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, Copyright © Texas Education Agency, 2013. All rights reserved. 1 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. Copyright © Texas Education Agency, 2013. All rights reserved. 2 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 Copyright © Texas Education Agency, 2013. All rights reserved. 3 (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. Copyright © Texas Education Agency, 2013. All rights reserved. 4 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 Copyright © Texas Education Agency, 2013. All rights reserved. 5 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 Copyright © Texas Education Agency, 2013. All rights reserved. 6 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 Copyright © Texas Education Agency, 2013. All rights reserved. 7 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 Copyright © Texas Education Agency, 2013. All rights reserved. 8 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 Copyright © Texas Education Agency, 2013. All rights reserved. 9 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 Copyright © Texas Education Agency, 2013. All rights reserved. 10 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. Copyright © Texas Education Agency, 2013. All rights reserved. 11 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. Copyright © Texas Education Agency, 2013. All rights reserved. 12 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. Copyright © Texas Education Agency, 2013. All rights reserved. 13 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. Copyright © Texas Education Agency, 2013. All rights reserved. 14 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. Copyright © Texas Education Agency, 2013. All rights reserved. 15 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. Copyright © Texas Education Agency, 2013. All rights reserved. 16 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 Copyright © Texas Education Agency, 2013. All rights reserved. 17 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. 18 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 Copyright © Texas Education Agency, 2013. All rights reserved. 19 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 Copyright © Texas Education Agency, 2013. All rights reserved. 20 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. Copyright © Texas Education Agency, 2013. All rights reserved. 21 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 Copyright © Texas Education Agency, 2013. All rights reserved. 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 Copyright © Texas Education Agency, 2013. All rights reserved. 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 Copyright © Texas Education Agency, 2013. All rights reserved. 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 Copyright © Texas Education Agency, 2013. All rights reserved. 26