February 2013 Teacher's Guide for Drivers, Start Your Electric Engines! Table of Contents

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Reading Strategies

Anticipation Guide

Anticipation guides help engage students by activating prior knowledge and stimulating student interest before reading. If class time permits, discuss students’ responses to each statement before reading each article. As they read, students should look for evidence supporting or refuting their initial responses.
Directions: Before reading, in the first column, write “A” or “D” indicating your agreement or disagreement with each statement. As you read, compare your opinions with information from the article. In the space under each statement, cite information from the article that supports or refutes your original ideas.

Me	Text	Statement
		Electric cars require much less maintenance than cars with internal combustion engines.
		Electric cars in use today require 220-volt charging stations.
		Today’s electric cars can travel about 400 miles before being recharged.
		Electric cars were available in the early 20^th century.
		Lead-acid batteries can be recharged indefinitely.
		Lead-acid batteries are found in today’s golf carts and gasoline-fueled cars.
		Lithium batteries were not developed until the late 20^th century.
		Lithium-ion batteries are much lighter than lead-acid batteries, and they can store much more energy per kilogram than lead-acid batteries.

Reading Strategies

These matrices and organizers are provided to help students locate and analyze information from the articles. Student understanding will be enhanced when they explore and evaluate the information themselves, with input from the teacher if students are struggling. Encourage students to use their own words and avoid copying entire sentences from the articles. The use of bullets helps them do this. If you use these reading strategies to evaluate student performance, you may want to develop a grading rubric such as the one below.

Score	Description	Evidence
4	Excellent	Complete; details provided; demonstrates deep understanding.
3	Good	Complete; few details provided; demonstrates some understanding.
2	Fair	Incomplete; few details provided; some misconceptions evident.
1	Poor	Very incomplete; no details provided; many misconceptions evident.
0	Not acceptable	So incomplete that no judgment can be made about student understanding

Teaching Strategies:

Links to Common Core State Standards: There are several opportunities to compare alternatives in this issue of ChemMatters. For example, you might ask students to take sides and find support for one of the following:
1. Using brand-name vs. generic drugs
2. Driving electric cars vs. cars with internal combustion engines

To help students engage with the text, ask students what questions they still have about the articles.

Vocabulary that may be new to students:
1. VOCs
2. Internal combustion engine

Important chemistry concepts that will be reinforced in this issue:
1. Reaction rate
2. Oxidation and reduction

Directions: As you read, compare lead-acid and lithium-ion batteries using the chart below.

	Lead-Acid Battery	Lithium-ion Battery
When were they developed?
What chemicals are involved?
How do they work?
What are the electrodes made of?
Where are they used?
Compare the reactivity of the metals involved.

Directory: content -> dam -> acsorg -> education -> resources -> highschool -> chemmatters
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