaust generator went through three stages of revisions. The initial prototype was made of scrap plywood and the generator turbine used was the DC motor. The second modified version of the prototype was made from metal sheet. The intention was to develop an ergonomic design prototype that can easily

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be attached to the tailpipes of most vehicles. The second design made the prototype device smaller and easier to connect to the tailpipes of vehicles. The third and final prototype design was made from stainless steel metal sheet. The electronic components were enclosed in a plastic acrylic sheet in order to protect the parts from exposure to heat emanating from the fuel exhaust. The four metal lock bolts were also added to strengthen the grip of the device to the tailpipe of vehicle. 2. Amount of Voltage Stored The mean voltage of the two groups were close to one another. The mean voltage of the diesel fueled vehicle is 3.27 while the mean voltage of the gasoline fueled vehicle is 2.98. It is supported by a very low standard deviation that the values of the voltage measured from the two vehicles are close in the normal curved distribution which means that the values are precise. 3. Test of significant difference Using unpaired t-test, there is a significant difference between the amount of voltage generated by diesel fueled vehicle and gasoline fueled vehicle. Several factors can be attributed to this result. The diesel fuel is heavier than gasoline fuel. During combustion diesel fuel produces more particulates that are exhausted into the muffler and will

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pass through the tailpipe of vehicle which will cause more and stable rotation of the DC fan generator. This will result to a higher voltage.

Conclusion Based on the findings of the study the following conclusions were drawn: 1. Fuel exhaust from vehicles is a potential alternative source of electricity for charging power banks and cell phones. 2. The amount of voltage produce depends on the type of fuel exhaust used by the fuel exhaust-powered generator. 3. The fuel exhaust from diesel fueled vehicle generates higher voltage compared to gasoline exhaust. 4. The amount of time required to charge the device depends on the maximum charging capacity of the lithium battery and the amount of current it produces. 5. The process of the design and development of the fuel exhaust can be utilized in the development of a context-based unit plan in Grade 7 Science, specifically on the topic about conversion and conservation of energy.

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Recommendation Based on the foregoing findings and conclusions of the study, the following are strongly recommended to the future researchers: 1. Enhance the components of the device; the DC fan was made of plastic and after long exposure to heat coming from the tailpipe it needs to be replaced and use a compact lithium battery with 3000 mAh charging capacity. 2. Further improve the design to make it even more ergonomic and easy to install and detach from the tailpipe. Likewise, further study should be conducted on how to eliminate the entrapment of exhaust in the prototype so that the prototype will not be damaged during long hour operations. 3. Extend the study on the filtration of the harmful chemicals found in the fuel exhaust from vehicles. 4. Conduct the same study focusing on the time required to generate enough electricity to fully charge a power bank or a cellular phone and to measure the generated electricity in terms of milli-ampere hour (mAh). 5. Develop and apply context-based lessons in Science highlighting the spiral progression approach and the 5E model.

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REFERENCES Aikenhead, G. (2006). “Science Education for everyday life: Evidence based practice.” New York: Teachers College Press. date retrieved Oct 8, 2017 Aleixandre and Santamaria, (2010). “Adaptation Of Innovative Methods In Science Education.” Bacero, Riches and Vergel, Karl (2009). “Assessment of Jeepney’s Components Systems and Separate Technical Units for the Development of Standards.” University of the Philippines, Diliman, College of Civil Engineering. Belen, Irene B (2005) “Contextual Teaching Approach: An Alternative Approach in Teaching Chemistry.” Unpublished Master’s Thesis. Bicol University, Legaspi City. Central Power Systems and Services. “Diesel Exhaust Fluid (DEF) with DiEsel Generator Systems.” Information Sheet no. 35 date retrieved Oct 8, 2017 Espinosa, N. et al. “Modeling a Thermoelectric Generator Applied to Diesel Automotive Heat Recovery.” Journal of Electronic Materials. Volume 39 Issue 9, Pp. 1446 1455. September 2010 date retrieved Oct 8, 2017 European Comission (2007). “Science Education now: A Renewed Pedagogy for the Future of Europe.” Brussels: Belgium Author. Downloaded at http://ec.europa.eu/research/sciencesociety/document_library/pdf_06/report rocardon-scienceeducation_en.pdf date retrieved Oct 8, 2017 Fraenkel, Jack R. et.al (1993). “How to Design and Evaluate Research in Education.” McGraw Hill Inc., 1993 Garcia, Severino Jr. R. (2005). “The Effects of Constructivist Approach in Teaching Word Problems in Elementary Algebra on Students’ Performance: Its Implications to Curricular Enhancement.”

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Griffith. W Thomas (2004) “The Physics of Everyday Phenomena (A Conceptual Introduction to Physics).” Mc GrawHill Inc. 4th Edition Hossain, Shek Nisar and Saiful Bari (2014). “Waste heat recovery from exhaust of a diesel generator set using organic fluids.” Procedia Engineering. Pp. 439-444 date retrieved Oct 8, 2017. Johnson, Elaine (2010). “Contextual Teaching and Learning: What it is and why it’s here stay.” Crown Press Inc. Karri, M.A. (20110“Exhaust energy conversion by thermoelectric generator: Two case studies.” Energy Conversion and Management. Pp. 1596-1611,date retrieved March 11, 2018 Kranthi, Kumar (2015) ”Power Generation by Exhaust Gases On Diesel Engine.” International Journal of Research and Computational Technology. Vol.7 Issue.5 Pp. 06-13 date retrieved Oct 8, 2017 Kumar, S. Vijaya et al. (2015) “Generation of Electricity by Using Exhaust from\ Bike.” International Journal of Innovative Research in Science, Engineering and Technology. Vol. 4, Special Issue 6, date retrieved Oct 8, 2017 Merril (2000). “Physics: Principles and Problems.” Mc GrawHill Inc. Nguyen, Jony (2016) “ Why Is Context Is Just As Important As Context in Classroom.” date retrieved Oct 8, 2017 Puse, Judeza S. et al. (2005) “Development of Innovative Classroom Material for Enhancing Creative Teaching and Learning Nuclear Topics: A Proposal.” Department of Physics, Naruto University of Education, Japan date retrieved Oct 8, 2017 Sears, Susan (2002). “Contextual Teaching and Learning: A Primer for Effective Instruction.” Phi Delta Kappa Educational Foundation, Bloomington, Indiana USA.

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Statistics How To. “Cronbach’s Alpha: Simple Definition, Use and Interpretation.” Date retrieved Oct 8, 2017 Swee Hong “David” KWEK (2011). “Innovation in the Classroom: Design Thinking for 21st Century Learning.” date retrieved Oct 8, 2017 Tao, Ping-Kee and Richard F. Gunstone (2013) “The Process of Conceptual Change in Force and Motion During Computer Supported Physics Instruction.” Journal of Research in Science Teaching. Vol. 36. No. 7. p.859 Taconis, R et al. (2016) “Teachers Creating Context-Based Learning Environments in Science.” Advances in Learning Environments Research. Volume 9 Thorton, R and Sokoloff. “Assessing Students Learning of Newton’s Laws: The Force and Motion Conceptual Evaluation and Evaluation of Active Learning Laboratory and Lecture Curricula.” American Journal of Physics. Vol.66 No.4. pp.338-352

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APPENDIX A FUEL EXHAUST-POWERED GENERATOR DATA COLLECTION SHEET Experiment Data – Jeepney (Plate Number DWT 577) Name of Driver: Jose Bonagua Route Distance 6.8 km Trial 1 Amount of Voltage Generated in Volts (V) Route Taken by Jeepney

Travel Time (Minutes)

Voltage generated by the power generator

From HBC terminal to Langgam From Langgam to HBC terminal From HBC terminal to HBC terminal

35

3.35

40

3.16

75

3.26

Trail 2 Amount of Voltage Generated in Volts (V) Route Taken by Jeepney Travel Time Voltage (Minutes) generated by the power generator From HBC terminal to 40 3.31 Langgam From Langgam to HBC 45 3.24 terminal From HBC terminal to HBC 85 3.32 terminal

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Trial 3 Amount of Voltage Generated in Volts (V) Route Taken by Jeepney

Travel Time (Minutes)

Voltage generated by the power generator

From HBC terminal to Langgam From Langgam to HBC terminal From HBC terminal to HBC terminal

42

3.25

45

3.16

87

3.37

Trail 4 Amount of Voltage Generated in Volts (V) Route Taken by Car Travel Time Voltage (Minutes) generated by the power generator From HBC terminal to 40 3.30 Langgam From Langgam to HBC 45 3.11 terminal From HBC terminal to HBC 85 3.41 terminal Trial 5 Amount of Voltage Generated in Volts (V) Route Taken by Jeepney

Travel Time (Minutes)

Voltage generated by the power generator

From HBC terminal to Langgam From Langgam to HBC terminal From HBC terminal to HBC terminal

35

3.32

40

3.21

75

3.42

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Trail 6 Amount of Voltage Generated in Volts (V) Route Taken by Jeepney Travel Time Voltage (Minutes) generated by the power generator From HBC terminal to 42 3.24 Langgam From Langgam to HBC 45 3.12 terminal From HBC terminal to HBC 87 3.33 terminal Trial 7 Amount of Voltage Generated in Volts (V) Voltage Route Taken by Jeepney Travel Time generated by the (Minutes) power generator From HBC terminal to Langgam From Langgam to HBC terminal From HBC terminal to HBC terminal

35

3.11

40

3.33

75

3.26

Trial 8 Amount of Voltage Generated in Volts (V) Route Taken by Jeepney Travel Time Voltage (Minutes) generated by the power generator From HBC terminal to 40 3.33 Langgam From Langgam to HBC 45 3.23 terminal From HBC terminal to HBC 85 3.44 terminal

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APPENDIX B FUEL EXHAUST-POWERED GENERATOR DATA COLLECTION SHEET

Experiment Data – Car (Sedan) Plane Number: TTP 355 Name of Driver: Kenneth Calvento Route Distance 6.8 km Trial 1 Amount of Voltage Generated in Volts (V) Voltage Route Taken by Car Travel Time generated by (Minutes) the power generator From HBC terminal to Langgam From Langgam to HBC terminal From HBC terminal to HBC terminal

30

2.10

35

2.33

65

2.22

Trial 2 Amount of Voltage Generated in Volts (V) Route Taken by Car Travel Time Voltage (Minutes) generated by the power generator From HBC terminal to 25 2.23 Langgam From Langgam to HBC 32 2.21 terminal From HBC terminal to HBC 57 2.45 terminal

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Trial 3 Amount of Voltage Generated in Volts (V) Route Taken by Car

Travel Time (Minutes)

Voltage generated by the power generator

From HBC terminal to Langgam From Langgam to HBC terminal From HBC terminal to HBC terminal

25

2.31

30

3.11

55

2.55

Trial 4 Amount of Voltage Generated in Volts (V) Route Taken by Car Travel Time Voltage (Minutes) generated by the power generator From HBC terminal to 28 2.13 Langgam From Langgam to HBC 35 2.23 terminal From HBC terminal to HBC 63 2.42 terminal

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Trial 5 Amount of Voltage Generated in Volts (V) Route Taken by Car

Travel Time (Minutes)

Voltage generated by the power generator

From HBC terminal to Langgam From Langgam to HBC terminal From HBC terminal to HBC terminal

30

2.23

35

2.19

65

2.51

Trial 6 Amount of Voltage Generated in Volts (V) Route Taken by Car Travel Time Voltage (Minutes) generated by the power generator From HBC terminal to 25 2.33 Langgam From Langgam to HBC 32 2.25 terminal From HBC terminal to HBC 57 2.45 terminal

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Trial 7 Amount of Voltage Generated in Volts (V) Route Taken by Car

Travel Time (Minutes)

Voltage generated by the power generator

From HBC terminal to Langgam From Langgam to HBC terminal From HBC terminal to HBC terminal

33

2.10

35

2.33

68

2.52

Trial 8 Amount of Voltage Generated in Volts (V) Route Taken by Car Travel Time Voltage (Minutes) generated by the power generator From HBC terminal to 23 2.43 Langgam From Langgam to HBC 32 2.36 terminal From HBC terminal to HBC 55 2.58 terminal

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APPENDIX C Context-based with 5E model Unit Plan Template

UNIT:___________________________________ TIME FRAME: ________ Unit Summary and Context Rationale: (Outlines the components of the unit and the underlying real-life world context related to the unit):

Content and Performance Standards: List the standards to be addressed within the unit.

Science Process Skills: These are what the students need to be able to do in relation to the tasks.

Essential Questions: Essential questions center around major issues, problems, concerns, interests, or themes relevant to the classroom. Essential questions should lead students to discover the essential ideas.

Essential Ideas: These are what students will discover as a result of instruction and learning activities. They are the main ideas of the learning, the conclusions, or the generalizations.

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Learning Tasks: Teachers list the various tasks students will engage in throughout the unit using the 5E model Engage

Explore

Explain

Elaborate

Evaluate

Key Terms / Vocabulary:

Assessments: List types of assessments that will be used throughout the course of the unit. (Label Assessments as Diagnostic, Formative, or Summative)

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Resources / References: List the learning resources used in the development of the unit plan.

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APPENDIX D GRADE 7 - SCIENCE SAMPLE CONTEXT-BASED WITH 5E MODEL UNIT PLAN UNIT: FORCE, MOTION AND ENERGY Unit Summary and Context Rationale:

TIME FRAME: 8 – 10 hours

Strong economic growth and a rise in energy demand have exerted pressure on the Philippines’ energy sector in recent years. Demand for power will outpace supply in the Philippines in the next five years. The Philippines’ electricity consumption is poised to expand by an average of 5.7 percent a year till 2020. In addition, the rapidly changing cost environment for hydrocarbon production and renewable energy, insufficient and outdated power generation infrastructure, combined with energy policy changes, means the fuel mix in energy markets can be unpredictable at best. It is clear that several challenges remain with respect to the country’s electricity supply in the short term but amidst a variety of challenges and issues that need to be debated and clarified, investment and business opportunities lie aplenty. Today’s students are tomorrow’s consumers. Developing energy conservation skills will serve them well in the future, when prices are certain to be higher than they are now. Additionally, students may be able to help their families conserve energy at home, benefiting themselves and others both now and in the future. This unit plan will provide students with scientific knowledge and skills necessary to explain conservation and conversion of energy. At the end of this unit, students will have a deeper understanding of energy conversion rooted in their own context. Students will be exposed to nonconventional classroom setting. They will be responsible for their own learning under the guidance of the teacher. The teacher will present a current issue to the students just like what was mentioned above. Energy is the main concept in this unit plan but the scope of ideas that the students will learn is not limited to the content and performance standards presented.

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Energy can be converted from one form to another. Examples: • Gasoline (chemical) is put into cars, and with the help of electrical energy from a battery, provides mechanical (kinetic) energy. • Thermal energy of steam is converted to mechanical energy to run turbine. • Purchased electricity is fed into TVs and is converted to light and sound. • Similarly, purchased electricity goes into an electric bulb and is converted to visible light and heat energy.

Content and Performance Standards: List the standards to be addressed within the unit. Content Standards: Demonstrate understanding of how heat is transferred. Demonstrate understanding of charges, charging and the different charging processes. Demonstrate understanding of conversion of energy. Explain conservation of energy. Explain energy transformation in various activities. Performance Standards: Create a device that shows conservation of mechanical energy.

Science Process Skills: Observing, Measuring, Communicating (Making models), Data Recording, Predicting, Planning, Investigation and Interpreting Data.

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Essential Questions: 1. How is heat transferred from one body to another? 2. What are the different electric charging processes? 3. What are the different forms of energy? 4. How is energy converted from one form to another? 5. What are the ways to conserve energy?

Essential Ideas: • • • •

•

Energy is the ability to do work Energy can be converted from one form to another. Heat can be transferred through conduction, convection and radiation. Charging can be done in three ways namely, friction, conduction and induction. The total energy of an isolated system remains constant.

Learning Tasks: Teachers list the various tasks students will engage in throughout the unit using the 5E model Engage Class Activity: Define energy conservation and share the background information. 1. Present pictures showing wasted energy. (Show gas exhaust coming from tailpipe of vehicle as one of the examples)

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2. Ask the students, “How can energy be conserved in these situations?” 3. Have the students list examples of how energy is conserved in their homes, school and immediate community. Explore (Student will work in groups) Group Activity: In your immediate community, list down the activities that show wasted energy. List down at least five (5) situations. Analyze these situations and suggest ways on how to transform this wasted energy into something useful to you and the community. Write down the possible solutions on how to convert wasted energy into something useful. Choose one possible solution and develop a plan to test the viability of the solution. Present the fuel-exhaust-powered generator to the class. This project can be one of the possible solutions on how to convert wasted energy. Explain Group Activity: Each group will prepare a presentation. The presentation contains the generated solution on how to transform wasted energy into something useful. Elaborate Each group will present their proposed solution and will map-out the implementation plan. They will also present the results of their initial investigation. At this phase, the groups will start to conduct their initial testing and or prototyping. Evaluate

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The groups will present their final output. They will submit a written report of the results of the solutions they generated. Each group will be given an opportunity to orally present their findings.

Key Terms / Vocabulary: Each student should be able to define and or explain the following terms: • • • • •

Energy is the ability to do work Energy can be converted from one form to another. Heat can be transferred through conduction, convection and radiation. Charging can be done in three ways namely, friction, conduction and induction. The total energy of an isolated system remains constant.

Assessments: The class will use two performance rubrics. • Rubric for Conducting a Science Investigation • Rubric – Making Model Resources / References: Merril, Physics: Principles and Problems Mc GrawHill Inc. 2000 Griffith. W Thomas. The Physics of Everyday Phenomena (A Conceptual Introduction to Physics) Mc GrawHill Inc. 4th Edition 2004. Judeza S. Fuse, TakaakiAwata and Kozo Atobe, 2005; “Development of Innovative Classroom Instructional Material for Enhancing Creative Teaching and Learning Nuclear Topics: A Proposal” date retrieved Oct 8, 2017

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APPENDIX E RUBRIC – CONDUCTING A SCIENCE INVESTIGATION Category 4 Experiments Hypothesized relationship between the variables and the predicted results is clear and reasonable based on what has been studied. Procedures Procedures are listed in clear steps.

Calculations

Summary

All calculations are shown and the results are correct and labeled appropriately. Summary describes the skills learned, the information learned and some future applications

3 Hypothesized relationship between the variables and the predicted results is reasonable based on general knowledge of observations Procedures are listed but are not in a logical order or are difficult to follow. Some calculations are shown and the results are correct and labeled appropriately Summary describes the information learned and a possible application to real life situation

2 Hypothesized relationship between the variables and the predicted results has been stated, but appears to be based on flawed logic.

1 No hypothesis has been stated.

Procedures do not accurately list the steps of the experiment.

No procedures.

Some calculations are shown and the results are labeled appropriately.

No calculations are shown OR results are inaccurate or mislabeled. No summary is written.

Summary describes the information learned.

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to real life situations.

Conclusion

Conclusions include whether the findings supported the hypothesis, possible sources of error, and what was learned from the experiment.

Conclusions include whether the findings supported the hypothesis and what was learned from the experiment.

Conclusions include what was learned from the experiment.

No conclusion was included in the report OR shows little effort and reflection.

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APPENDIX F RUBRIC -MAKING MODEL Criteria

Needs Improvement (10pts)

Fair (15pts)

Good (20pts)

Model

Model design requires some adjustments. Some parts are not functioning and needs to be replaced.

Model design is presentable. Few parts need some adjustments

Model design is ergonomic and functional. All the parts are working properly.

Facts

Only 1 or 2 facts were included in the project.

Only 3 or 4 facts were included in the project.

5 or more were included in the project.

Model and writing are not neat. Sloppy presentation on report or data sheet. Model not very creative.

Model and writing are somewhat neat. Report and data sheet is presentable. Model somewhat creative.

Model is neat and creative. Report and data sheer is well presented.

Many mistakes on report or fact.

Few mistakes on report or fact.

Little to no mistakes on report.

Neatness/Creativity

Grammar/ Punctuation

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APPENDIX G FUEL EXHAUST-POWERED GENERATOR

Front View

Rear View

Left Side View

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Diesel Exhaust Powered Generator Charging a Mobile Phone

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APPENDIX H PHOTO DOCUMENTATION OF THE ACTUAL TESTING OF THE DEVICE

Information of the jeepney

Assembling of the device in jeepney

Device testing using jeepney engine

Checking of the device

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Charging cellphone using the device Disassembling the device in the jeepney

Assembling of the device in car

Testing of the device using car engine

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The device after an hour

Disassembling of the device

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APPENDIX I CERTIFICATION OF EDITING

CERTIFICATE

This is to certify that the Thesis entitled “Fuel Exhaust-Powered Generator as a Source of Electricity for Charging Power Banks Basis for Developing a Context-Based Unit Plan in Grade 7 – Science” of Agustin Owen V. Peña was edited / read by the undersigned.

sgd RUBY H. BAUTISTA Editor / Reader

Noted:

sgd EDUARDO C. ZIALCITA, Ph. D. Dean, Graduate School

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CURRICULUM VITAE

Name

:

Agustin Owen V. Peña

Address

:

97 P. Paterno St. Poblacion, City of Biñan, Laguna

Date of Birth

:

2 October 1976

Gender

:

Male

Civil Status

:

Single

Religion

:

Roman Catholic

EDUCATIONAL BACKGROUND

Graduate Studies

:

Master of Arts in Education, Major in Science Education University of Perpetual Help System DALTA Las Piñas City 2016 – Present

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Master of Arts in Education, Physical Science (45 units) Completed Academic Requirements and Passed the Comprehensive Examination Pamantasan ng Lungsod ng Maynila Intramuros, Manila 1998-2008

Tertiary

;

Bachelor of Secondary Education major in Physics Philippine Normal University Taft Avenue, Manila 1993-1997

Secondary

:

Saint Michael’s College of Laguna Old National Highway. Brgy Platero City of Biñan Laguna 1989– 1993

Elementary

:

Biñan Elementary School Brgy. Sto. Domingo, City of Biñan, Laguna 1983-1989

EXAMINATION PASSED •

A registered Professional Teacher in the Secondary Level with Professional License Number 0242172. Registered by the Professional Regulation Commission, Manila, Philippines

WORK EXPERIENCE •

HEAD TEACHER VI, San Pedro Relocation Center National High School. (November 2014 to present)

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•

MASTER TEACHER I, San Pedro Relocation Center National High School, San Pedro, Laguna (June 2006 to November 2014)

•

PROJECT ASSOCIATE, Project APEX (Applied Academics for Excellence) Southeast Asian Ministers of Education Organization Regional Center for Educational Innovation and Technology (SEAMEO INNOTECH) - September 2007- May 2008 (On Special Assignment)

•

PROJECT ASSISTANT, Project APEX (Applied Academics for Excellence) SEAMEO INNOTECH, September 16, 2003 - March 15, 2004. (On Special Assignment)

•

SECONDARY SCHOOL TEACHER I, San Pedro Relocation Center National High School, San Pedro, Laguna (June 1997 to June 2006) Promoted Master Teacher I

•

PART-TIME INSTRUCTOR, Professional Development Center - IETI College of Science and Technology, San Pedro, Laguna from year 2003 – 2004,

•

PART-TIME INSTRUCTOR, Saint Louis Anne Colleges, San Pedro, Laguna 1999-2000.

SEMINARS/ TRAININGS •

2018 SEAMEO INNOTECH International Conference on Inclusive Education held at SEAMEO INNOTECH Commonwealth Ave. Diliman Quezon City - March 6-8, 2018.

•

2016 ASCD EDUCATIONAL LEADERSHIP CONFERENCE held at the Gaylord Hotel and Convention Center Maryland USA – October 24-26, 2016.

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•

INTERNATIONAL SEMINAR ON SCIENCE EDUCATION IN SCHOOL CIEP, SEVRES, FRANCE LA MAIN Á LA PÂTE FOUNDATION - INSITUT DE FRANCE – June 1-6, 2015.

•

2012 ASCD Annual Conference held at Philadelphia, Pennsylvania USA March 24-26, 2012

•

21st Century ICT Tools for Science Teachers and Educators conducted at Southeast Asian Ministers of Education Organization Regional Center for Science and Mathematics Education (SEAMEO RECSAM) on September 28-29, 2011 in Penang, Malaysia.

•

Third Country Training Programme (TCTP): Training of Trainers Professional Programme for Secondary Science Education conducted at Southeast Asian Ministers of Education Organization Regional Center for Science and Mathematics Education (SEAMEO RECSAM) on September 19 – October 7, 2011 in Penang, Malaysia.

•

JICA (Japan International Cooperation Agency) YOUNG LEADERS TRAINING PROGRAMME in Education/Science and Mathematics in Basic Education held on January 27, 2010 – February 10, 2010 organized by JICA under the international cooperation program of the Government of Japan in Osaka, Japan

•

INTERNATIONAL CONFERENCE ON LEARNING STYLE LEADERSHIP held on January 16-18, 2006 at the Baguio Convention Center, Baguio City sponsored by INTERNATIONAL LEARNING STYLE NETWORK SYSTEM

•

WORKSHOP SEMINAR ON CURRICULUM REFORMULATION held at Cord International in Waco, Texas USA.2002

•

TRAINING ON THE APPLIED ACADEMIC APPROACH TO SCIENCE AND MATHEMATICS TEACHING held in SEAMEO INNOTECH, Quezon City, 2002

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•

Most Promising Michelean Award 2005 Saint Michael’s College of Laguna, Biñan, Laguna

•

Philippine Normal University DOST-SEI –Pilipinas Shell Scholar

ORGANIZATION •

ASCD (formerly the Association for Supervision and Curriculum Development) An educational leadership organization dedicated to advancing best practices and policies for the success of each learner. Based in Alexandria, Virginia USA 2010-to present

•

KAGURO – Kapisanan ng mga Guro sa Pilipinas (TOP) Inc. 2015 to present

•

Laguna Public School Teachers Association 1997 to present

•

San Pedro Public School Teachers and Personnel Association 1997 to present