Lesson Plan
Course Title
Electronics
Session Title
Sources of Electrical Energy
Performance Objective
Upon completion of this lesson, the student will have an understanding of two aspects of
electrical generation: the principles involved in electricity generation through energy
transformation processes and the major sources and mechanisms involved in electricity
generation for large-scale energy use. The student will prove understanding by correctly
performing the procedures outlined on the lab sheets and by scoring 85 percent on the exam.
Specific Objectives
 Match the terms associated with sources of electrical energy to the correct definitions
 Match six major sources of electricity to the proper basic action
 Match energy sources to devices that transform them into electrical energy
 Demonstrate the ability to
o Use and test batteries
o Generate electricity with magnetism
o Generate electricity with pressure
o Generate electricity with heat
o Generate electricity with light
 List the major parts of an electrical generation power plant
 Describe some of the features and principles involved in each step of electricity
generation
Preparation
TEKS Correlations
This lesson, as published, correlates to the following TEKS. Any changes/alterations to the
activities may result in the elimination of any or all of the TEKS listed.
Electronics
 130.368 (c)
o (4) The student practices safe and proper work habits. The student is
expected to:
(A) master relevant safety tests;
(B) follow safety guidelines as described in various manuals, instructions,
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and regulations;
(C) identify and classify hazardous materials and wastes according to
Occupational Safety and Health Administration regulations and
industry standards;
(D) dispose of hazardous materials and wastes appropriately;
(E) perform maintenance on selected tools, equipment, and machines;
(F) handle and store tools and materials correctly; and
(G) describe the results of negligent or improper maintenance.

130.368 (c)
o (5) The student implements the concepts and skills that form the technical
knowledge of electronics using project-based assessments. The student is
expected to:
(B) demonstrate an understanding of magnetism and induction as they
relate to electronic circuits;
(C) demonstrate knowledge of the fundamentals of electronics theory;
(D) perform electrical-electronic troubleshooting assignments; and
(E) develop knowledge of voltage regulation devices.

130.368 (c)
o (6) The student applies the concepts and skills to simulated and actual work
situations. The student is expected to:
(B) apply electronic theory to generators, electric motors, and
transformers; and
(C) design analog and digital circuits using common components.

130.368 (c)
o (7) The student uses engineering design methodologies. The student is
expected to:
(A) understand and discuss principles of ideation;
(B) think critically, identify the system constraints, and make fact-based
decisions;
(C) use rational thinking to develop or improve a product;
(D) apply decision-making strategies when developing solutions;
(E) use an engineering notebook to record prototypes, corrections, and
mistakes in the design process; and
(F) use an engineering notebook to record the final design, construction,
and manipulation of finished projects.
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Interdisciplinary Correlations
English Language Arts and Reading, English II
 110.32 (b)
o (6) Reading/Comprehension of Literary Text/Literary Nonfiction. Students
understand, make inferences and draw conclusions about the varied structural
patterns and features of literary nonfiction and provide evidence from text to
support their understanding. Students are expected to evaluate the role of
syntax and diction and the effect of voice, tone, and imagery on a speech,
literary essay, or other forms of literary nonfiction.

110.32 (b)
o (9) Reading/Comprehension of Informational Text/Expository Text. Students
analyze, make inferences and draw conclusions about expository text and
provide evidence from text to support their understanding. Students are
expected to:
(A) summarize text and distinguish between a summary and a critique
and identify non-essential information in a summary and unsubstantiated
opinions in a critique;
(B) distinguish among different kinds of evidence (e.g., logical, empirical,
anecdotal) used to support conclusions and arguments in texts;
(C) make and defend subtle inferences and complex conclusions about
the ideas in text and their organizational patterns; and
(D) synthesize and make logical connections between ideas and details in
several texts selected to reflect a range of viewpoints on the same topic
and support those findings with textual evidence.

110.32 (b)
o (10) Reading/Comprehension of Informational Text/Persuasive Text. Students
analyze, make inferences and draw conclusions about persuasive text and
provide evidence from text to support their analysis. Students are expected to:
(A) explain shifts in perspective in arguments about the same topic and
evaluate the accuracy of the evidence used to support the different
viewpoints within those arguments; and
(B) analyze contemporary political debates for such rhetorical and logical
fallacies as appeals to commonly held opinions, false dilemmas, appeals
to pity, and personal attacks.

110.32 (b)
o (11) Reading/Comprehension of Informational Text/Procedural Texts. Students
understand how to glean and use information in procedural texts and
documents. Students are expected to:
(A) evaluate text for the clarity of its graphics and its visual appeal; and
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(B) synthesize information from multiple graphical sources to draw
conclusions about the ideas presented (e.g., maps, charts, schematics).

110.32 (b)
o (12) Reading/Media Literacy. Students use comprehension skills to analyze how
words, images, graphics, and sounds work together in various forms to impact
meaning. Students will continue to apply earlier standards with greater depth in
increasingly more complex texts. Students are expected to:
(A) evaluate how messages presented in media reflect social and cultural
views in ways different from traditional texts;
(B) analyze how messages in media are conveyed through visual and
sound techniques (e.g., editing, reaction shots, sequencing, background
music);
(C) examine how individual perception or bias in coverage of the same
event influences the audience; and
(D) evaluate changes in formality and tone within the same medium for
specific audiences and purposes.
Occupational Correlation
Reference
O*Net – www.onetonline.org/
Job Title
Power Plant Operators
O*Net Number
51-8013.00
Reported Job Titles
Auxiliary Operator, Control Operator, Operations and Maintenance Technician (O & M
Technician), Unit Operator, Power Plant Operator, Boiler Operator, Control Center Operator,
Control Room Operator, Operations and Maintenance Gas Turbine Technician, Plant Control
Operator
Tasks
 Monitor power plant equipment and indicators to detect evidence of operating
problems.
 Adjust controls to generate specified electrical power or to regulate the flow of power
between generating stations and substations.
 Control power generating equipment, including boilers, turbines, generators, or
reactors, using control boards or semi-automatic equipment.
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Regulate equipment operations and conditions, such as water levels, based on
instrument data or from computers.
Take regulatory action, based on readings from charts, meters and gauges, at
established intervals.
Start or stop generators, auxiliary pumping equipment, turbines, or other power plant
equipment as necessary.
Inspect records or log book entries or communicate with plant personnel to assess
equipment operating status.
Control or maintain auxiliary equipment, such as pumps, fans, compressors, condensers,
feedwater heaters, filters, or chlorinators, to supply water, fuel, lubricants, air, or
auxiliary power.
Clean, lubricate, or maintain equipment, such as generators, turbines, pumps, or
compressors, to prevent failure or deterioration.
Communicate with systems operators to regulate and coordinate line voltages and
transmission loads and frequencies.
Soft Skills
 Operation Monitoring
 Active Listening
 Critical Thinking
 Speaking
 Operation and Control
 Quality Control Analysis
 Monitoring
 Troubleshooting
 Reading Comprehension
 Coordination
References
 Buchla, D. and Floyd, T. (2005). The science of electronics: DC/AC. (chapter 4) Upper
Saddle River, NJ: Prentice Hall.
 Floyd, T. L. (1993). Principles of electric circuits: electron flow version. Don Mills, Ontario:
Macmillan Publishing Co.
 Robertson, L. P. (1980). Basics electronics 1. Stillwater, OK: Mid-American Vocational
Curriculum Consortium, Inc.
Instructional Aids
 Sources of Electrical Energy slide presentation and notes
 Sources of Electrical Energy Lab #1 – Use and Test Batteries
 Sources of Electrical Energy Lab #2 – Generate Electricity with Magnetism
 Sources of Electrical Energy Lab #3 – Generate Electricity with Pressure
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
Sources of Electrical Energy Lab #4 – Generate Electricity with Heat
Sources of Electrical Energy Lab #5 – Generate Electricity with Light
Sources of Electrical Energy Exam
Sources of Electrical Energy Exam Key
Sources of Electrical Energy Quiz
Sources of Electrical Energy Quiz Key
Materials Needed
 Pencil and paper
 Galvanometer or voltmeter
 Dry erase makers
 Bar magnets
 Phonograph crystal
 Assorted dry cell and automotive batteries and lamps
 Hydrometer
 Iron and copper wire
 Compass
Equipment Needed
 Computer and software
 Projector and screen
 Whiteboard
 Breadboards and leads
 Power supplies
 Multimeters
 Calculator
Learner Preparation
Students will preview the Electrical Energy Sources slide presentation and takes notes.
Introduction
Introduction (LSI Quadrant I)
 Ask
What does electricity do for us in our homes?
 Say
Ok, we get light, we get heat, and we power our electronic devices such as televisions,
radios, and computers, which are also fundamentally converting the electricity into light
and sound.
 Ask
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What else do we use electricity for?
Say
One of the things we may not think about, because we don’t see them, is the
mechanical work we get from motors.
Ask
Where might we find a motor?
Say
We might find a motor in ceiling fans (any fan), air conditioners, refrigerators, washing
machines, dryers, and dishwashers. We may not think about it, but these things take a
lot of energy.
Ask
What does a motor do?
Say
It converts electrical energy into mechanical energy. Look at all the types of energy we
get from electricity: heat, light, mechanical, and even some chemical. It turns out that
electricity is a pretty good energy source to have because it can create all of these other
types of useful energy.
Ask
Do we get all this energy for free, from nothing?
Say
No. All of the energy we use is from an energy conversion process, where it takes energy
to get energy. Even electricity takes energy to create. This is the process we are going to
explore in this lesson.
Outline
Teachers can use the slide presentation, slides, handouts, and note pages in conjunction with
the following outline.
Outline (LSI Quadrant II)
I. Introduction
A. Overview
B. Terms and definitions
C. Electrical charge
1. It is important to note that charge is both the
source of voltage and the working fluid (current)
in electricity.
2. Charge does not build up or flow in one direction
naturally; it takes work to make it do those
things.
3. This lesson is about the types of work and energy
(same thing) that can create the charge buildup
Teacher Notes
Begin Sources of Electrical
Energy slide presentation.
The introduction should be
used to build student interest
in the lesson that is to follow.
The slide notes are
particularly important to
build student understanding.
Slides 1-6
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necessary for electricity.
II. Summary of energy conversion processes
A. Electricity is an energy source.
B. Electricity is created from other energy sources.
C. Common energy sources for electricity are
summarized and described.
Energy is released during a
conversion process. Make
sure to note each type of
energy conversion (see slide
notes).
Slides 7-16
III. Major sources of electricity and basic actions
A. It is very important to note that energy generation
and use involves a large number of steps using
virtually all of the energy conversion types (if not
methods) described earlier.
B. Friction is not an energy source, but it is a byproduct
of other processes that create heat loss and lowers
efficiency.
C. Infrastructure is defined as the underlying
foundation or basic framework (as of a system or
organization) and there are several different types in
our electrical system.
D. We talk about the two major pieces of infrastructure
(generation and distribution) separately.
IV.
V.
Because students see utility
poles and power wires they
know more about that type
of infrastructure. They
(probably) know a lot less
about the generation
process, so we focus on that
here.
Slides 17-20
Electricity generation starts with heat
A. Electricity generation begins with fuel, but the first
step in the process of creating electricity (as defined
by what happens at the plant) is the burning of the
fuel to create heat.
B. The amounts of energy used, where the energy
goes, and what it is used for is equally valuable
information.
C. The Estimated U.S. Energy Use in 2011 chart shows
all energy sources and uses, not just electricity.
D. Discuss the brief description of the chart.
Refer to Estimated U.S.
Energy Use in 2011 chart on
slide 22 and the brief
description on slide 23.
There is room for a much
longer conversation with the
ability to provide facts and
resolve misconceptions.
The electricity generation process
A. Start with an overview and then look at each stage
of the process in more detail.
Refer to nuclear power plant
on slide 25 and have
students think of the reactor
Slides 21-23
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B. The nuclear power plant on slide 25 shows an
overview of the electricity generation process as a
picture.
C. Overview the first six steps of the most common
electricity generating process on slide 24.
D. Match the slides with the steps of the process given
in the overview.
1. Fuel creates heat (slides 26-27)
2. Heat boils water (slide 28)
3. Water becomes steam (slides 29-30)
4. Steam drives a turbine (slides 31-34)
5. The turbine spins a generator (slide 35)
6. The generator produces electricity (slide 36)
E. Electricity is delivered to homes and businesses.
as a heat source. This is as
simple an overview of the
process as it gets, which is
why this picture is used.
VI.
Electrical work
A. It is important for students to know that electrical
energy is not free (money) because it is not free
energy; it takes energy to create electrical energy.
B. In order to get more energy out, you have to put
more energy in; motor action describes the load on
a generator, which is why more energy in is required
when more energy out is used.
C. Motor action and generator action always work
together, meaning they are both always present.
D. Generator action represents the electrical load on a
motor similar to the way motor action represents a
mechanical load on a generator.
E. Induction facts are included to be used for further
study or background (enrichment) at the teacher’s
discretion.
Slides 37-40
VII.
Coal-fired power plant
A. Review the electricity generation process using coal
as a fuel source on slide 41 and the description on
slide 42.
B. Some of the steps of the process shown are more
important than others.
Slides 41-42
VIII.
Fossil fuels
A. Review both the history of fossil fuel production and
The slides are for the United
States only.
Electricity delivery was
shown previously using the
picture on slide 20.
Slides 24-36
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B.
C.
D.
E.
current projections for the future for the United
States.
Fracking is the injection of a highly pressurized
hydraulic fracturing fluid (mostly water and sand)
into rock formations deep in the earth in order to
release trapped petroleum fluids and create a flow
path from the reservoir to the well
Fracking has created increases in both natural gas
supplies and liquid petroleum supplies.
The offshore oil and gas industry has been stable,
and is projected to continue to be stable, for many
years as a source fuel and jobs.
Cheap abundant fuels means more than jobs; it
means improved quality of life for everyone.
IX. Demonstrations by teacher of generating electricity
A. Chemical - Lab #1 – Use and Test Batteries
B. Magnetism - Lab #2 – Generate Electricity with
Magnetism
C. Pressure - Lab #3 – Generate Electricity with Pressure
D. Heat - Lab #4 – Generate Electricity with Heat
E. Light - Lab #5 – Generate Electricity with Light
Slides 43-50
Distribute Lab 1-5 handouts.
One suggestion is to have
each lab station set up and
have students rotate through
them during one or two class
periods.
Application
Guided Practice (LSI Quadrant III)
The students will observe, ask questions, and analyze the demonstrations presented by the
teacher. The teacher will use materials as listed in the lab activities to instruct how to read,
measure, and record data as needed.
Independent Practice (LSI Quadrant III)
The student will try to replicate the lab activities, answer the discussion questions at the end of
each lab, and turn sheets in for evaluation.
Summary
Review (LSI Quadrants I and IV)
The teacher will review the information on the exam and the quiz with the students.
Evaluation
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Informal Assessment (LSI Quadrant III)
The teacher will monitor each student or small group as they work to complete the
assignments. If re-teach is needed on any information or procedure, all those involved will stop
and participate in the re-teach.
Formal Assessment (LSI Quadrant III, IV)
The student will be assessed by the accuracy of the completed assignments. The teacher will
divide the final assessment into two parts; one part will be a formal exam and the other will be
a measurement test of a series of exercises using the current, breadboards, power supplies, and
assorted loads or lamps to measure current accurately.
Extension
Extension/Enrichment (LSI Quadrant IV)
The use of the galvanometer and voltmeter becomes a vital part of the technical skills needed
in the workplace. Induction facts are included in the slide presentation to be used for further
study (enrichment) at the teacher’s discretion.
Students can report, discuss, or present on any of a variety of energy generation and usage
topics. Topics can include the pros and cons of fracking, research into alternative energy
production (particularly renewable energy), energy conservation, the geo-politics of fuel
import/export, and global warming. Current news reports on energy are also a good source of
topics. A two to five-page paper should be sufficient to explore each subject.
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Name: ____________________________________ Class: ________ Date ___/___/___
Sources of Electrical Energy
Lab #1 – Use and Test Batteries
Equipment and Materials

Multimeter or voltmeter

1 ½ volt battery

Automobile battery (with accessible cells)

Assorted dry cell batteries (such as camera batteries or flashlight batteries including
carbon-zinc, alkaline, nickel-cadmium, and silver-oxide)

1 ½ volt lamp

Hydrometer
Procedure
1. Examine the assortment of dry cell batteries and note the physical sizes and the voltage
markings, if any, on the batteries.
2. Discuss whether or not the various dry cell batteries are rechargeable.
3. Connect the voltmeter across the 1 ½ volt battery, then read and record the voltage.
_________ volts
4. Connect the 1 ½ volt lamp across the 1 ½ volt battery, then with the lamp connected, read
and record the voltage.
___________ volts
5. Disconnect the voltmeter and lamp from the battery.
6. Remove a cell cover from the automobile battery.
Caution: The electrolyte is an acid. Do not spill it on your skin or your clothes.
7. Carefully withdraw sufficient electrolyte from the battery into the hydrometer to cause the
float to be suspended.
8. Read and record the hydrometer float level.
__________________
9. Discuss the meaning of the float level with your teacher.
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Name: ____________________________________ Class: ________ Date ___/___/___
Sources of Electrical Energy
Lab #2 – Generate Electricity with Magnetism
Equipment and Materials

Magnet (preferably a bar magnet)

Compass
Note: A galvanometer or voltmeter can be used for the compass.

36 inches, approximately, of hook up wire
Procedure
1. Wind about four turns of wire around your compass, then loosely wrap the rest of the wire
around the bar magnet.
2. Wind the wire so that the ends will be close enough to be connected.
Note: The wire forms a continuous loop. See Figure below.
3. Move the magnet out of the “coil” of wire, and observe the movement of the compass
needle.
4. Move the magnet back into the coil, and observe the movement of the compass needle.
5. Hold the magnet still, and move the wire coil while observing the compass.
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Name: ____________________________________ Class: ________ Date ___/___/___
Sources of Electrical Energy
Lab #3 – Generate Electricity with Pressure
Equipment and Materials

Phonograph crystal in holder with handle

Voltmeter or galvanometer

110-volt power source
Procedure
Note: In the next step, connect the equipment on the back of the crystal holder away from the
needle end.
1. Connect the voltmeter or galvanometer to the phonograph crystal connections.
2. Move the needle slightly with your finger, and observe the meter.
Note: When playing a record, the needle is in the record groove, which causes movement
relating to the recording.
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Name: ____________________________________ Class: ________ Date ___/___/___
Sources of Electrical Energy
Lab #4 – Generate Electricity with Heat
Equipment and Materials

18 inch of copper wire

18 inch of iron wire

Galvanometer or voltmeter

Candle and matches
Procedure
1. Strip 3 inch of insulation from each end of both the iron and copper wires.
2. Connect each wire to the galvanometer.
3. Twist the other end of the iron and copper wires together tightly.
Caution: Do not overheat the junction of the two wires in the next step. Remove the wires from
the flame from time to time and let them cool.
4. Light the candle and hold the twisted iron-copper “thermocouple” over the flame, and
watch the meter needle carefully.
5. Observe the meter when the wires are heated and when they are cooled.
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Name: ____________________________________ Class: ________ Date ___/___/___
Sources of Electrical Energy
Lab #5 – Generate Electricity with Light
Equipment and Materials

Photocell of solar cell
Note: A photographer’s light meter can be substituted.

Galvanometer or voltmeter and connecting wire

Flashlight or other light source

Piece of black cloth
Procedure
1. Locate the output connections on the photocell.
2. Connect the photocell to the galvanometer.
3. Cover the photocell with the black cloth and observe the meter.
4. Uncover the photocell and observe the meter (room light).
5. Shine the flashlight directly into the photocell and observe the meter.
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Name: ____________________________________ Class: ________ Date ___/___/___
Sources of Electrical Energy
Exam
Match the terms to the correct definitions.
1. Energy
A Capacity to do work
2. Magnet
B Device that transforms mechanical energy into
electrical energy
3. Alternator
C Generator that produces alternating current
4. Generator
D Material with property of attracting iron and
producing a magnetic field external to itself
Match the terms to the correct definitions.
5. Photoelectric
effect
A Device that transforms heat energy into
electrical energy
6. Piezoelectric
effect
B Device that transforms chemical energy
into electrical energy
7. Thermocouple
C A way of transforming pressure into
electrical energy
8. Battery cell
D A method of transforming light energy
into electrical energy
Match the terms to the correct definitions.
9. Infrastructure
A A property of electrons and protons
10. Electrical charge
B The physical systems of a business or nation
11. Static electricity
C Conducting liquid in battery in which ions
move
12. Electrolyte
D Stationary charges of electricity
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Name: ____________________________________ Class: ________ Date ___/___/___
13. Which of the following represents the proper basic action for chemical source?
A Electrons emitted when light strikes surface: photoelectric effect
B Physical distortion of small crystal
C Opposite charges produced on two different kinds of cell plates
D Moving parts with magnet, which generates electricity
14. Which of the following represents the proper basic action for light source?
A Electrons emitted when light strikes surface: photoelectric effect
B Physical distortion of small crystal
C Opposite charges produced on two different kinds of cell plates
D Moving parts with magnet, which generates electricity
15. Which of the following represents the proper basic action for magnetic source?
A Electrons emitted when light strikes surface: photoelectric effect
B Physical distortion of small crystal
C Opposite charges produced on two different kinds of cell plates
D Moving parts with magnet, which generates electricity
16. Which of the following represents the proper basic action for pressure source?
A Electrons emitted when light strikes surface: photoelectric effect
B Physical distortion of small crystal
C Opposite charges produced on two different kinds of cell plates
D Moving parts with magnet, which generates electricity
17. Which of the following represents the proper basic action for friction source?
A Rubbing two objects together
B Moving parts with magnet, which generates electricity
C Two dissimilar metals joined together when heated produce electricity
D Physical distortion of small crystal
18. Which of the following represents the proper basic action for heat source?
A Rubbing two objects together
B Moving parts with magnet, which generates electricity
C Two dissimilar metals joined together when heated produce electricity
D Physical distortion of small crystal
19. Which of the following represents the device that transforms the heat source
into electricity?
A Light meter
B Thermocouple
C Dry cell
D Phonograph pick up
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Name: ____________________________________ Class: ________ Date ___/___/___
20. Which of the following represents the device that transforms the pressure
source into electricity?
A Light meter
B Thermocouple
C Dry cell
D Phonograph pick up
21. Which of the following represents the device that transforms the friction source
into electricity?
A Light meter
B Car alternator
C Dry cell
D Van de Graaff generator
22. Which of the following represents the device that transforms the light source
into electricity?
A Light meter
B Car alternator
C Dry cell
D Van de Graaff generator
23. Which of the following represents the device that transforms the chemical
source into electricity?
A Light meter
B Car alternator
C Dry cell
D Van de Graaff generator
24. Which of the following represents the device that transforms the magnetic
source into electricity?
A Light meter
B Car alternator
C Dry cell
D Van de Graaff generator
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Name: ____________________________________ Class: ________ Date ___/___/___
Sources of Electrical Energy
Quiz
1. What does electricity come from?
A Air
B Charge
C Government
D Wires
2. How much of our total energy use comes from electricity?
A 10 percent
B 25 percent
C 40 percent
D 88 percent
3. Where does most of the electrical energy we use in the United States come from?
A Nuclear power
B Wind power
C Solar power
D Fossil fuels
4. A utility pole is an example of what type of infrastructure?
A Electrical generation
B Electrical distribution
C Roads and bridges
D Homes and businesses
5. Which of the following is the largest fuel source for electricity?
A Coal
B Petroleum
C Nuclear
D Hydro
6. How much of our total electricity generation do we get from renewable energy sources?
A 2 percent
B 13 percent
C 25 percent
D 50 percent
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7. Which of the following is a chemical process?
A Fission
B Converting heat into steam
C Condensation
D Combustion
8. Which of the following process is used in a turbine?
A Converting fuel into heat
B Converting thermal energy in steam to mechanical energy
C Electromagnetic induction
D Converting electrical energy into mechanical energy
9. Which of the following process is used in a generator?
A Converting fuel into heat
B Converting thermal energy in steam to mechanical energy
C Electromagnetic induction
D Converting electrical energy into mechanical energy
10. What does it take to get more electrical energy out of a generator?
A More mechanical energy in
B More heat in
C More fuel in
D All of the above
11. Oil production in the United States is ____________ since the late 2000s.
A Increasing
B Decreasing
C Steady
D Non-existent
12. List 3 ways electricity is useful.
13. Describe the complete electricity generation process from fuel to electricity.
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Name: ____________________________________ Class: ________ Date ___/___/___
Sources of Electrical Energy
Exam Key
Match the terms to the correct definitions.
1. Energy
A
A Capacity to do work
2. Magnet
D
B Device that transforms mechanical energy into
electrical energy
3. Alternator
C
C Generator that produces alternating current
4. Generator
B
D Material with property of attracting iron and
producing a magnetic field external to itself
Match the terms to the correct definitions.
5. Photoelectric
effect
D
A Device that transforms heat energy into
electrical energy
6. Piezoelectric
effect
C
B Device that transforms chemical energy
into electrical energy
7. Thermocouple
A
C A way of transforming pressure into
electrical energy
8. Battery cell
B
D A method of transforming light energy
into electrical energy
Match the terms to the correct definitions.
9. Infrastructure
B
A A property of electrons and protons
10. Electrical charge
A
B The physical systems of a business or nation
11. Static electricity
D
C Conducting liquid in battery in which ions
move
12. Electrolyte
C
D Stationary charges of electricity
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22
Name: ____________________________________ Class: ________ Date ___/___/___
13. Which of the following represents the proper basic action for chemical source?
A Electrons emitted when light strikes surface: photoelectric effect
B Physical distortion of small crystal
C Opposite charges produced on two different kinds of cell plates
D Moving parts with magnet, which generates electricity
14. Which of the following represents the proper basic action for light source?
A Electrons emitted when light strikes surface: photoelectric effect
B Physical distortion of small crystal
C Opposite charges produced on two different kinds of cell plates
D Moving parts with magnet, which generates electricity
15. Which of the following represents the proper basic action for magnetic source?
A Electrons emitted when light strikes surface: photoelectric effect
B Physical distortion of small crystal
C Opposite charges produced on two different kinds of cell plates
D Moving parts with magnet, which generates electricity
16. Which of the following represents the proper basic action for pressure source?
A Electrons emitted when light strikes surface: photoelectric effect
B Physical distortion of small crystal
C Opposite charges produced on two different kinds of cell plates
D Moving parts with magnet, which generates electricity
17. Which of the following represents the proper basic action for friction source?
A Rubbing two objects together
B Moving parts with magnet, which generates electricity
C Two dissimilar metals joined together when heated produce electricity
D Physical distortion of small crystal
18. Which of the following represents the proper basic action for heat source?
A Rubbing two objects together
B Moving parts with magnet, which generates electricity
C Two dissimilar metals joined together when heated produce electricity
D Physical distortion of small crystal
19. Which of the following represents the device that transforms the heat source into
electricity?
A Light meter
B Thermocouple
C Dry cell
D Phonograph pick up
Copyright © Texas Education Agency, 2013. All rights reserved.
23
Name: ____________________________________ Class: ________ Date ___/___/___
20. Which of the following represents the device that transforms the pressure source into
electricity?
A Light meter
B Thermocouple
C Dry cell
D Phonograph pick up
21. Which of the following represents the device that transforms the friction source into
electricity?
A Light meter
B Car alternator
C Dry cell
D Van de Graaff generator
22. Which of the following represents the device that transforms the light source into
electricity?
A Light meter
B Car alternator
C Dry cell
D Van de Graaff generator
23. Which of the following represents the device that transforms the chemical source
into electricity?
A Light meter
B Car alternator
C Dry cell
D Van de Graaff generator
24. Which of the following represents the device that transforms the magnetic source
into electricity?
A Light meter
B Car alternator
C Dry cell
D Van de Graaff generator
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24
Name: ____________________________________ Class: ________ Date ___/___/___
Sources of Electrical Energy
Quiz Key
1. What does electricity come from?
A Air
B Charge
C Government
D Wires
2. How much of our total energy use comes from electricity?
A 10 percent
B 25 percent
C 40 percent
D 88 percent
3. Where does most of the electrical energy we use in the United States come from?
A Nuclear power
B Wind power
C Solar power
D Fossil fuels
4. A utility pole is an example of what type of infrastructure?
A Electrical generation
B Electrical distribution
C Roads and bridges
D Homes and businesses
5. Which of the following is the largest fuel source for electricity?
A Coal
B Petroleum
C Nuclear
D Hydro
6. How much of our total electricity generation do we get from renewable energy sources?
A 2 percent
B 13 percent
C 25 percent
D 50 percent
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25
7. Which of the following is a chemical process?
A Fission
B Converting heat into steam
C Condensation
D Combustion
8. Which of the following process is used in a turbine?
A Converting fuel into heat
B Converting thermal energy in steam to mechanical energy
C Electromagnetic induction
D Converting electrical energy into mechanical energy
9. Which of the following process is used in a generator?
A Converting fuel into heat
B Converting thermal energy in steam to mechanical energy
C Electromagnetic induction
D Converting electrical energy into mechanical energy
10. What does it take to get more electrical energy out of a generator?
A More mechanical energy in
B More heat in
C More fuel in
D All of the above
11. Oil production in the United States is ____________ since the late 2000s.
A Increasing
B Decreasing
C Steady
D Non-existent
12. List three ways electricity is useful.



There are a lot of ways to create electricity.
Electricity is very efficient to transmit over short or long distances.
Electricity can be converted into a lot of other forms of energy.
13. Describe the complete electricity generation process from fuel to electricity.
1.
2.
3.
4.
5.
6.
Fuel creates heat
Heat boils water
Water becomes steam
Steam drives a turbine
The turbine spins a generator
The generator produces electricity
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