what" of renewable energy and dive into the "how" (physics) and the "so what" (socio-economic impact).

Primary Objective: Students will evaluate the efficiency and scalability of different energy sources using thermodynamic principles.
Secondary Objective: Students will analyze the lifecycle impacts (mining to disposal) of "green" technologies.
Curriculum Standards: Maps to NGSS HS-PS3-3 (Design/evaluate a device that converts one form of energy into another) and HS-ESS3-4 (Evaluate technological solutions that reduce impacts of human activities on natural systems).

Peer-Reviewed Project: The Local Energy Audit

The Task: Students must choose a local public building (school, library, etc.) and design a comprehensive renewable energy retrofit plan. The plan must include a cost-benefit analysis, a thermodynamic efficiency calculation, and a social impact statement.

Please answer the following to gauge your current grasp of the module:

True/False: The Second Law of Thermodynamics suggests that no energy conversion is $100\%$ efficient.
Multiple Choice: Which element is most commonly used to "dope" silicon in solar panels to create an n-type layer?
A) Boron B) Phosphorus C) Carbon D) Iron
Short Answer: Define the "intermittency problem" in the context of solar and wind power.
Confidence Scale: On a scale of 1-5, how confident are you in explaining the difference between a "Kilowatt" (power) and a "Kilowatt-hour" (energy)?

This module follows the Learning by Design flow:

Experiencing: Students start with the global energy "big picture" and local audits.
Conceptualizing: They learn the hard physics of Betz limits, P-N junctions, and thermodynamics.
Analyzing: They critique the ethics of mining and the "Duck Curve" of the grid.
Applying: They culminate in a peer-reviewed proposal that synthesizes science, economics, and ethics.