The OhioEnergyProject(OEP)ia a non-profitK-12enerry educationorgarizationwhosemissionis to promote
ar energyeducatedsocietyand facilitateleadershipthrougheflectivepartnershipswith schools,businesses,
governmentand communities.Two programsusedto meetthis missionareOhio'sEnerg,dmartSchoolsProgram
(OESSP)
and the EnerryBikeprogram.
Ohio'sEnergySmart
SchoolsProgram,recognizedby the U.S.Departmentof Enerry'sRebuildAmericaProgram
for Energ'Excellence
in K-12Schools,"
offersteachersandstudentsthe opportunityto
asan "EnergyChampion
becomeenergyefliciencyleadersin theircommunityby usingtheirschoolbuildingsaslearninglaboratories.
energyefficient,learning
supportfor schoolsinterestedin providinga sustainable,
OEPprovideseducational
environment.
TheEnergyBikeProgram,fundedby varioussponsorssuchasAmericanElectricPowerandAMPOhio,offers
teacherandstudentteamsthe opportunityto buildandtakebackto theirdistrictsoneof the mostsuccessful
tools for teachingaboutenergytransformations,efficiency,and electricgeneration.Theteamsthen train their
peersto usethe EnergyBikein their classrooms.The EnergyBikeprogramis recognizedby the OhioEPAand
Educators
Environmental
Education
Environmental
Councilof Ohioasoneof Ohio's"12MostOutstanding
Programs."
PublicSchools'EnergySmart
Schools
Thegoalsof thesetwo programswerefirstlinkedthroughthe Columbus
to assistteachersin enhancing
their abilityto teachscienceby utilizing
Program.
Thisprogramwasdesigned
materialsavailableto them.Onefocusof this programwasprofessionaldevelopmentworkshopsfor educatorsin
the district. Theseworkshopsweresimilarto the summerworkhops of the EnerryBikeProgramwhereteacher
teamsbuilt the EnergyBike.However,the progam inte$ated energyefficiencylessons,information,activities
andsupport.
This activity bookis a bridgebetweentwo powerlul,energizingOEPprogramslor educatorsand students.
For information,pleasecontact:
StatewideCoordinator
EnergySmart
SchoolsProgram
OhioEnergyProject
670EnterpriseDrive,SuiteA
LewisCenter,Ohio43035-9440
EducationCoordinator
EnergyBikeProgram
OhioEnergyProject
670EnterpriseDrive,SuiteA
LewisCenter,Ohio 43035-9440
6 1 4 - 7 8-51 7 1 7
614-785-1717
wYrw.o
hioencrlty.orlt
@2004 Ohio EnergyProjcct
EnergyBikeActivityBookcontents,informationand activitiesare protectedunderthe FederalCopyrightAct.
Educationmay reproduceOhio EnergyProjectmaterialsfor classroomuse.
GCt Rgady!
rhe Energy
Bikewillhelpto pre-
The EnergyBikecan be usedto teachabout
GO!
the efficientuse of energyfor lighting,heating,and
transportationas well as the followingconcepts:
pareyour studentsfor the Ohio ProficiencyTest! Each
activity has studentsidentifypotentialhazardsand
demonstratesafebehaviorby agreeingto the terms of a
SafetyContract.Studentswill also use and observea
varietyof measuringdevices.Electricityis measured
with volt and amp meters,water and air temperatureare
and homeenergycondeterminedwith thermometers,
sumptionis discoveredby readinghomeelectricmeters.
EveryEnergyBikeactivity is an idealvehiclefor the
demonstration
of energyconversions.Studentswill
the phenomenon
of their energybeingtransexperience
formedinto electrical,radiant,thermal,and soundenergy. By tracingthe flow of energyrequiredto power the
EnergyBike,learnerscomprehendthat most formsof
energyon earthcan be tracedbackto the sun.
Studentswill analyzeand infer by observingothers
ridingthe EnergyBike. The impactsof technologyand
humanactivityon the environmentis a topic of discussion. By utilizingthis powerfullearningtool, students
learnaboutenergythroughobservation,experience,
and
research.
The Law of Conservationof Energy. .
Volts,amps,and watts . . .
Photosynthesis
Metabolism
BTUs
Energystorageusingcapacitors
Potential and kinetic energy . . .
Ohm's Law .
Fusesand electricalsafety
Utility options for meetingpublic demand
Kilowatt-hours
UiCtOry
Lap!
.Page20
. . .Page19-20
.Page18
.Page18
. . .Page34-35
.Page44
.Page45
.Page53
.Page54
. . . . P a g6e0 - 6 1
.Page70
Bikewill
wehopetheEnergy
be a powerfulteachingtool for you and your students!
Beforeyou returnthe EnergyBiketo homebase,please
providefeedbackby completingan evaluationpostcard
and mailingit to:
Gct Sct!
The EnergyBike is the propertyof your
It
school district. will be stored at a "homebase'l
Ohio EnergyProject
Drive,SuiteA
670Enterprise
LewisCenterOH 43035-9440
614-785- 1717
F a x6 1 4 - 7 8 51-7 3 1
www.ohioenergy.org
HOIVIE
BASESCHOOL
TEACHER
EIVIAIL
)t
TEACHER
EIVIAIL
S
i
TEACHER
i
PHONE
EMAIL
i
i
Theseteachersparticipatedin the EnergyBikeWorkshop
and havebeentrainedto assistyou with questions.It is
recommended
that you assemblethe EnergyBikeone
day beforeyour presentation
and allowone hour for
troubleshooting
and practice.Youshouldbe preparedto
retrievethe followingequipmentfrom the homebase:
:
r Bicycle
:
I Carryingcase,which contains:
ii
r
r
I
I
EnergyBikeboard& accessories
Bikestand
Poster:EnergyForms& Sources
Evaluationcards
i
:
:
\\
\\\
ts
\\
\
\
\
f, iding the EnergyBike is a powerfulexperience!You
lf and your studentswill be pedalinga bicyclethat is
attachedto a generator,thereby producingELECTRICITY!
The bicycle'srearwheelis stabilizedso that the bike is
stationaryand a l2- volt motor is mountedagainstthe rear
wheel.The motor actsas a generatorwhendrivenby the
rollerthat restson the bike'sreartire. A cable runs from
the generatorto a displayboardwith variousappliancesattached.
By usingthe activitysectionof this booklet,you will
be ableto demonstratea numberof scientificconcepts
with the EnergyBike. For example,bike riders will be
able to seehow manyvolts they are producingand
feelthe differencebetweenthe energyrequiredto
light an incandescent
versusa fluorescentbulb.
The EnergyBike can be used in the following
learningenvironments:
r Classrooms
I TeacherProfessionalDevelopmentPrograms
r Assemblies
f PTAevents
I ScienceFairs
I Parent-Student
ScienceNights
.,HOWDOESTHEENERGY
BIKEGENERATE
ELECTRICITY?''
On the back of the bike is a ZAP (Zero Air
P ollut ion)m o to r, w h i c h i s b e i n g u s e d a s an el ectri c
generator.A motor converts electrical energy into
m ec hanic ale n e rg yw h i l e a g e n e ra to rc o n verts
mechanicalenergy into electrical energy.Any motor
c an be us ed a s a g e n e ra to rb y re v e rs i n gth e di recti on
in energy input. Motors and generatorshave the same
phy s ic alc on s tru c ti o n : e a c h c o n s i s tso f a copper coi l ,
called an armature,which rotates in a magnetic field
to create electricity. In the generator,the armature
spi ns i n the magneti cfi el d, causi ngel ectr onsin t he
copper coi l to fl ow al ong the surfaceof th e copper
w i re, creati ngan el ectri calcurrent.
S o, how i s that current getti ngfrom the coil t o t he
l i ght bul b? It travel s through the cord! E vent hough
w e can' t see them, there are tw o w i res i n t he cor d,
both of w hi ch are connectedby brushes( slidingcontacts) to the coi l i n the generator.The el e ct r icit y
fl ow s to the l i ght bul bs through one w i re and f lows
back to the generatorthrough the other wir e.
ouERvlFw
Getreadyfor someelectrifyingexperiences!Setup time
will take approximately30 minutes. Allow yourselfone
hour to set up and test the bike,troubleshootany problems,and practiceyour presentation.
3. The bicyclestandis foldedin the bottomof the
case. Removethe stand,and set it up by separating
the legs.
4. Loosenthe crankon the bike standuntil it is fully
extendedtoward the centerof the bike stand.
TxFBtcfclt
5. Completelyloosenthe outer blackknob by pulling
it back towardsthe thicker part of the stand.
with
1, Settingup the bicycleis best accomplished
two people.
6. Rollthe rearwheelof the bike into the stand,
keepingthe front wheelstraight.
2, Openthe gray case. Removethe displayboard
paneland the thin graydivider. Setthem aside,
7. Lift the rear wheeland prepareto secureit in the
stand.
8. Guideone of the rearwheel'saxlenuts into a slotted silvercup. Alignthe oppositeaxlenut with the
other cup. Tightenthe outer cupsuntil the bolts
supportthe wheel.
9. Pushthe black knob forward until the wheelis
centeredin the stand.
q
10. Experimentwith the stabilizerblockby placingit
underthe front wheelof the bicycle. Depending
upon the floor'ssurface,you may want to usethe
stabilizer,or you may not. The stabilizeris the grey
pieceof plasticthat is usedto hold the front wheel
in place.
BoARD
DIIPIAY
1. At the bottomof the graycaseare two display
boardbases.Removethe basesand set them aside'
6, Connectthe longblackand red wire to the bike's
generator.Usethe velcrotie strapson the bike
standto securethe wire to the standand bike.
IL, In a blackbagnext to the long pulloutbox are three
blackpoles. Removethe Poles.
bulbsinto the top row
7, Insertthe four incandescent
sockets.
of
8. Insertthe four fluorescentbulbsinto the bottom
row of sockets.
9. Attach any additionalappliancesyou may needfor
your presentation
to the hooksand plug into the
sockets.
3. The longerpole hasa set of connectorbolts on
eachend. Usethis pole to connectthe two stand
basestogether.Makesureto tightenthe bolts!
4. Attachthe othertwo polesto the top of the bases
and tightenthe bolts.
5. Attachthe displayboard to the top of the polesand
tightenthe bolts.
DRIUE!
TEST
1. Performa safetycheck:
to makesure
t Lookover all wiresand connections
thereare no loosewires.
r Checkthe displayboardfor stability- be sure
all bolts are tightened.
r Try to leanthe bike from sideto sidein the
stand- it shouldn'tmove!
I Put the bicyclein its highestgear,while pedaling
the bike,with the chainon the largestfront
sprocketand the smallestrear sprocket.
2, Ridethe EnergyBikeand test all of the bulbs and
you will needfor your presentation.
appliances
\7 SAFETYCONTRACT
All participants
should
components.
Th. EnergyBikehassomepotentiallydangerous
prior to
potential
for
to
the
following
contract
terms
danger
and
agree
of
I be aware the
participatingin anyEnergyBikeactivities.
RIDERQUATIFICATIOilS
I
I
I
I
Youmust be preparedto pedalat a consistentspeed!
Youmust be ableto keepyour feetflat on the pedalswhile seated.
Youmust followall safetyguidelines.
Youmust be wearingappropriateshoes.
RIDERS
I Tuckor gatherlooseclothingthat could
becomecaughtin the spokesor chain.
I Tie shoelaces.
I Geton the bikefromthe audienceside.
I
I
I
I
Keepclearof all cordsand wires.
Remainseatedat all times.
Hold the handlebarsat all times.
Keepthe bike as steadyas possible.
INSTRUCTORS
I Changethe seatheightfor riders
as needed.
I Haveriders get on the bike from the
audienceside.
t Hold the handlebarsto stabilizethe bicycle whenneeded.
I Be alert to overexertedridersand stop
them from pedalingimmediately.
I Enforceall safetyrules,making
additionalrulesas needed.
I Avoid the rear wheelwhen the EnergyBike
is in use.
I Keepnonridersawayfrom the rearwheel
whenthe EnergyBikeis in use.
AGREETIIENT
I,
, agreeto the termsof the SafetyContract.I realizethe
and am willingto followthe
EnergyBikehassomepotentiallydangerouscomponents,
rulesto insuremy safety.Unsafebehaviorcouldterminatemy participationin the Energy
Bikedemonstration.
Signed:
Date:_l_l_
BORROWING
CONTRACT
TheEnergyBikeis propertyof
School(s).For the safetyof the participants,and care of all equipment,the
instructor has attendedan EnergyBike training sessionbeforeconductingany
EnergyBike activities.
INSTRUCTOR
RESPONSIBITITIES
You must attend an EnergyBike training sessionwith the designatedEnergyBike
teacherfrom your school district or Ohio EnergyProjectstaff prior to presenting activitiesin your classroom.
I
You must understandthe safetycontract.
I
You are responsiblefor reporting any maintenanceproblemsor
necessaryreplacementparts to the designatedEnergyBike teacher
prior to returningthe EnergyBike.
I
You must adhereto any additionalrules or borrowingprocedures
that are set forth by the designatedEnergyBike teacher.
AGREEIIIENT
I,
, agreeto the terms of the Borrowing
Contract.I realizethat it is my responsibilityto report any malfunction,breakFailureto do so
age,or misuseof the EnergyBikewhile it is in my possession.
could terminatemy eligibilityto reservethe use of the EnergyBikein the future.
Signed:
Date:_l_l_
his sectioncontainseight EnergyBike activitiesplus
two introductory lessons,The introductory
activitiescorrespondto the two-sidedposter stored in
the EnergyBike carryingcase. The postersillustrate
the ten major sourcesof energyand the energy
transformationsthat occur when riding the Energy
Bike.
The level of difficultyfor eachEnergyBike activity
will vary. Someof the conceptsmay be too advanced,
or too simple,for the differentgradelevels.Youare the
bestjudgeof how preparedyour studentsare to learna
particularconcept.As you readthroughthe activities,
you may want to modifythem accordingly.You are also
to developyour own lessons.
encouraged
A generaloverviewof eachEnergyBikeactivity will
requirea minimumof 15minutesper lesson.The
lengthof the activitieswill dependon how in-depthan
you providefor eachconceptand the numexplanation
ber of ridersyou allowto participate.Eachlesson
typicallyrequiresa maximumof 50 minutes.The
followingpagesdetailthe EnergyBikeand the
Ohio Scienceand Math Proficiency
Learningoutcomes.
FORTilAT
ACTIUITY
Overview: A brief outlinedescribesthe activities.
Outcomes:Conceptsthat studentsshouldlearnare
listedfor the activity.
Get Ready,Get Set,Go: This sectionincludesthe preparadirectionsfor eachactivity.
tion requiredand step-by-step
Brain Power: A worksheetis providedfor studentsto
completeduringeachactivity.
Brain Power Key: An answerkey followseachBrain
Powerworksheet.
Further Discovery: Follow-uplessons
reinforcethe main conceptsof each
EnergyBike activity.
oo
ET EI
1--
BIKEACTIUITIES
HINTSFORALt ENERGY
HELPFUT
1, InstructEnergyBike riders to pedalat a
steadypace of.12volts. This will enable
on the volt and
accuratemeasurements
amp meters.
2. lnstruct EnergyBike riders to keep pedaling until you tell them to stop.
3. To reinforcethe scientificmethod,have
more than one studentride the bike during
a lesson.You may want to haveadditional
studentsrepeatparts of the lessonto verify
anv conclusionsthat are drawn from the
EnergyBike activities.This will also allow
additionalstudentsto ride the EnergyBike.
4. When moving switchesor insertingplugs
stabilizethe display
into the receptacles,
board by using one hand to hold the top of
the board.
5. When insertingapplianceplugsinto the
do not rotatethe plug. Push
receptacles,
the plug straightin and pull it straightout.
FUl{!
6. And the mosfhelpfulhint is...HAUE
Thereis a needto implementuniqueprograrnsandactivitiesto helpstudentsachievein science.Forexample,20
percentof the ninthgradescienceproficiencyoutcomes
pertainspecifically
to energytransformations,
sources,and
forms. The OhioEnergyProject(OEP)works diligentlyto
introducenewteachingtoolsthat will capturethe attention
of today'sstudents.
Thetablebelowsummarizes
the percentage
of OhioScience
Proficiency
LearningOutcomesthat aremet by EnergyBike
activities.TheseactMtiesmeetall outcomesthat areenergy
related,aswellas,outcomesfocuseduponscientificmethods,
measures
andprocedures.The "energyspecific"column
refersto the percentage
of leamingoutcomeswhich pertain
directlyto energytransformations,
sourcesandforms.
t.
Demonstrate
an understanding
of safeuseof
materialsand/ordevicesin scienceactivities.
f LightBulb or HeatBulb?
I MightyMotors
I The BTUis OneHot Topic!
I Capacitors:
The EnergyTrap
I Don't Blowa Fuse!
I lt's Electric...
Power!
I Kilo-what?
I Horsepower!
Strand: Physical Science
12. Explainand/orpredictthe motionof objectsand/or
describethe effectsof someobjectson otherobjects.
I MightyMotors
I The BTUis OneHot Topic!
I Don'tBlowa Fuse!
Strand: Earth and Space Science
14. Identifyand/ordescribethe relationshipbetween
humanactivityand the environment.
Electric...Power!
E]{ERGY
BIIIEACTMflES
Al{DOHIOSCIENCE II lt's
Kilo-what?
LllBiltilGorrTcoilrs
moflcl-ENCy
FOURTH
GRADE
OUTCOTTIES
Strand: The Nature of Science
2, Selectinstrumentsto makeobservations
and/or
organizeobservations
of an event,objector organism.
f LightBulb or HeatBulb?
f MightyMotors
I The BTUis OneHot Topic!
I Capacitors:
The EnergyTrap
I Don'tBlowa Fuse!
I lt's Electric...
Power!
I Kilo-what?
I Horsepower!
3. Analyzea seriesof eventsand/orsimpledailyor
seasonal
cyclesandpredictthe nextlikelyoccurrence
in the sequence.
f LightBulb or HeatBulb?
f Mighty Motors
I Don'tBlowa Fuse!
I lt's Electric...
Power!
made
8. Evaluateobservationsand measurements
by other persons.
I LightBulb or HeatBulb?
I MightyMotors
I The BTUis OneHot Topic!
I Capacitors:
The EnergyTrap
I Don'tBlowa Fuse!
I lt's Electric...
Power!
I Kilo-what?
I Horsepower!
slxrHGnADF
OUTCOilFS
Strand: The Nature of Science
2, Identifypotentialhazardsand/orprecautions
involvedin scientificinvestigations.
f LightBulb or HeatBulb?
f Mighty Motors
I The BTUis OneHot Topic!
I Capacitors:
The EnergyTrap
I Don'tBlowa Fuse!
I It's Electric...Power!
I Kilo-what?
I Horsepower!
3. Makeinferences
from observations
of phenomena
and/orevents.
f LightBulb or HeatBulb?
f MightyMotors
I The BTUis OneHot Topic!
I Capacitors:
The EnergyTrap
I Don'tBlowa Fuse!
I lt's Electric...
Power!
I Kilo-what?
I Horsepower!
:
:
i 10. Identifysimplepatternsin physicalphenomena.
f LightBulb or HeatBulb?
:
r The BTUis OneHot Topic!
i
I Capacitors:
The EnergyTrap
i
a Kilo-what?
:
i Strand: Life Science
4. Identifythe positiveand/or negativeimpactof
technologyon humanactivity.
f LightBulb or HeatBulb?
f MightyMotors
I The BTUis OneHot Topic!
I Capacitors:
The EnergyTrap
I Don'tBlowa Fuse!
I lt's Electric...Power!
I Kilo-what?
I Horsepower!
16. Analyzebehaviorsand/or activitiesthat positivelyor
negativelyinfluencehumanhealth.
f Light Bulb or HeatBulb?
I MightyMotors
I The BTUis OneHot Topic!
I Capacitors:
The EnergyTrap
I Don't Blowa Fuse!
I lt's Electric...
Power!
I Kilo-what?
I Horsepower!
5. Evaluateconclusionsbasedon scientificdata.
f LightBulb or HeatBulb?
f MightyMotors
I The BTUis OneHot Topic!
I Capacitors:
The EnergyTrap
I Don'tBlowa Fuse!
I lt's Electric...Power!
I Kilo-what?
I Horsepower!
17. Analyzethe impactsof humanactivity on the
ecosystems
of the earth.
I lt's Electric...Power!
I Kilo-what?
Strand: Pltysical Science
the advantagesand/or disadvantages
to
6. Recognize
the userin the operationof simpletechnological
devices.
I LightBulb or HeatBulb?
f MightyMotors
I The BTUis OneHot Topic!
The EnergyTrap
I Capacitors:
I Don'tBlowa Fuse!
I lt's Electric...Power!
I Kilo-what?
I Horsepower!
]{I]{THGRADE
OUTCOiIES
i Strand: The Nature of Science
i 2. Distinguishbetweenobservationand inferencegiven
i
a representation
of a scientificsituation.
r The BTU is OneHot Topic!
i
I Capacitors:The EnergyTrap
i
f Don'tBlow a Fuse!
:
i
Power!
f lt's Electric...
r Kilo-what?
i
f Horsepower!
i
7, Predictthe influencesof the motionof someobiect
on other objects.
f Mighty Motors
I Capacitors:The EnergyTrap
i 3. Identifyand applysciencesafetyprocedures.
:
I The BTUis OneHot Topic!
f Capacitors:The EnergyTrap
i
f Don't Blowa Fuse!
:
f lt's Electric...Power!
i
i
f Kilo-what?
r Horsepower!
i
8. Proposeand/or evaluatean investigationof simple
physicaland/orchemicalchanges.
f LightBulb or HeatBulb?
I The BTUis OneHot Topic!
I Capacitors:The EnergyTrap
I Don'tBlowa Fuse!
an understanding
of the useof
: 4. Demonstrate
i
measuringdevicesand report data in appropriateunits.
i
f The BTUis OneHot Topic!
9. Provideexamplesof the transformationand/or
r Capacitors:The EnergyTrap
i
conservationof matter and energyin simplephysical
I Don'tBlow a Fuse!
i
systems.
f Kilo-what?
i
I EnergyFormsPoster
f Horsepower!
:
I Light Bulb or HeatBulb?
f
I
I
I
I
I
I
i
i 19. Describethe relationshipbetweentechnology
and science.
i
f LightBulb or HeatBulb?
:
:
I The BTUis OneHot Topic!
r Capacitors:The EnergyTrap
i
f lt's Electric...
Power!
i
f Kilo-what?
i
f Horsepower!
:
Mighty Motors
The BTUis OneHot Topic!
Capacitors:The EnergyTrap
Don'tBlowa Fuse!
Power!
lt's Electric...
Kilo-what?
Horsepower!
v
Strand: Physical Science
TWELFTH
GRADE
OUTCOIIES
T, Describeinteractionsof matter and energythroughout the lithosphere,hydrosphereand atmosphere.
I The BTU is OneHot Topic!
Strand: The Nature of Science
8. Apply the useof simplemachinesto practical
situations.
f Light Bulb or HeatBulb?
f Mighty Motors
I The BTUis OneHot Topic!
I Capacitors:The EnergyTrap
I Don'tBlowa Fuse!
I lt's Electric...
Power!
I Kilo-what?
I Horsepower!
4. Analyzethe resultsof changinga componentof
simplesystems.
f MightyMotors
I Capacitors:The EnergyTrap
I The BTUis OneHot Topic!
I lt's Electric...
Power!
I Horsepower!
5. Relatestructureand functionin physicaland
biologicalsystems.
I Don'tBlowa Fuse!
7. Evaluatethe scientificvalidityof datausedin
persuasive
communication.
I Kilo-what?
in
10. Applythe conceptsof energytransformations
electricaland mechanical
systems.
f LightBulb or HeatBulb?
I MightyMotors
I The BTUis OneHot Topic!
I Capacitors:The EnergyTrap
I Don'tBlowa Fuse!
I lt's Electric...
Power!
I Kilo-what?
I Horsepower!
11. Apply conceptsof soundand light wavesto everyday situations.
I lt's Electric...
Power!
I Kilo-what?
12. Describethe chemicaland/orphysicalinteractions
of matter.
I The BTUis OneHot Topic!
I Capacitors:The EnergyTrap
I Don'tBlowa Fuse!
Strand: Earth and Space Science
18. Comparerenewableand nonrenewableresources
and strategiesfor managingthem.
I EnergySourcesPoster
f LightBulb or HeatBulb?
I Capacitors:The EnergyTrap
I The BTUis OneHot Topic!
I It's Electric...
Power!
Snand: Life Science
13. Tracethe flow of energyand/or the interrelationshipsof organismsin an ecosystem.
I EnergyFormsPoster
f Light Bulb or HeatBulb?
f Mighty Motors
I Horsepower!
v
8. Formulatean experimentaldesignto test a given
hypothesis.
f LightBulb or HeatBulb?
f MightyMotors
I The BTUis OneHot Topic!
I Capacitors:The EnergyTrap
I Don'tBlow a Fuse!
I lt's Electric...
Power!
I Kilo-what?
I Horsepower!
13. Identifythe safetyprecautionsthat shouldbe taken
givena Manufacturer'sSafetyDataSheet(MSDS)or
a product labelwith a key.
I LightBulb or HeatBulb?
f MightyMotors
I The BTU is OneHot Topic!
I Capacitors:
The EnergyTrap
I Don'tBlow a Fuse!
I lt's Electric...Power!
I Kilo-what?
I Horsepower!
15. Demonstrate
an understanding
that scientifictheories and methodshavedevelopedand continueto
developthroughtime.
f MightyMotors
I The BTUis OneHot Topic!
I Capacitors:The EnergyTrap
I Kilo-what?
Strand: Physical Science
1. Traceenergytransformations,
and/or apply the
principlesof mass/energy
conservation
to physical
and biologicalsystems.
f LightBulb or HeatBulb?
I The BTUis OneHot Topic!
I Capacitors:
The EnergyTrap
I Don'tBlowa Fuse!
I Kilo-what?
I Horsepower!
3. Usefundamentalforcesto explainand makepredictions aboutmotionsand changesin systems.
f Light Bulb or HeatBulb?
f Mighty Motors
I The BTUis OneHot Topic!
I Capacitors:The EnergyTrap
I lt's Electric...
Power!
I Horsepower!
Strand: Earth and Space Science
12. Demonstrate
an understanding
of units of measure
and precisionby usingan appropriatemeasuring
devicefor an application.
f LightBulb or HeatBulb?
f MightyMotors
I The BTUis OneHot Topic!
I Capacitors:The EnergyTrap
I Don'tBlowa Fuse!
I lt's Electric...
Power!
I Kilo-what?
I Horsepower!
,l
aa't
P.@:
;g
v
Thereis a needto implementuniqueprogramsand activities to help studentsachieve.The Ohio EnergyProject
(OEP)worksdiligentlyto introduceand providenew
teachingtools that will capturethe attentionof today's
students.
The tablebelowsummarizes
the percentage
of Ohio Math
ProficiencyOutcomesthat are met by EnergyBike
activities.
ENERGY
BIIIEACIMTIESAl{D OHIOiIATH
r$BNtNGourcoilrs
PnoflclENrv
IOUBTflGRADIOUTCOTiTFS
2. Usepatternsto makegeneralizations
and
predictionsby:
o. determininga rule and identifyingmissing
numbersin sequence;
b. determininga rule and identifyingmissing
numbersin a tableof numberpairs;
c. identifyingmissingelementsin a pattern
andjustifyingtheir inclusion;and
d. determininga rule and identifyingamassing
numbersin a sequenceof numbersor a tableof
numberpairsrelatedby a combinationof
addition,subtraction,multiplicationor division.
I
I
I
I
I
I
LightBulb or HeatBulb?
MightyMotors
The BTUis OneHot Topic!
Capacitors:The EnergyTrap
Don'tBlowa Fuse!
Horsepower!
3. Selectappropriatenotationand methodsfor
symbolizinga problemsituation,translatereal-life
situationsinvolvingadditionand/orsubtractioninto
and represent
conventional
symbolsof mathematics,
operationsusingmodels,conventional
symbolsand
words.
I
I
I
I
I
I
LightBulb or HeatBulb?
MightyMotors
The BTUis OneHot Topic!
Capacitors:The EnergyTrap
Don'tBlowa Fuse!
Horsepower!
4, Identifyneededinformationto solvea problem.
I LightBulb or HeatBulb?
I MightyMotors
I The BTUis OneHot Topic!
I Capacitors:The EnergyTrap
I Don'tBlowa Fuse!
I Horsepower!
6, Decompose,
combine,order and comparenumbers.
I LightBulb or HeatBulb?
I MightyMotors
I Capacitors:
The EnergyTrap
I Don't Blowa Fuse!
8. Add, subtract,multiplyand dividewholenumbers
and explain,illustrateor selectthinkingstrategies
for
makingcomputations.
I LightBulb or HeatBulb?
I MightyMotors
I Capacitors:
The EnergyTrap
I Don'tBlow a Fuse!
I Horsepower!
11. Add and subtractdecimals.
I LightBulb or HeatBulb?
I MightyMotors
I The BTUis OneHot Topic!
I Capacitors:
The EnergyTrap
I lt's Electric...
Power!
I Kilo-what?
I Horsepower!
21. Usemental,paper-and-pencil,and physicalstrategies
to determinetime elapsed.
I Capacitors:
The EnergyTrap
I Kilo-what?
24. Makeor usea tableto recordand sort information
(in a problem-solving
settingusingsimpleand complex
patternsin nature,art or poetry as setting)and make
identifications,
comparisonsand predictionsfrom tables,
picturegraphs,bar graphsand labeledpicturemaps.
I LightBulb or HeatBulb?
I Mighty Motors
I Capacitors:
The EnergyTrap
I Don'tBlowa Fuse!
I lt's Electric...
Power!
silrHGBAPJ
OtncorrtFt
4, Identifyneededand giveninformationin a problem
situation,as well as irrelevantinformation.
I LightBulb or HeatBulb?
I Mighty Motors
I The BTU is OneHot Topic!
I Capacitors:
The EnergyTrap
I Don'tBlowa Fuse!
I lt's Electric...
Power!
I Kilo-what?
I Horsepower!
6. Computewith whole numbers,fractionsand
decimals.
I Light Bulb or HeatBulb?
I Mighty Motors
I The BTU is OneHot Topic!
I Capacitors:The EnergyTrap
I Don'tBlowa Fuse!
I Horsepower!
12. Read,interpretand usetables,charts,mapsand
graphsto identifypatterns,note trends,and draw
conclusions.
I LightBulb or HeatBulb?
I Mighty Motors
I Capacitors:The EnergyTrap
I Don'tBlowa Fuse!
I lt's Electric...Power!
I Kilo-what?
17. Convert,compareand computewith commonunits of
measurewithin the samemeasurement
system.
I The BTUis OneHot Topic!
I Kilo-what?
22. Read,interpretand use tables,charts,mapsand
graphsto identifypatterns,note trendsand draw
conclusions.
I LightBulb or HeatBulb?
I Mighty Motors
I The BTUis OneHot Topic!
I Capacitors:The EnergyTrap
I Don'tBlowa Fuse!
I lt's Electric...
Power!
I Kilo-what?
I Horsepower!
24. Makepredictionsof outcomesof experimentsbased
upon theoreticalprobabilitiesand explainactualoutcomes.
I LightBulb or HeatBulb?
I MightyMotors
I The BTUis OneHot Topicl
I Capacitors:The EnergyTrap
I Don'tBlowa Fuse!
I lt's Electric...
Power!
I Kilo-what?
illirtx GBA.DI
oulcofiFs
1. Computewith wholenumbers,fractionsand decimals.
I Light Bulb or HeatBulb?
I Mighty Motors
I The BTUis OneHot Topic!
I Capacitors:The EnergyTrap
I Don'tBlowa Fuse!
I lt's Electric...
Power!
I Kilo-what?
I Horsepower!
8. Readthe scaleon a measurement
deviceto the nearest
markand makeinterpolationswhereappropriate.
I LightBulb or HeatBulb?
I Mighty Motors
I The BTUis OneHot Topic!
I Capacitors:The EnergyTrap
I Don'tBlowa Fuse!
I Horsepower!
v
rwFlrTxGBAD*F
o uTtqifis
1, Compare,order and determineequivalenceof real
numbers.
I LightBulb or HeatBulb?
I Mighty Motors
I Capacitors:The EnergyTrap
I Don't Blowa Fuse!
2, Estimateanswers,computeand solveproblems
involvingreal numbers.
I LightBulb or HeatBulb?
I Mighty Motors
I The BTUis OneHot Topic!
I Capacitors:The EnergyTrap
I Don't Blowa Fuse!
I Horsepower!
5. Organizedatainto tables,chartsand graphs.
I LightBulb or HeatBulb?
I Mighty Motors
I Capacitors:
The EnergyTrap
I Don'tBlowa Fuse!
I lt's Electric...Power!
I Kilo-what?
6. Read,interpretand usetables,chartsand graphsto
identifypatterns,note trends,draw conclusions
and
makepredictions.
I LightBulb or HeatBulb?
f MightyMotors
I Capacitors:The EnergyTrap
I Don't Blowa Fuse!
I lt's Electric...Power!
I Kilo-what?
s
l---tl
coAr
CI
$
ENERGY
SOURCES
POSTER
lntroductoryActivity
a fossilfuel in the form
of a solid black rock
energyfrom
movingair
a fuel refinedfrom
naturalgasand
petroleum
heat and steam
energyfrom the
earth'score
PROPANE
energyresultingfrom
fission,or the splitting
of uraniumatoms
d
A
..-.
/f_ 1
v
GEOTHERftIAT
energyproduced by
movingwater
.aA^.
K.rI
--.--
o0 0 0o
HYDROPOWER
NUCLEAR
a colorless/odorless
fossilfuel mostlymade
of methane
WIND
enersyfrom the
raysof the sun
s{27X\
I
SOTAR
]{ATURAL
GAS
a fossilfuel that is a
thick blackliquid
PETROTEUTII
Usingthis poster,studentswill matchnamesand
picturesof the ten major sourcesof energyto the
corresponding
definitions.
clflls RooftiQU-EsTt
oils ANDANs'wE
RSi
At the end of this discussion,
it will be apparentthat energy is usedat all times!
Teacher:"How haveyou usedenergytoday?"
Answer: "By turningon the lights."
Teachen "Wheredo lightsget energy?"
Answer: "Fromelectricity."
Teachen "Wheredoeselectricitycomefrom?"
Answer: "Pouerplants,"
energyfrom burning
plants,trashand
organicmatter
?
BIOttASS
Introducethe term renewableenergy;havethe students
namefive renewablesourcesof energy:
Biomass,geothermal,
hydropower,solar,ond windore
renewablesourcesof energtbecause
conuerting
theirenergt
to electricigdoesnot depletetheirsupply.Dayafterday,the
sun shines,the wind blous,ondtheriuersflow,
Usingthe EnergySourcesPoster,removethe definitioncards
fromthe poster.Dividethe classinto ten teamsanddistributea
definitioncardto eachteam. Thestudentsareto determine
whichenergysyrnboltheircardis describing.If the students
needhelp,askthemto determineif the energysourceis renewableor nonrenewable.
To completethis activity,havea student
representative
from eachteamplacetheir definitioncardnextto
their energysourceon the posterandreadit aloudto the class.
Teachen "Howdoesthe powerplantgenerate
the electricity?" Teachen"ls electricitya renewable
or nonrenewable
sourceof
Answer: "lt burnscool!"
energy?"
Answer: "lVeither...electricity
is differentfromtheotherenerg/
Teachen"Exactly,and coal is one of the ten major sources
sources
because
it
is a secondorysourceof energt.
of energy."
Thotmeonswe mustuseoneof thetenmajorsources
Introducethe term nonrenewable
energy;havethe stuof enerEtto produceit. In the UnitedStotes,
coalis the
dentsnamefive nonrenewable
sourcesof energy:
numberonefuelforgenerating
electricity."
Nonrenewable
energysourcesare mostfrequentlyused
Optional:Afterstudentshavelearnedthe ten majorsources
in the UnitedStotes.Cool,petroleum,naturalgas,
of energy,you canreinforcetheir learningby playing
propane,and nuclearenerg/are nonrenewoble
because "EnergyRoundup,""EnergyRelay,"or "EnergyCarnival."
All
theytokemillionsof yeorsto form.
of theseactivitiesand morecanbe orderedfrom the Ohio
EnergyProject.
EI{ERGY
FORftISPOSTER
lntroducforyActivity
ENERGYFORTNS
Radiant
?
Chemical
cal
Chemi
Mechanical
Electrical
Radiant& Thermal
Usingthis poster,studentswill trace the energytranformationsthat occurwhile ridingthe EnergyBike.
clAssBooilQUIsTtoillANDANsw[Rsi
havea studentpedalthe
Beforethis discussion,
bulb and then
EnergyBiketo light an incandescent
stop pedaling.
Teacher:"Wheredid the energycomefrom to light the
bulb?"
Answer: "Thegenerator."
Teacher: "l seethe generatorsittingthere,but I don't
seethe bulb lightingup!"
Answer: "Our legsmade the generatorrun."
Teachen "Wheredid the energyin your legscomefrom?"
Answer: "Our muscles."
Teacher: "But wheredid your musclesget the energy?"
Answer: "Our brainstold our legsto uork."
Teacher: "Right,but that is just a signal.Throughthe
nervoussystem,our brainstell our muscles
to contractwhile pedalingthe EnergyBike.
In fact,just thinkingaboutridingthe Energy
Biketakesenergy!So,wheredid your body's
energycomefrom?"
Answer: "lt camefrom food."
Teacher: "What did you havefor breakfastand can
you traceit backto the sun?"
Answer: "Cereolcomesfrom groins,ond grainsuseenerEt from the sun to grow. Egs come from chickens,chickenseot groins,and grainsgrow
becauseof the sun.Baconcomesfrom hogs,
hogseat com, and com growsin responseto the
sun3 energ/. Milk comesfrom cowsthotgraze
on plonts,thot in tum, dependon the sun for
energ/. All foodscan be tracedbock to the sun."
Usingthe EnergyFormsPoster,beginwith the sun
(nuclearenergy)and havethe studentstracethe energy
transformations
that occur while riding the EnergyBike.
Nuclcar cncrgy isenergy
lockedwithin the nucleusof an
atom. It is the forcethat binds
the nucleusof the atomtogether.
The energycan be releasedwhen
\/ J
atomsare combinedor split
\-,
apart. Nuclearpower plantssplit
atomsin a processcalledfission.
The sun combinesatomsin a processcalledfusion.
Throughfusion,nuclearenergyis convertedinto radiant and thermalenergy.
r Y,,-*\*?
Vf
)-*'
( \=rd:)
Radiant encrgy iscommonly calledlight energy.Amazingly
enough,it only takes8 minutes
and 20 secondsfor solarradiation
to travel from the sun to the
earth-adistanceof 150million
kilometers!But light energyis
only one kind of radiantenergy.
All wavescarry energy.Radioand televisionwavesare
other types of radiantenergy.
v
Ch€miCal Cn9iryNis storedin thebonds
between the atoms of food. wood. coal. and other
fuels. Duringphotosynthesis,
sunlight
givesplantsthe energythey needto
build complexchemicalcompounds.
Whenwe eat food,a chemicalenergy
transformationoccurscalledmetabolism. Throughmetabolism,
we breakdown the carbonhydrogenbonds(carbohydrates)in food. Weare
then ableto convertthis
chemicalenergyinto
mechanicalenergy.
ilcshanisal Gh€r!! is
the energyof motionusedto perform work. It is the energythat
pulls,pushes,twists,turns,and
throws. A machineusesmechanical energyto do work and so do
our bodies.Whenridingthe
EnergyBike,we are ableto convert chemicalenergyinto mechanicalenergy.
E|ccfrisal cnctgUisthe
energyof chargedparticles,like
electrons.Everythingin the world
is madeup of tiny particlescalled
atoms. Atomsare madeup of
eventinier particlescalled
electrons,protons,and neutrons.
Electriccurrentis producedwhen
electronsare forcedto move.In a generator,rotating
copperwire arounda magnetcreatesa forcethat causes
electronsto move.A personridingthe EnergyBikeuses
mechanical
energyto rotatethe copperwire insidethe
generator.The generatorconvertsmechanicalenergy
into electricalenergy.
Thgfmal
CnGfg},_ or heat energy,is produced
by movingor vibratingmolecules.The fasterthe moleculesmove,the hotter an
objectbecomesand the more
thermalenergyit possesses.
The electricalenergyusedto
light an incandescent
bulb while
riding the EnergyBikeproduces
both radiantand thermalenergy.
ovEBvlIw
Fluorescent
bulbsprouidea moreenerE/efficientsourceof
light than incandescent
bulbs. Incandescentlightingis used
mostoftenin homesdue to the initial costof purchosingfluorescentbulbs. In this actiuity,studentswill usethe EnerEt
Bike to generateelectricityand comparethe two typesof
bulbsusingtheir musclepower. Theywill reod uolt and amp
metersto colculatewattageand to determinethe economic
aduantageof usingfluorescentbulbs.
ourcoilFs
Learnerswill:
r understandthat light bulbsconvertelectricalenergyto
radiantand thermalenergy.
r comparethe energyefficiencyof fluorescentversus
incandescent
bulbs.
I defineelectricity,volts,ampsand watts.
r learnthe Law of Conservationof Energy.
GTTREADY|
1, If needed,makeclasscopiesof the EnergyBikeSafety
Contractfoundon page7.
1. 1-17
If needed,distributeand review \F
the SafetyContractwith your students.
V
2, Beginthis activityby havingyour studentspredict
which type of light bulb is moreeconomicalandenergy efficient.
3. Describethe task Studentswillgenerateelectricity
usingthe EnergyBiketo compareincandescent
bulbs
to fluorescent
bulbs. Theywill describethe muscle
powerrequiredto light the incandescent
versusfluo
rescentbulbs.
4, Defineelectricity: Electricityis energtassocioted
with
mouingelectrons.
5. Selecta volunteerandaskthemto beginpedaling.Once
the volt meterreachesl2-13volts,flip onefluorescent
switchup.
6, Aftera fewseconds,turn off the fluorescent
bulb,andlight
an incandescent
bulb by flippingoneincandescent
switch
up. Stopthe riderandaskhim/herto comparethe
amountof strenghrequiredto lighteachbulb. Therider
shouldindicatethe fluorescent
bulbwaseasierto light.
2, Makeclasscopiesof the BrainPowersheetfoundon
pages2l-22.
9rTsFTi
1. Setup the EnergyBikeand insertfour incandescent
and four fluorescentbulbs.
2, If anychallenges
occurwhiletestingthe EnergyBike,
referto the troubleshootingsectionon pages84-85.
3. Flipthe ampmeterswitchup asindicatedbelow.Flipup
the terminalpostswitch.
The Energy Bike has tuo columns of suitches uhich power the
incandescent and fluorescent bulbs. The first column pouers the
incandescent bulbs, and the second column powers the fluorescent.
7. Introducethe termsvolts,amps,and wattsas the
units of measurement
for electricity.
Definevolts: Voltsmeasurethe differencein
electricpotential.
ffi
w
Demonstrate
volts by havingten studentsstandin a
circle. Ask the studentsto imaginethey are someof
the electronsof the manycopperatomsin a wire.
Instructthem to standstill, and put one handon the
shoulderof the personnextto them. Theyshould
then pushgentlyon the shoulderof the personnext
to them. Explainthat electronspushon one another
as they are movingthrougha wire in a circuit,and
that pushis the energyavailableto potentiallymove
the electrons.Voltsmeasurethe potentialenergyof
the electrons,so volts are oftendescribedas
potentialdifference.
Defineamps:Ampsmeasuretheamountof electriccurrent.
Usingthe samestudents,demonstrateampsby identityinga startingpoint in the circuit. Havethe studentsbeginto walk aroundthe circlevery quickly.As
the startingpoint is
the students'paceincreases,
passedmorefrequently.That increasein frequency
represents
an increasein amps. Ampsmeasurethe
numberof electronsthat passa certainpoint in the
circuitper second.Oneampis equalto 6.2x l0'n
electronspassinga point in one second.
Definewatts: Wattsmeesureelectricalpouer.
Wattscanbe determinedby multiplyingvolts (electric
potential)by amps(current).Voltsx Amps= Watts.
8. Askfor a volunteerto pedalthe EnergyBikeand light
oneincandescent
and one fluorescentbulb. Havethe
classdeterminewhich type of bulb requiresmore
electricityto operateby readingthe amp meter.
Fluorescentbulb=
I amp
Incandescent
bulb = 4 amps
9. Havea third volunteerpedalto comparethe amount
of musclepowerrequiredto light four fluorescent
bulb.
bulbsversusone incandescent
Thestroinon the uolunteers/egsshouldfeel equaL
10. Definethe law of Conservationof Energy: Energtcannot be createdor destroyed,it con only be transformed.
11. Usinga fourthvolunteer,light first an incandescent
and then a fluorescentbulb,one at a time. Ask the
studentsto determinewhich bulb looksbrighter.
Youmaywish to turn off the lightsto help the studentscomparethe brightnessof the bulbs.Often
they will answerfluorescent.Havea studentread
both the volt and amp meter.Calculatethe power of
eachbulb usingthe equationVoltsx Amps = Watts.
Fluorescent
bulb = 12watts Incandescent
bulb = 48 watts
12, Sincethe incandescent
bulb requiresmore"leg
power,"it seemsas if it shouldbe brighter.If the
extra power is not beingconvertedinto light, to what
other form of energyis it beingconverted?It is being
conuertedto heat,or thermalenerglt.
v
FTUORESCENT
AND
TIGHTBULBS
INCANDESCENT
The filamentof an incandescentbulb is a resistive
element,similar to the wires in a toaster. The filament
is a tungstenwire wound in a tight coil. It glowsmuch
more brightly than heatingelements.Believeit or not,
filamentscan be up to 20 incheslong and reachtemperaturesof 4,500"F!Due to a filament'shigh temperature,
inert gasessuch as argonare placedinsidethe bulb to
prevent the wire from burning. Incandescenceis the
emission of a glowing white light by an intensely
heated material.
A fluorescentbulb has a glasstube, whose inner
surfacehas a phosphor coating. In compactfluorescent
bulbs,the tube is folded back on itself. The tube is filled
with argongasand a small amountof mercuryvapor.
Differentgasesproducedifferentcoloredlight. For example, neon gasproducesred light and sodium gasmakes
yellow light. At the end of eachtube are electrodesthat
emit electronswhen heatedby an electriccurrent. When
electronsstrike the mercuryvapor,the mercury atoms
emit rays of ultraviolet(LJ\Dlight. When theseinvisible
W rays strike the phosphor coating,the phosphoratoms
emit visible light. The convensionof one type of light
into another is known as fluorescence.
13. Whilea studentis pedaling,havevolunteersput their
handsnearthe incandescent
bulb and then
the fluorescentbulb. Instructthe studentsto
taketheir handsawayas soonas they start
to feelwarm. Whichbulb feelswarmest?
The incandescent
feelswarmest.
Fluorescent
60%thermalenerg/
bulb enerE/=
40%radiantenerglt
Incandescent
bulbenerg/=
90%thermalenerg/
10%rodiontenergy
14. Whichbulb is mostenergyefficientand cost efficient?
Fluorescentbulbsrequire75%lessenerg/ and last up to
l3 timeslonger.A fluorescentbulb usesapproximately17t
thepowerof on incandescent
bulbbecauseit conuerts
electricalenerg/ into light more efficiently.
15. A compactfluorescentbulb is expectedto pay for
itselfin only 1.7years. Ask the studentsto identify
the environmental
benefitsof usingfluorescentbulbs
over incandescent
bulbs.
I Powerplonts would not haueto burn as muchcoal,
reducingoir poilution ond conseruingnonrenewable
resources.
I Therers /essof a needfor oir conditionersto remoue
the heat outputfrom the light butbs.
I The bulbslast longer,thereforeyou throw feuer
bulbsouay and conseruelondfill space.
lt
BRAINPOWER
LightBulbor HeatBulb?
Date:
Name:
1. Whatis electricity?
FUNlAGi]l Theomountof
electricolenerg/usedto light
a 100wattincandescent
bulb
for I0 hourswouldbe enough
to drill holesfor four hours,
nm e colorteleuisionfor
set)enhours,or cleancarpets
for oneanda halfhours!
2. Whatdo volts measure?
3. Whatdo ampsmeasure?
4. Whatdo wattsmeasure?
or fluorescentbulb requiremore musclepowerto light?
5. Did the incandescent
^
^
A
/I
A
/I
t CATCU
LATIONS!
POWERFU
Fluorescent
LightBulb
Watts
Voltsx
Amps=
I
ncandescent
Light
Bulb
Voltsx
Amps=
Watts
VVVVVVVvvVVVVWVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVvvV
5. The Lawol Conservationof Enerevstates:
7. Whenelectricityflowsthrougha light bulb, it is convertedinto two formsof energy.Whatarethey?
O.
b.
tl
RAINPOWER
AnswcrKey
LightBulbor HeatBulb?
l. What is electricity?
Energyassociated
with mouingelectrons.
tllll FACII Theamountof
!. whatdovorts
measure?
":",:#'#;i:[ilH:!"n'Hi;
Thedifferencein electic potential.
for 10hourcwoudbeenoush
to dill hotesfor four hou'ri,
y:.:':ly.*t::::":f::^^,"
3. What do ampsmeasure?
Electricot
current.
|3i"J:2i#:tr:ifffi;tr"
4. Whatdo watts measure?
Themeasureof totalelectic pouer, equalto uoltsmultipliedby amps.
5. Didthe incandescent
or fluorescent
bulb requiremoremusclepowerto light?_lncgryfu3g9n!_lulb_
^r
r' A.r.r'
&
A.A,r'r'r'
r'r.^.r.r.
r.r.r.r.r.
r.r.^.^
t CATCU
LATIONS!
POWERFU
Fluorescent
LightBulb
/2 Voltsx
r'r'
/ Amps= /2 Watts
^^^ AA.
r.
A
lncandescent
Light
Bulb
I
/2 Voltsx 4 Amps= 48 Watts
VVVVVVVVWVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVWvvWVVVVVVVVVVVVVVVVVVV
6. The Lawof Conservationof Energystates:
Energt cannotbe createdor destroyed,it can only be transformedinto other forms
ot energ/.
7. Whenelectricityflowsthrougha light bulb, it is convertedinto two formsof energr. Whatarethey?
a. Radiant (Light)
b. Thermal(Heat)
BULBDETECTIUES
Name:
Date:
l. Listlocationsin your schoolandidentifythe typeandnumberof bulbsusedin eachroomor location.
Mainlobby
Trophy
case
Cafeteria
Cafeteria
warming
lamps
Gymnasium
Art room
Exitsigns
2, Discussthe numberand type of light bulbsin your school.Did you find more fluorescentor
more incandescentbulbs? Why do you think your school choseto use that type of bulb more
often?
3. For homework,makea similarchart for vour house.
Kitchen
Bedroom
Garage
Light Bulb Further Discouery#1
US.INCANDESCENT
FLUORESCENT
ovERvlEw
GO!
Studentswill inuestigotethe energyefficiencyof
incandescent
and fluorescentbulbsby determining
which producesthe most heat. Both bulbswill
producethe sameamount of light, but one will
producemore heat, cousingit to be lessenergy
efficient. This octiuity works bestas o c/ass
demonstrotion.
1.
Placethe lamp with the 50 watt incandescentbulb into the box. The bulb
shouldnot touch the box.
2, Usingscissors,makea hole at the bottom of
the box for the electricalcord.
3. Cut a secondhole about midwav acrossthe
box for the thermometer.
GET
sFTi
+, Measurethe temperatureof the air in the box
Collectthe materialslisted below.
beforepluggingin the lamp.
bulb
O SOwatt incandescent
5. Turn on the lamp and take temperaturereadings every minute for 10 minutes.
bulb
O 12watt fluorescent
6. Repeatthe activity using the fluorescent
bulb.
o Lamp
@
7, Plot the data from both trials on the same
Scissors
o An electricoutlet
o Thermometer
enoughto cover the lamp witho Aoutboxthelarge
bulb touchingit.
graph using differentcolors for comparison.
The fluorescentbulb producesthe same
amount of light using less power. Fluorescent
bulbs convert less electricalenergyinto
thermal energythan incandescentbulbs.
8. Optional: Studentscould comparethe heat
producedby incandescentbulbs that require
differentwattage,i.e. a 50 watt bulb versusa
100watt bulb. Is it more energyefficientto
use two 50 watt bulbs or one 100watt bulb?
Whicheuercombinationuses lessheat during
the same length of time is more efficient,since
more of its energ/ is conuertedto light
Havestudentsalso compareand discussthe
brightnessof two 50 watt bulbs versusone
100watt bulb. Which combinationprovides
sufficientlight for your purposes?If a light
meter is available,studentscan measurelight
output,too.
US.
Light BuLbFurtherDiscouery#2
ovEBvlFw
In thisactiuig, studentswill usethe EnergyBike to discouer more aboutmotors.Theywill calculotethe power
requiredto operatea fan and o hair dryer. Thehair dryer
requiresopproximotelyten timesmorepouer thon the fon
becouseit containsa resistiueheatingelement.Students
will discouerthat it requiresmorepower to start a motor
than to keep it runningby obseruingthe amp meter.
Energyefficiencywill be discussedas it relatesto turning
off non-essential
motorsduringa blackout.
GErsFTi
1, Setup the EnergyBike. Plugthe fan and hair dryer
into the receptacles.
2, Testthe EnergyBike. If any challengesoccur,refer
to the troubleshooting
sectionon pages84-85.
3. Flip the amp meterswitch up as indicatedbelow.
The terminalpost switchalsoneedsto be flippedup.
ourcoitEs
Learnerswill:
I recognize
that motorsconvertelectricalenergyinto
mechanicalenergy.
I determinethat the EnergyBikeconvertsmechanical
energyinto electricalenergy.
r understandthat morepoweris requiredto start a
motor than to keepit running.
I be ableto defineinertia.
I understandhow to preventpowersurgesfollowinga
blackout.
GETREADTI
1, Geta plasticbaglargeenoughto coverthe fan in
the energybike case.
2, If needed,makeclasscopiesof the EnergyBike
SafetyContractfound on page7.
3. Makeclasscopiesof the BrainPowersheetfound
on page29.
co!
1, fa7
\-/
If needed,
distributeandreviewthe
SafetyContractwith yourstudents.
V
2, Selecta volunteerto ride the EnergyBike. As the
volunteerpedals,slidethe fan switchfrom OFFto
SLOW.Ask the rider to describethe fan'sair flow
and the pedalingresistance.
3, Whilethe studentcontinuesto pedal,slidethe fan
switchto FAST.The rider may feelan increasein the
pedalingresistance,
andwill alsobe rewardedwith
moreair flow.
4, Selecttwo new volunteers,one to ride the Energy
Bikeand one to readthe meters.Whileonestudent is pedaling,instructthe other to readthe amp
meter as you switch the fan from SLOWto FAST
speed.
SLOW= 0.6omps
FAST= 1.0amp
5. Placethe plasticbagover the fan so that it is
stretchedtightly over the grill.
6. Switchthe fan to FASTand askthe rider to pedal
until the volt meterregistersa steady12-13volts.
Havethe other volunteerobservethe amp meter,
and compareto the previousexperiment.The
amountof current(omps) will be higherbecausethe
fon mustwork harderto moueair againstthe bag.
7, Removethe plasticbagfor the next experiment.
Havethe rider continueto pedalwhileyou switch
the fan OFF,and wait until the fan stops. Switchthe
fan backon to EAST.By watchingclosely,students
will seethe amp meter surgeto aboveone amp
beforesettlingdown to one amp.
8. Havethe classpredictthe numberof ampsthe hair
dryer will usebasedon their knowledgethat the
fan usedone amp on FASTspeed.
9. Selecta strongvolunteerto ride the EnergyBike
and anotherto readthe meters.
10. Flipthe switchdown towardsthe 0-30amp meterto
accuratelymeasurethe numberof ampsusedby
the hair drver.
16. Discussthe usesof motorsin our homesincluding:
o.
b.
c.
d.
e,
Personalgrooming(trair dryers and electricrazors)
Clotheswashersand dryers
Refrigeratorsand freezers
Electricmixers,blenders,coffeegrinders
Fans,heaters,air conditioners
1 1 , Defineinertia: Inertia is the resistanceof an objectto
any chongein itsspeedor direction.
1 8 . Due to inertia,more energyis requiredto start a
motor than to keepit running. Relatethis ideato real
life by askingwhat can occurwhenan appliancewith
a largermotor,such as a vacuumcleaneror power
tool, is turned on at home. Theextraenergyneededto
stort the largermotor may sometimescausethe lightsto
dim.
19, Definea blackout: A blackoutis the lossof electrical
supplyto o pouer company'sseruiceareo.
20. As learnedin this activity,moreenergyis requiredto start
a motorthanto keepit running.Aftera blackout,when
electricityreturnsto a powercompanies
servicearea,
hugeelectricalsurgesoccur.Thisis a resultof allthe
motorstrlng to start at the sametime.
11. Havethe studentbeginpedalingand oncethe volt
meterreachesl2-13volts,turn on the hair dryer.
How manyampsdoesit require?
Hair Dryer = I0 omps(it can uary from I - 12 amps)
lL Whichmotormovedmoreair,the hair dryer or the fan?
Typically,thefan mouesa muchgreateramountof air.
13. Why doesthe hair dryer useso much moreenergy,
yet producelessair? Thehair dryerheatsair uith
o resistiueheatingelement,similar to the one found
in a toasteror on incandescent
bulb.
Note: Moreinformationaboutresistiveheatingelementscan be found on pages52-53.
14. Oncethe studenthas l2-I3 volts registeredon the
meter,turn on the hair dryer and placeit near his
or her wrist. It is amazinghow muchwork is
requiredto produceso little heat!
15. Discussmotorsand generators,
comparingand contrastinghow generatorsand motorsusemechanical
and electricalenergy.A generotorconuertsmechanical energltto electricalenerg/;o motorconuertselectrical energ)/to mechanicalenergt.
Note: More informationabout energyconversions
can be foundon pagesl7-18and moreinformation
aboutthe generatorcan be found on page4.
v
21, Wecan help reducepowersurgesby turningoff nonessentialmotorsduringa blackout.
22, Discusswith studentswhich motorsin their houseare
essentialandwhich arenot.
BRAINPOWER
MightyMotors
Name:
Date:
AA
A
AAA
AA
AAAAAAA
AA
A
AA^r'^'
^,l.^.
AA
^,r.r'A
AA
POWERFU
t CALCU
tATIOil S!
Fanon LowSpeed:
_
Voltsx _Affips
FanonHighSpeed:
Voltsx
Hairdryer:_Volts
x _Affips
=
Watts
Amps= _Watts
= _Watts
VVYVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVV
1, Trueor False?Moreenergyis requiredto keepa motorrunningthanto start it. If false,
rewritethe statementto makeit true.
2. Whatis inertia?
3. Doesthe hair dryer usemoreor lessenergythana fan? Why?
4. A generatorconverts
5. A motorconverts
energyinto
energyinto
energy.
energy.
6. List three examplesof motors used in your home:
O.
b.
C.
7. Whatis a blackout?
8. Reviewquestionsix. Whichmotorscouldbe unplugged
or switchedoff duringa poweroutage?
It
RAINPOWER
AnswcrKey
MightyMotors
A
AAA
AAAAAAAAAAAAA^'^'^'^.^,^'A
A^.AAAAAAA
A
A
l.
A
AA
POWERFUT
CATCULATIOilS
!*
FanonLowSpeed
. 12 Voltsx
0.6 Amps=
7.2 Watts
Amps=
12 Watts
FanonHighSpeed'.12 Voltsx
Hairdryer: 12 Voltsx
1
12 Amps=
144 Watts
VVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVYVVY
1, True or False?More energyis requiredto keep a motor running than to start it. If false,
rewrite the statementto make it true.
Folse. More energyis required to stort a motor than to keep it running.
2. What is inertia?
Inertia is the resistonceof an object to any changein its speedor direction.
3. Doesthe hair dryer use more or less energythan a fan? Why?
The hoir dryer usesmore energ/. It hosto heat the air with a resistiueheotingelement.
4. A generatorconverts
5. A motor converts
mechonical
electrical
energy into
energy into
electrical
mechanical
energy.
energy.
6. List 3 examplesof motors used in your home:
Someexamplesmay include: refrigerotor,coffeegrinder,oir conditioner,electricrazor,
washingmachine
7. What is a blackout?
A blackoutis the lossof electricalsupplyto o power compony'sseruiceoreo.
8. Reviewquestionsix. Which motors could be unpluggedor switchedoff during a power outage?
The answerswill uary. Theyshould includenon-essentiolmotorssuch as air
conditioners,fons, clotheswasher,but should not include refrigerator.
*The answersin Powerful Colculationsare gpical ualuesfor the fan ond hair dryer includedwith
the bike. Actual ualuesmav uarv from rider to rider and from bike to bihe.
riloroRSEARGH64
'aYZ/4
Name:
Date:
ow manymotorsare in your home? List motors found in eachroom. Chooseone motor
from eachroom and recordthe numberof ampsand watts it uses. Typically,
the number
of amps or watts a motor usesis found near the electricalwire running into the motor. In the
United States,most homes use 120volts. Hint: Voltsx Amps = Watts
Bcdroom
Obiectwith motor:
Object
VoltsxAmps=Watts
Bathroom
Objectwith motor:
VoltsxAmps=Watts
Kitchcn
Objectwith motor:
VoltsxAmps=Watts
Laundry Room
Objectwith motor:
VoltsxAmps=Watts
FamilyRoom
Objectwith motor:
VoltsxAmps=Watts
Basemcnt
Objectwith motor:
VoltsxAmps=Watts
Othcr
Objectwith motor:
VoltsxAmps=Watts
Motor FurtherDiscouery#l
GETREADY|
Studentswill comparethe amount of time it
takesto completevarious taskswith manual
tools and mechanicaltools: mechanical
energyproducedby humansversus
mechanicalenergyproducedby electricity.
cETsFTi
Photocopythe chart on the next pagefor
eachstudent,and gatherthe following
items:
o Electricdrill, hand drill
o Block of wood
o Electricmixer,eggbeater
o Two bowls, flour, water
o Electriccan opener,hand can opener
o Emptycannedgoods
O
Electricknife,standardknife
o Bar of soap
o Cuttingblock
Go!
1, Havestudentsdiscussthe lengthof time it
would take to walk to schoolversusriding in
a car or bus.
2. Demonstrateways in which peopleuse
mechanicaltools to savetime and effort.
Havethe studentsrecord the amount of time
that passesas you:
I Cut a bar of soap with an electricknife and
a standardknife.
f Drill a hole in a block of wood with an
electricdrill and then a hand drill.
I Mix flour and water with an electricmixer
and a hand mixer.
I Openthe bottom of empty canswith an
electric can openerand then a hand can
opener.
3. Havethe studentsgraph each demonstration
to illustratethe time savedusing electrical
appliances.A bar graph is provided on the
followingpage.
+. Discussthe advantagesand disadvantagesof
using convenientdevicesand how they affect
our standardof living and quality of life.
5. As an extendedhomeworkactivity,havethe
studentsrecord the time it takesto dry their
hair:
I naturally
I usingan electrichair dryer on hot
I usingan electrichair dryer on cool
Instruct the studentsto record the wattageof
their hair dryer. This informationis typically
found near the electricalwire as it entersthe
hair dryer.
CalculateVolts x Amps = Watts.
(Hint: Most homes in the U.S.use 120 uolts.)
Motor FurtherDiscouerv#2
DOETECTRICAT
HOWiIUCHTITIIE
APPTIANCES
SAUE?
Timc
(Scconds)
Soap
\(ood
Flour& Water
Cans
160
150
140
130
120
110
100
90
80
70
60
50
40
30
20
-t
10
^i
.D
-t
f-r
Ct
q
(b
+
N5
Dcuiccs
Uscd
Electric
Knife
Standard
Knife
Electric
Drill
Hand
Drill
Electric
Mixer
Hand
Mixer
ElectricCan HandCan
Opener
Opener
ovERvlFrr
A British ThermalUnit (BTU) is the amountof heat
energyrequiredto raisethe temperatureof one pound of
waterone degreeFahrenheit.In thisactiuig, a beuerage
uJarmerwill be usedto heat one pound of uater. A team
of six studentswill ride the EnergyBike for six minutesto
power the beuerageuarmer. Anotherstudentwill hold
the beuerageuarmer ond monitorthe numberof BTUs
generotedby the riders. The classwill then calculatethe
numberof BTUsper hour the EnergyBike is able to
produce,and relate thisdata to real-lifeopplications.
ouTCorrrFs
Learnerswill:
r defineBritishThermalUnit (BTQ.
I knowthat a typicalresidentialwaterheaterrequires
40,000BTUsper hour to heatwater.
I calculatethe numberof EnergyBikesrequiredto
operatea homewater heater.
GErRFADI|
1. If needed,makeclasscopiesof the EnergyBike
SafetyContractfoundon page7.
2. Makeclasscopiesof the BrainPowersheetfound
on page36.
GET
sETi
1, Setup the EnergyBike. Plugthe receptacle
extension
cord into a receptacle,
and placethe beverage
warmer-mugon a nearbytable. Caution:Do notplug
the beuerageu)ormerinto the extensioncord.
2, Testthe EnergyBike. If any challenges
occurduring testing,referto the troubleshooting
sectionon
pages84-85.
3. Measurel6 ouncesof water,and pour it into the
beveragewarmer. The resultwill be approximately
one poundof water.
4. Setthe timer to six minutesand clip it to the top of
the displayboard.
5. Flipthe amp meterswitchdown towardthe 0-30
amp meteras shownin the picturebelow.Flipup
the terminalpost switch.
6. Placethe thermometerin the water.
.-2.
k
co!
1.
If needed,distributeand reviewthe
EnergyBikeSafetyContractwith your students.
2. Discussthe variouswaysthat individualsand
industryusehot water.
3. DefineBritish Thermal Unit @TQ: A BTU is the
amountof heat energyrequiredto raisethe temperatureof one pound of waterone degreeFohrenheit.
4, Describethe task:
Sixvolunteerswill taketurnspoweringthe
EnergyBikeoneminuteeachfor a total of
sixminutes.Havean alternatein casethe
studentsgettired quickly.Eachvolunteer
mustgivea signalwhentired. At that point,
pausethe timerandreplacethe volunteer.
b. The EnergyBikewill heat a beveragewarmer,
which will be usedto raisethe temperatureof
one pound of water.
c. A seventhvolunteer,"the scientist,"will observe
the temperaturechangesin the water.
d. Eachtime the temperatureincreases
one
degree,one BTUof heat energyhas beenadded
to the water.
5. Haveyour studentspredicthow manydegreesthe
watertemperaturewill increase.Theirpredictions
shouldbe writtenon their BrainPowerSheet.
6. YZ
\-/
V
Selectthe six volunteersto ride the Energy
Bike.Warnthe studentsthat this experiment
requiresstrengthequivalentto riding a bike
uphill.They shouldexpectsomepedalingdifficulty!
Selecta seventhvolunteer.This volunteerwill
act as the class"scientist,"reportingtemperature changesto the class.
Givethe unpluggedbeveragewarmerto the
scientist.The beveragewarmercan be damagedif it is pluggedin when not holding
water.
9. Havethe first volunteerget on the bike and begin
pedaling.The extensioncord shouldbe plugged
into the displayboard. Oncethe volt meterregisters 12-13volts,plugthe beveragewarmerinto the
extensioncord.
BTU& y.O.U!
BTU standsfor British ThermalUnit. BTUsare
one way to measureheat energy. The heatingor cooling power of large appliancessuch as furnaces,water
heaters,clothes dryers, air conditioners,and refrigerators is measuredin BTUs. The rate at which heat
energy is supplied or removed is expressedin BTUs
per hour, or BTU/hr. The averagehome water heater
supplies heat to the water in its tank at the rate of
40,000BTU/hr.
A largecity, such as Boston or SanFrancisco,
uses about one quadrillion (1,000,000,000,000,000)
BTUs per year! This is equal to 172million barrelsof
oil, 980 billion cubic feet of natural gas,or 100million
tons of coal. What does this all boil down to?
Conservation!By taking shorter showers,usingwarm
or cold water for laundry,and turning off the faucet
betweenuses,you can reducethe amount of energy
neededto heat the water in your home. Improving
your water consumptionhabits will conservethe
earth's energyresources!
14. By readingthe amp meter,havethe studentscalculatethe numberof wattsneededto powerthe beveragewarmer.
Formulo: 12VOLTSx _AMPS = _WATTS
Example. 12VOLTSx 8 AMPS= 96 WATTS
15. Keeprepeatingthis processuntil the entiresix minutes
havepassed.Whenthe timer sounds,havethe scientist stir for 30 moresecondsto ensurethat all of the
heatis transferredto the water.
16. Havethe classcalculatethe numberof BTUs
generatedper hour.
10. It takes30 secondsfor the beveragewarmerto get
hot. After30 seconds,start the timer.
1 1 . Explainthat the scientistmust stir duringthe entire
experimentin orderto evenlydistributethe heat
throughoutthe water.
12.Havethe scientistyell out "OneBTU!Two BTUs!"
eachtime the watertemperatureincreasesone
degreeFahrenheit.The other studentsshouldkeep
trackof the numberof BTUs.
13. Whenthe first volunteeris tired,stop the timer,and
askfor the next rider. Oncethe volt meterregisters
a steadyI2-I3 volts,restartthe timer.Continue
alternatingridersand recordingBTUsuntil six minuteshaveelapsedon the timer.
v
Formula:
BTU_
x 60-nJinutes= BTUihr
6 mmutes
I huut
Exomple.
15BTU x
6 minutes
60 minutes= lS0 gtU/hr
I hour
17. Havethe studentscalculatethe numberof Energy
Bikesit would take to power a homewater heater.
Hint: A home uoter heoterrequires40,000BTUsper
hour to operate.
Formula:40.000BTU/hr x I EnergvBike =
HomeWaterHeater
EnergyBikes
(answerfromstep 16)
Example:40.000
BTU/hr x 1EnergvBike = 267Bikes
HomeWaterHeater 150BTU/hr
I Home
WaterHeater
\l
BRAINPOWER
TheBTUis OneHotToPic!
Date:
Name:
1. Whatis a BTU?
in six minutes:
e, predicthow manyBTUsthe EnergyBikewill generate
3. Whatis the heatingpowerof the beveragewarmer?
1 2 V O L T xS- A M P S =
11.Recordthe initial temperature
WATTS
" F and the final temperature
"F'
by the EnergyBikein six minutes:
5. Recordhow manyBTUswereactuallygenerated
change.)
as the temperature
ftlint: Thisnumbershouldbe the samenumber
6. calculatehow manyBTUsper hourthe EnergyBikecangenerate:
7. What is the heatingpower of a typical home water heater?
8. How many EnergyBikeswould it take to power a home water heater?
tt
RAINPOWER
AnswerKcy
TheBTUis OneHotTopicl
l. Whatis a BTU?
BTUstandsfor BritishThermalUnit,whichis o unit of measurethat describes
the
amountof heat energ)lneededto raise the temperatureof onepound of water
onedegreeFahrenheit.
L Predicthow manyBTUsthe EnergyBikewill generatein six minutes:
ansuerswill uar:t
3. Whatis the heatingpowerof the beveragewarmer?
12 VOLTSx
8
AMpS=
96
WATTS
L Recordthe initialtemperature 65 'F andthe finaltemperature g0 . F.
(\ote; The valuesprovidedhereare typical resultsand may vary from bike to bike.Usethen as
a
guideso you knowwhat to expect.)
5. Recordhow manyBTUswereactuallygeneratedby the EnergyBikein six minutes:
Examoleanswer:15BTIJs
(Hint:This numbershouldbe the samenumberas the temperaturechange.)
6. Calculate
how manyBTUsper hour the EnergyBikecan generare:
Thisanswerwill uorydependinguponthe experiment.
Formula:
BTU
6ffiX6,
G0minutes
=BTU/hour
Example:
15BTU
ffiX6;,
60 minutes
= IS}BTU/hour
7. Whatis the heatingpowerof a typicalhomewaterheater?
40,040BTU/hr
8. HowmanyEnergyBikeswouldit taketo powera homewaterheater?
Formula:40.000BTUftrr x I Ener$rBike = _
HomeWaterHeater
r.ffition
1u.,r*..
Example:40.000
BTU/hr x I EnergyBike =
I HomeWaterHeater 150BTU&r
EnergyBikes
5)
26T
EnergrBikes
HOTSTUFF!
Date:
Name:
lt shouldbe labeledon
l. Investigatethe BTUrating of the water heaterin your homeor school'
BTIJ/hr rating multiply
the water heater. Hinf If yoiarwater heater hasi watt rating-ratherthan a
iii ni*.A", of *ans by 3.4i4 to get theBTII/hr rating. Recordyour answer:
Home:
School:
usingthe EnergyBike,how
2, Baseduponthe numberof BTUsper hour your classgenerated
manyEnergyBikeswouldit taketo powerihe waterheatersyou investigated?
Home:
School:
or at home'
l. List five ways to reducethe amount of hot water used at school
O.
b.
C.
d.
Q,
#1
BTIJFurtherDiscouerY
HOI STUFH
AnswerKey
l' Investigate
theBTUratingof thewaterheaterin yourhomeor school.
on
the waterheater.Hrnr' If vourwaterheaterhasa"witt iatingratherthin lt shouldbelabeled
i
aiuiriiirs
murtipty
thenumberof wattsby5.4i4togettheBTU/hrratiig iecordyouranswer:
Home:40,000BTIJ/hr(typicalualue)
School:60,000BTI.I/hr(typicaluolue)
2, Baseduponthe numberof BTUsper houryour classgeneratedusing
th-e
EnergyBike,how many
EnergyBikeswouldit taketo powera waterheaterat home and
school?
Formulo:
BTU/hrx
EnergyBikes= 40,000BTtJ/hr
Example Calculations.'
Home; 150BTU/hrx 26TEnerEtBikes= 40,000
BTU/hr
schoot' t s0 BTU/hrx 400Ene$yBikes= 6d,000BTIt/hr
Home: 2GTEnergyBikes
School:400EnergyBikes
L Listfivewaysto reducetheamountof hot waterusedat schoolor at
home.
Student's
may
include,
but
witl
not
be
limited
to
the_
follouing. washclothes
lnswers
in coldwater,
uashdishes
bvhond,run dishuasher-on
low setting,taheshortershiuii,- ioii'i*ii
rnor"o,
takeshowersinsteadof baths,turnoff faucetuher"notii use,fix drippiif
roi"ii,-iia
ur"towflou
shouerheads.
BTUFurtherDiscouery#I
Date:
Name:
OUERVJETT
Studentswill calculatethe approximatenumber of
BT(ls neededto heat showeror bsth water,
5. Usethe stopwatchto measurethe amountof
timethe waterran for your bath or shower.
Time=
GErSETI
minutes
6. What was the temperaturechangedue to the
Gatherthe followingmaterials:
hand
@ Stopwatchor watchwith a second
O Erpty galloncontainer
@ I-unthermometer
@ Pencil
water heater? Subtractthe temperatureof
the water as it flows into your housefrom the
temperatureyou recordedin Step4.
"F
"F--"F=
7, How many gallonsof water did you use?
Multiply the amount of time the water ran for
your bath or shower by the Flow Rateyou
calculatedin Step3.
Formula: Minutesx FlowRate = Gallons
@ Sf,ot"erheador bathtubfaucet
Gol
1. Locatethe cold water tap that is on the
lowestfloor of vour home.
Gallons
8. If one gallonof water weighs8.3pounds,how
2. Let the water run for approximatelytwo
minutes,then measureits temperature.This
will give you the water temperatureas it
flows into your house.
=
Temperature
.F
gal. x 8.3lbs/gal.=
lbs
9. How many BTUswere requiredfor you to
3. Turn on the faucetor shower. Usethe stop
watch to time how long it takes to fill the
galloncontainerwith water. This will give
you the Flow Rate. Hint: Conuertthe flow
rate into a fraction.
Flow Rate= 1 gallonper
many pounds of water did You use?
Formula: gallonsx 8.3 pounds/gallon= pounds
bathe? Multiply the poundsof water by the
number of degreesyour water heaterraised
the water temperature.
Formula: Poundsx Degr€es= BTUs
=
BTUs
minute(s)
10.How many hours would it take an EnergyBike
Fraction:
to heat vour bath water?
+. Duringyour nextshoweror bath,usethe
of
the temperature
to measure
thermometer
the waterat the showerheador faucet.
=
Temperature
"F
BTU FurtherDiscouery#2
lN HOTWATER
AnswcrKcy
!
i
The answersgiven below are samples,Actual i C. Wftatwasthe temperaturechangedue to the
answerswill vary dependingupon the data
water heater?Subtractthe temperatureof the
i
collected by your students.
i
i
1, Locatethe coldwatertap that is on the low- :
est floor of vour home.
|
water as it flows into your housefrom the tem
peratureyou recordedin step4'
103'F- 64"F= 39'F
:
!. Let the water run for approximatelytwo
minutes,then measureits temperature.
This will giveyou the watertemperatureas
it flowsinto your house.
= 64"F
Temperature
3. Turn on the faucetor shower. Usethe stop
watch to time how long it takesto fill the
galloncontainerwith water. This will give
you the Flow Rate. Hint: Conuertthe flow
rate into a fraction.
i 7. How manygallonsof water did you use?
i
Multiply the amountof time the water ran for
your
bath or showerby the FlowRateyou cali
i
culatedin Step3.
:
i
i
i
2 minutes
i
i
i g. If one gallonof waterweighs8.3pounds,how
rnuny pounds of water did you use?
i
i:
FIow Rate = I gallon per 2 minute(s)
Formula: Minutesx Flow Rate= Gallons
I0minutesxl gollon= 5Gallons
:
Fraction; l gallon
2 minutes
= pounds
Oormula:gallonsx 8.3pounds/gallon
5 gallonsx 8.3lbs/gal.= 41.5Pounds
i g. HowmanyBTUswererequiredfor you to
nuthe?Multiplythe poundsof waterby the
i
numberof degreesyour water heaterraisedthe
i
4. Duringyour next showeror bath,usethe
water
temperature.
thermbmeterto measurethe temperatureof i
the waterat the showerheador faucet.
Fo.Inula:poundsx Degrees= BTUs
i
Temperatlrre= 103'F
i
41.5tbsx 39"F= 1618.5
BTUs
:
5. Usethe stopwatchto measurethe amountof i 10. How manyhourswould it takean EnergyBike
to heatyour bath water?
timethe waterran for your bath or shower. :
Time = l0 minutes
:
:
i Formula:
:
=
TotalBTUsx
hour
EnerEtBikeBTU
hours
:
i: txqmprc;
: I - ,
i
16/8.5
BTUsx t hour
150EnergtBikeBTUs
BTUFurtherDiscouery#2
HOTWHEETS
Date:
Name:
A calorie is the amount of heat that can raise the temperatureof I ml ol water I "C.
'C.
A kilocaloriecan raise the temDeratureof 1 liter ol water I
(\ote: The "calorie" with a capital "C" usedin describingthe chemicalenergystored in lood is actually a kilocalorie.)
How rnuch heat can the Energy Bike produce?
l. Measure333ml of water into the beveragewarmer..
L Flip the amp meterswitch down towardthe 0 - 30 amp position.
"c.
3. Placethermometerin water.Recordthe initial temperature
4, Six riders will power the EnergyBike for I minute each.
r Pedalto maintaina 12volt readingon the volt meter.
r Plugin the coffeepot only when 12volts is reached.
o Start and stop the timer as riders take their turns.
. Stir the water to distribute heat evenlv.
5. Recordthe temperatureafter six minutesof pedaling_
6. What is the averageamp reading?_
'C.
amps
7. (volts X amps= watts) 12volts X _
amps= _
This is the averagepower input by the riders.
watts
8. Because333ml is only one third of a liter, eachtime the water temperatureis raised_
one kilocalorieof heathas beenqenerated.
9, How much did the temperaturerise
degrees,
"c.
10. How manv kilocaloriesof heat were added in six minutes?
ll. Whatdo we multiply our six minuteresultby to computethe amountof kilocaloriesthe EnergyBike
can generatein one hour?
12. How many kilocaloriesof heat can the EnergyBike generatein one hour?
This is the power output.
A typical home water heater can add 10,000kilocalories of heat each hour.
13. How many EnergyBikeswould it take to heat as much water as a typical home water heater?
Usingthe averagepowerinput ny the riders (question7) and the poweroutput,
Challenge
Question:
determinethe efficiencyof the energybike.Whereis the extraenergygoing?
Hint #l: efficiency= p91sq !U! x 100
Hint #2:
1 watt = .86k Cal/hour
power ln
A calorieis theamountof heatthatcanraisethetemperature
of I ml of waterI ' C .
A kilocalorie
canraisethetemperature
of I literof waterI "C.
How much heat can the Energy Bike produce?
1, Measure333ml of water into the beveragewarmer..
2, Flip the amp meter switch down toward the 0 - 30 amp position.
3. Placethermometerin water.
4. Six riders will power the EnergyBike for I minute each.
o Pedalto maintaina 12volt readingon the volt meter.
. Plugin the coffeepot only when 12volts is reached.
o Startand stop the timer as riders take their turns.
. Stir the water to distribute heat evenly.
"C. *(Shouldbe about l1' higher)
5. Recordthe temperatureafter six minutesof pedaling
6. What is the amp reading?
13
amps
7. (voltsX amps= watts) 12volts X
8
amps=
This is the averagepowerinput by the riders.
96
watts
8. Because333ml is only onethird of a liter, eachtime the water temperatureis raised
one kilocalorieof heathas beenqenerated.
?, How much did the temperaturerise
oC.*(Should
be about 1l
10.Howmanykilocalories
of heatwereaddedin six minutes? 3.7k Cal
(Dividethe changein temperature
by 3.)
3
degrees,
'c)
(Shouldbe around3.7k Cal)
11.,Whatdo we multiplyour six minuteresultby to computethe amount of kilocaloriesthe EnergyBike
cangenerate
in onehour? l0
12. How many kilocaloriesof heat can the EnergyBike generatein one hour?
This is the power output.
37 k Cal/hr
A typical home water heater can add 10,000kilocalories of heat each hour.
13. How many EnergyBikeswould it take to heat as much water as a typical home waterheater?(.=_)270
(Note:This should be closeto your answerfor question8 in the "Brain Power"activity.Theonly differenceis that we are using differentunits.)
ChallengeQuestion:
Hint #1: efficienc] = pe!/€r out x 100= 37k Cal/hr
I watt x 100 = 44.9%
power in
96watts
.86k Cal/hr
Extra energylost to heat in circuits,in rug, dissipatedto air.
5. What is usedto makea capacitor?Copocitors
ore
composedof two conductors(metal plates)separoted by an insulator.The insulationcan be a uariety
of moterials,suchas poper,plastic,mica, glass,
ceromic,or air. Note: An Oreosandwichcookie is
constructed
muchlike a capacitor.If usingthem as a
uisualfor the c/css,the outercookieswould representthe conductorsand the creomfilling would representthe insulator.
6. Are capacitorsa type of battery? lYo,bothdeuices
are able to releaseenergy,but thereore many differencesbetweenthe two:
Howis the
energy
stored?
@
Energy
is stored
Energy
isstored
electrostatically.
An chemically.
When
a
outside
electrical circuit
is connected
source
creates
an
thebattery's
across
field
electrostatic
terminals,
chemical
theconduc- reactions
between
occur,
tors.
releasing
electrons.
l10wl]ng E Energy
canbestoredfor Energy
canbestored
the energy a fewhours
toa coupleforlongperiods
of
stored?
of days.
time.
Almostinstantaneously,
0nlyasquickly
asthe
At whatrate uponbeing
connected.
reactions
chemical
can
is energy
Theelectrons
inthe takeplace.
released? negative
plate
are
freeto flow.
suddenlv
fuelitems Batteries
fuelitems
Capacitors
Whatare
quick
requiring
energy
burststhatrequire
typicaluses?
of energy,
of
suchasa overlongperiods
flash.They time,suchasclocks,
camera
radios.
alsoregulate
current watches.
and
surges
insensitive calculators.
equipment
suchasTVs
andcomputers.
7, Selecta volunteerto ride the EnergyBike. Ask the
classto imaginethat the volunteerwill be pedalinga
bicycleup a hill.
8. Flipthe top and lowermeterswitchesup to the 0 - 5
positionand flip the capacitorswitchto the on (up)
position.Havethe volunteerpedalaboutone minute
until the volt meterregistersl2-13volts whenhe/she
stopspedaling.
v
9. Ask the classto observethe volt meter. Typically,
whenthe EnergyBikeis not beingpedaled,the
volt meter registerszero. However,due to the
potentialenergystoredin the capacitors,the volt
meterwill register10-12volts.
10. Definepotential energy: Potentialenergyis stored
energ)/.
Definekinetic energy: Kineticenerg)/is energyin
motion,or energythat is doing work.
1 1 . Doesa bicyclestoppedat the top of a hill have
potentialor kineticenergy?Potentialenerg)/
12, How can the EnergyBikestorepotentialenergy?
Theelectronscen be storedin the EnergtBike's
capacitors.Whenno light bulbsor appliancesore
turnedon, the electronsstay in the capacitors.
13.Whena bicyclegoesdownhill,the potentialenergy
is convertedto kineticenergy.How can you
convert potentialenergyto kineticenergyusing
the EnergyBike? Electronsin the capacitorshauea
differencein electricalpotentiol(uoltoge).Oncea
bulb or applionceis turnedon, the electronswill be
releasedond the potentialenergyis conuertedto
kinetic energyof mouingelectrons.
14. Switchthe fan on to EASTand allow the volunteer
to enjoythe breeze,just as if the volunteerwere
coastingdownhillon a bicycle. Oncethe fan is no
longerblowingair,turn it OFF.
1 5 . Selectanothervolunteer.Whenthe EnergyBike
registers12-13volts on the volt meter,recharge
the capacitorsas describedin Step8-9.
16, Ask the classif they think the radioor the tape
playerwill use the most energy.Thetopeplayer
usesmore energybecauseit powerso motor,so the
radio will ploy the longest.
17, Pull out the radio'santennaand switch it on. Have
the studentsrecordhow longthe radioplays.How
manyampsdoesthe radio use? Theamp meter
shouldregisterzero,'houseuer,
the radio uses
opproximately0.05amps.
18. Sincethe 0-5amp metercannotregistersucha
smallmeasurement,
usethe milliampmeter. Flip
the top meterswitchto the neutral(middle)position,then flip the bottommeterswitchto the down
(200mA) position.*Pleasenote that this meter is
delicateand can breakwhen too much power is
usedwith it.
25. Calculatethe numberof watts the tape player
requires. Sampleanswersare givensincethe
milliampswill vary.
100 milliompsx
= 0.1amps
I omp
1000milliamps
12 uoltsx 0.1 amps= 1.2 wotts
Definemilliamp: 1/1000of on amp.
OneamP = 1,000milliomPs
Defineamp:Ampsmeasurethe amountof electrical
current.
26, Ask the studentswhy they think a tape playeruses
more energythan a radio. Thetapeplayer hasa
motor which turnsthe tape;whereasthe radio just
receiuesa signoland emitssound.
27. Tracethe energyflow with the students:
I Theelectronsstoredin thecapacitorshadpotentialenergt.
I Oncethe EnergyBike'sradio/tapeplayer begins
working,the potentialenergyis conuertedto kinetic
energy,in the form of sound.
28, Discusswith your studentssomewaysin which
capacitorsare used:
19. Recordthe numberof milliampsshownon the
meterand calculatethe numberof wattsthe radio
used. Sampleanswersare givensincethe milliamps
will vary.
50 milliompsx
= 0.05amps
1 amp
1000milliomps
12 uoltsx 0.05amps = 0.6 watts
20. Why doesthe milliampmeter'sneedleseemto follow the rhythm of the music? Loudersoundsrequire
moreenergy.To provethis, turn the volumedown
and the needlewill adjustaccordingly.The studentscan saveenergyby turning down their music!
21, Havethe studentsrecordthe lengthof time the
radio played. It will play for approximately
3 minutes.Turn the radio off.
22, Selectanothervolunteerto rechargethe capacitors.
I Capacitorsore includedin teleuisionond computer
circuitsto protectthemfrom power surges.
I Cameraflashesare pouered by capacitors.In most
comeres,a batteryis usedto slowlychargethe
capacitor,then the capacitorreleasesa quickburst
of enerEtto fuel the flosh.
I Electriccompaniesusecapacitors.
If eueryonein a city
wereto turn on their air conditionersat thesametime,
the electriccomponywouldhaueto meetthedemand
for electricityinstontly.Startingan idlegeneratorot a
powerplant takeso lot of time.Howeuer,capacitorsare
able to releaseelectricityquicklyand efficiently.The
can thenbe usedto rechargethe capacitors.
_rytors
29. \!/
Onceyou havecompletedthis activity,it is
importantthat the energyis dischargedfrom
V'
the capacitors.
To do so, performthe
followingsteps:
o. Flipboth amp meterswitchesto the up position.
Rememberto keepthe amp switchesin the up (on)
position,and flip the capacitorswitchup as directed in Step8. Ask the studentsto monitorhow long
the tapeplayerwill run.
b. Flipthe capacitorswitchup.
c. Turn on an incandescentbulb until the volt
meter registerszero.
23. Oncethe capacitorsare charged,flip down the
milliampmeterand turn on the tape player.Ask the
studentsto recordthe amountof time the tape player runs. It will play for approximately30 seconds.
24, How manymilliampsdoesthe tape playeruse?
d. Flipthe capacitorswitchdown.
tE. Flip the lower amp meterswitch to the center
(off) position.
l, Flip the top amp meter switch to the 0-5
(up) position.
Approximately100-1
50 milliomps
v
tl
BRAINPOWER
Capacitors...The
Energy
Trap
Name:
Date:
1. Definecapacitor:
2, Nametwo objectsthat use capacitors:
O.
b.
3. Placea checkmarkin the correctcolumn:
quickburstsof energy
Produces
Stores
energy
fora shortperiod
oftime
Releases
energy
froma chemical
reaction
4, Definepotentialenergy:
5. Definekinetic energy:
6. Describetwo examples
of potentialenergy:
O.
b.
l, Describetwo examples
of kineticenergy:
O.
b.
Whatisthelengthoftimethecapacitors
were
topower
able
themusic?
Whatistheamount
ofampsused?
Hint:1amp= 1,000
milliamps
Howmuchpower
wasneeded?
Hint:voltsx amps= wdtts
t/
RAINPOWER
AnswerKcy
Capacitors...The
Ener:gy
Trap
1 , Definecapacitor:
Capocitorsstore electricalcharges. Capacitorsore composedof two conductors
(metol plates) seporatedby on insulator.
2, Nametwo objectsthat use capacitors:
Someexamplesinclude: comera flash, computer,ro.dio,teleuision.
3. Placea checkmark in the correctcolumn:
quickburstsof energy
Produces
energy
fora shortperiodoftime
Stores
Releases
froma chemical
energy
reaction
4. Definepotentialenergy:
Potentiolenergyis storedenergy.
5. Definekinetic energy:
Kinetic enerE/ is energyin motion, or energythot is doing work.
6. Describetwo examplesof potentialenergy:
Examplesof potentialenergrinclude:A bicycleat the top of a hill, a stretchedrubber
band,a batterythat is not in use,a chargedcapacitor.
7. Describetwo examplesof kinetic energy:
Examplesof hineticenergtinclude:A bicyclegoingdowna hill, a ball beingthrown,
bafteriesand electricityin use,a capacitorpoweringan appliance,a car motorrunning.
Note: Answersbeloware approximate.Actualanswerswill uary.
Whatisthelengthoftimethecapacitors
were
topower
themusic?
able
Whatistheamount
ofampsused?
Hint:I amp= 1,000
milliamps
Howmuchpower
wasneeded?
Hint:voltsx amps= wdtts
50mAx l amp
1000mA
100mAx 1amp= 0-l_0amps
1000mA
12voltsx .05amps=0.6Qwatts 12voltsx .10amps=_12 watts
ANDTIGHTBUTBS
CAPACITORS
olnBvtFw
Thisactiuitycomparesthe amountof time the
storedenerg)/in the capacitorsis oble to keep a
fluorescentbulb lit uersusan incondescentbulb.
1, Have a student pedal until a steady 12-13
volts are registered.Then chargethe capacitors as describedin Step8 on page45.
2, Oncethe capacitorsare charged,switch on
a fluorescentlight while the student pedals.
After five seconds,instruct the cyclist to
stop pedaling. Oncethe rear wheel stops
spinning,count the number of secondsthe
bulb stays lit. A fluorescentbulb will stay lit
for approximately 8-I,6seconds.Turn off the
fluorescentbulb.
5. Calculatethe amount of watts used by the
fluorescentand incandescentbulbs as a
student pedalsand you turn on one of each
type of bulb. Obtainthe uolt ond amp
meesurements
from the meters.
Fluorescent: I2 uoltsx_l_amp= l2 wotts
Incandescent:I2 uoltsx1!_amps= 48 watts
6, Is there a connectionbetweenthe amountof
time each bulb stayedlit and the number of
watts each bulb used? Incandescent
bulbs
require four times more power than fluorescent
bulbs. Therefore,the fluorescentbulb should
haue stayedlit four times longer than the
incandescentbulb.
Note: More informationabout fluorescentand
incandescentbulbs is availableon page20.
Onceyou have completedthis activity,
it is important that the energyis
dischargedfrom the capacitors.
To do so, perform the followingsteps:
O. Flip the top amp meter switch in the
center (ofD position.
The Energt Bike has two columns of suitches which pouer the incandescent and fluorescent bulbs. The first column pouers the incandescent bulbs, and the second column pouers the fluorescent.
3. Selectanothervolunteerand rechargethe
capacitors. Oncethe capacitorsare
charged,switch on an incandescentbulb
while the studentpedals.After five seconds,
instructthe cyclistto stop pedaling.An
incandescent
bulb usuallywill not light. Once
the rear wheel stops spinning,count the
number of secondsthe bulb stays lit. Turn
off the incandescentbulb.
b. Flip the capacitorswitch up.
C.
Turn on an incandescentbulb until the
volt meter registerszero.
d. Flip the capacitorswitch to the down
position.
Q,
Flip the top amp meter switch to the 0-5
(up) position.
4. Flip the capacitorswitch to the off (down)
position and the lower amp meter switch to
the center position (off). Keepthe top amp
meter in the 0-5(up) position.
%Rl-r
Capocitors
FurtherDiscouery#1
ENERGY
RENEWABLE
SOURCES
olfERUlFw
Studentswill discouerthe importonceof energy
storagefor intermittent, renewable energy
sources,such os the sun ond wind. Studentswill
pedal the EnergyBike to store energy in the
copacitors.A uolunteerwill then pedal intermittently to simulate the energysourcewhile trying
to light a bulb. The studentswill learn the
importanceof storedenergyby demonstrating
that the light bulb will stay lit euen when the uolunteeris not pedaling.
1, Defineintermittent renewable energy:
RenewableenerEtsourcesthot do not prouidea
steadysourceof power. For exomple,there are
timeswhen the wind is not blowingor the sun rs
not shining.
5. Instruct the volunteerto pedal,but stop and
start every few secondsto simulatea lull in
the wind. The fluorescentbulb will flickeron
and off.
6. Chargethe capacitorsas instructedin Step8
on page45.
7, Again,have the cyclist pedal erratically.This
time the bulb will stay continuouslylit as
long as the pedalingisn't stoppedfor longer
than 7-8seconds. Adequateenergystorageis
necessaryfor the effectiveuse of intermittent
renewableenergy.
Onceyou havecompletedthis
activity, it is important that the
energyis dischargedfrom the
capacitors. To do so, performthe
followingsteps:
2, Define energy storage facility: A facilig
usedto storepotential energyuntil it is needed. The EnergyBike usescapocitors,portable
deuicesuse batteries,ond utilities usepumped
water storage.
3. In this activity,the EnergyBike representsa
wind turbine.
Keepthe top amp meter switch in the
center (off) position.
b. Flip up the capacitorswitch.
O.
c. Turn on an incandescentbulb until the
volt meter registerszero.
d. Flip the capacitorswitch to the down
position.
4, Selecta volunteerto ride the EnergyBike.
Once 12-13volts are registeredon the volt
meter,turn on one fluorescentbulb.
Q.
Flip the lower amp meter switch to the
center (off) position.
f. Flip the top amp meter switch to the 0-5
(up) position.
The Energy Bike has two columns of switches wltich power the
incandescent and fluorescent bulbs. The first column powers the
incandescent bulbs, and the second column pouers the fluorescent
CapacitorsFurtherDiscouery#2
ovErulFw
GErsFTi
Thisseriesof actiuitiesexploreselectricalefficiencyond
safeg. Studentswill learn aboutelectricolresistanceby
comparingwiresof differentthicknessand length.
Usingthe EnergtBike, studentswill ouerloada wire,
which will causethe wire to burn. Theywill explore
openand closedcircuits,and a fusewill be blown to
demonstroteitsabilig to preuentelectricalfires.
1. Setup the EnergyBike.Insertfour incandescent
and four fluorescentbulbs,and plug in the fan and
hairdryer.
ourcoilEs
Learnerswill:
I definethe termselectricitv.
resistance.
circuit.
and fuse.
2, If any challenges
occurwhiletestingthe EnergyBike,
referto the troubleshooting
sectionon pages8445.
3. Takethe followingout of the EnergyBikecarrying
caseandsetasideon a tablecloseto the presentation:
threespoolsof copperwire,two 4" piecesof #30guage
wire,with the endssandedto removethe insulation,
anda &ampfuse.
4, Flipthe amp meterswitchup as indicatedbelow.
I comprehendthat materialswith high resistance
causeelectricalenergyto be convertedinto other
forms of energy.
I recognizethat not all wirescan carry the same
amountof current.
I observethe effectsof too much currentflowine
througha wire.
r understandthe role of fusesand circuit breakersin
an electricalsystem.
GET
RFADvi
1. If needed,makeclasscopiesof the Safety
Contractfoundon page7.
2, Makeclasscopiesof the BrainPowersheetfound
on page55.
Gol
1. f7
If needed,reviewthe EnergyBikeSafety
Contractwith your students.
\5/
V
2, Defineelectricity: Electricityis energyassocioted
with mouingelectrons.
Defineresistance:Resrs/cnce
is oppositionto the
flow of electricity.
3. Explainthat objectswith low resistance
aregood
conductorsof electricity,
and objectswith high
resistance
arepoor conductors.Havethe students
think of examplesof goodand poor conductors.
GoodConductors:copper,aluminum,siluer,gold
Poor Conductors:tungsten,
iron, carbon,nichrome
4. Ask a volunteerto ride the EnergyBike. Turn on
oneincandescent
bulb.
,w
The Energy Bike has tuo columns of switches which power the
incandescent ctnd fluorr:scent bulbs. The first colunn powers the
incandescent bulbs, ctnd the second column pouers the flu<trescent
5. Incandescent
bulbshavea resistorin them that
transformselectricityinto two differentforms of
energy.Ask the studentsto namethe forms of
energy.Radiant(light) and thermal(heat) energy
IS RESISTAI{CE
AN
ADUANTAGE
ORA
DISADUANTAGE?
6. Flip down the top amp meterswitchto the 0-30
amp meter.Havethe volunteerpedalthe Energy
Bike,and turn on one incandescent
bulb.
Currentlythe electricityis flowingthroughthe
short,thick wire on the front of the displayboard.
7, Havethe studentsobserveand recordthe number
of ampsshownon the amp meter.
Short Wire: 12 VOLTSx 4 AMPS= 48 WATTS
It dependsupon the type of job you want
electricityto do. If you want electricityto
travel fast and deliver a lot of electricalenergy
to an appliance,then resistanceis a
disaduantoge.Many of the wires to electrical
outlets are made of copper,which has low
resistance,allowing electricity to flow quickly
and efficiently.
Resistanceis an aduantageif you want
electricity to produce heat or light. When
electricityflows through a substancethat has
resistance,the electricityis convertedinto
other forms of energy. For example,the heating
elementin a toasteris made of nichrome,a
resistor. The nichromedoes not allow the
electricityto flow quickly or efficiently,causing
the electricalenergyto be convertedinto
thermal energy.
8. Havethe volunteerstop pedaling,and askthe studentsto determineif the short,thick wire hashigh
or low resistance.It has low resistance
becausei/ rs
shortand thick. Theelectronstrouela shortdistanceand flow on a wide path.
9. Select10studentsto becomeutility towers. Have
them form a circle aroundthe room that begins
and endsnearthe EnergyBike. Completelyuncoil
the spool of #28gaugecopperwire and havethe
studentshold it with their fingertips.
1 3 . Ask the studentsto determinewhetherthe long,
thin #28gaugewire has resistance.It hasresistance
becausethe electricitymusttrouelo long distance
ond flow 0n o smlll path.
1+.Havethe volunteerstop pedaling.Detachthe long
wire and recoilit on the spool.
15. Repeatsteps9 through14usingthe #22and#16
gaugewire. Havethe studentspredictthe effectof
the differentwire gaugeson the light bulbs. The
brightness
of the bulbsutill increaseand the fon will
spin foster. Largerdiameter(smollergauge)wires
houelower resistance
and thereforeenableo more
efficienttransmissionof electricity.
10. Clipthe endsof the uncoiled#28gaugewire into
the lowerpair of terminalposts. Flipthe switch
to the right of the terminalpostsdown to send
the electricitythroughthe #28gaugecopperwire.
Utilitiesusethick conductorson powerlines,which
decreases,
but doesnot eliminate,resistance.This
increasesefficienttransmissionof electricity
betweenthe powerplant and consumers.Utility
companiesexpectto lose5-10%of the electricity
transmitted.Technologycould improvethe power
linesto reducesuchlosses,but performingthose
upgradeswould not be cost efficient.
11. Flipup the top amp meterswitch. Havethe rider
pedalagain,and turn on one incandescent
bulb.
The bulb will be dim, and the amp meterwill registerfeweramps.
12. Havethe studentsobserveand recordthe number
of ampsshownon the amp meter.
Long Wire: 12 VOLTSx 2 AMPS= 24 WATTS
v
Why does high resistanceproduce heat?
The sameamountof electricalpowerentersboth
the longand the short wires;thus,the same
amountof power is released.However,the power
is releasedin differentways. The short wire has
low resistance,allowingmost of the power to flow
to the light bulb. This allowsmorepowerto be
releasedfrom the bulb as light. The longerwire
has high resistance,so the energytravelingthrough
it convertsfrom electricalto heat energy.
Ohm'sLawstatesthat the amountof current(amps)
is directly proportionalto the force of the volts, and
is inaerselyproportionalto the amountof resistance.
r If uolfs increase, the amps increase
I If resistance increases,the amps decrease
Resistanceincreasesif a wire is longer,thinner,or
hotter. The lengthand thinnessof the wire causes
the electricalenergyto transforminto heat energy.
As the wire becomeswarmer,the resistance
increases
and the bulb dims.
I:.q
ir:rl.:.ygll
39.'.
r.I::i:!3.".:
:)..
15. Explainthat all of the wireson the EnergyBikeare
the samegaugeas the thickest(16 gauge)wire that
was usedin the previousexperiment.The next
demonstrationcoverswhat would happenif they
wereall of a differentgauge.
17, Placethe 4" pieceof #30gaugewire into the bottom
set of terminalpostson the displayboardas shown
below.Keepthe terminalpost switch in the down
position. Turningthe clossroomlightsoff will
increasethe class'obiliN to seethe wire burn.
oPEN,CTOSED
& SHORT
CIRCUITS
To illustrateopenandclosedcircuits,havethe students
imagineroadsin a city,with oneof the roadshavinga
drawbridge.Whenthe drawbridgeis down,carscan
driveover it to get from placeto place.This is comparableto a closedcircuit.Whenelectrons
havea closed
pathto travelon, they canget from placeto place.
If the drawbridgeis up, what happensto the cars?
They cannotget from one sideof the bridgeto the
other. This is comparableto an opencircuit. When
there is an openingin the path of electricity,the electrons cannottravel successfully.
A short circuitoccurswhensomethingis wrongwith
the electrons'path,suchas damagedinsulation.
Whenthis happens,the electronstakea "shortcut,"
like a back road or alley,within the electricalsystem.
Insteadof travelingon the path of wires in sequence,
they jump from one wire to another.
19. Havethe volunteerbeginto pedal. Turn on four
incandescent
bulbs.
20, W
After a few minutes,the wire shouldbegin
to smoke,and will burn.
\:/
V
21. Ask your studentswhy the short #30gaugewire
burnedbut the long#28gaugewire did not?
Duringthe firstexperiment,about50 wattsuere used
ocrossthe long #28gaugecopperwire. Those50
wattswerespreodalong its3}-footlength,resultingin
a heot intensityof about0,14wattsper inch.
Duringthe secondexperiment,about200 wattsuere
usedouer the short #30gaugealuminumwire. The
heat intensityis obout25 wattsper inch, which is
muchgreaterthan in the long wire.
Why does the wire burn?
Thewire hashighresistance
andhasa lot of electricity flowingthroughit becauseit is short. Thewire's
thinnessmakesit incapableof safelycarryinga lot of
electricity.The electricalenergyis convertedinto
thermalenergyvery fast. The resistanceincreasesas
the temperature
rises. Eventually
the wire getstoo
hot and burns.
22. Flipthe terminalpost switchup. Oncethe thin wire
hascooled,releaseit from the connectionand pass
it aroundthe class.
23. Informthe studentsthat the NationalElectricCode
specifieshow much currentcan be carriedby different typesof wires. This codepreventselectricalhazardsfrom occurring.Whatdevicepreventselectrical
hazardsin our homes?Fusebox or a circuitbreaker.
Ask for a volunteer.Informthe volunteer
that this experimentresultsin the thin wire
suddenlyburning.The bicycleshouldbe
two feet awayfrom the displayboard.
Takeeveryprecautionto ensurethat the
rider'shair and clothingwill not comein
contactwith the wire.
v
24, Definecircuit: A circuit is the path throughwhich
electricityflows.
lr5,Ask for a volunteerto ride the EnergyBike. While
the volunteerpedals,turn on a fluorescentbulb. Ask
the studentsif they are observingan openor closed
circuit. It is o closedcircuit becausethe electriciUis
trauelingon a completepath.
26, As the volunteercontinuesto pedal,flip down the
terminalpost switchshownbelow. Ask the students
why the bulb is no longerlit. Sincethereis no wire
connectingthe lower two terminols,an opencircuit
exists.Flip up the terminalpost switch.
31. Indicatethe amp meterto the studentswhileexplaining
that the fusecan handleup to six amps. The metalin
the fuseis not meltingbecausethe incandescent
bulb
only requiresfour amps.
32. Flipthe amp meterswitchdown to the 0-30amp meter.
Turningclassroomlightsoff will enhancethe uisuolof the
fuseburning.
33. Havethe studentswatch the fusecloselyas you turn on
should
a total of three incandescent
bulbs.Thestudents
obseruea brightlight in the fusewhen it blows,followed
by the light bulbssuddenlyturningoff.
34, After the metalin the fusehas melted,removethe fuse
and passit aroundthe class. Replacethe 20-ampfuse
and discardthe 6-ampfuse.
35. Demonstrate
how the circuit breakerdiffersfrom the
fuse. Detachthe wiresfrom the squaremetalterminals
of the fuseholderby unclippingthe alligatorclips,then
attachthe clips to the squaremetalterminalson the
circuit breaker.
27, Havethe volunteerstop pedaling.Ask if sheor he
haseverblowna fuseor trippeda circuitbreaker
at home. Whathappenedto the lightsand appliancesin the house?The lightsand appliancesdo
not work becausean open circuit exisls.
28. Definefuse: A fuseis a safelycontained,intentionctlelementthot will melt soonerthan
ly thin conducting
the wire that it is protecting.
Defineblown fuse: A blown fuseis o contained
electricolfire. Whentoo much current flows
throughthe fuse,the metalin the fusemelts,creating an opencircuit. This protectsthe other wires
in the circuitby stoppingthe flow of electricity.
Definecircuit breaker: A circuitbreakeris a deuice
that createsan open circuit when too muchcurrent
is flowingthrougha circuit. Insteadof catchingfire,
the circuit breakerhas a switch that is activatedby
a largeamountof current. Whenthe amountof
currentis too large,the switchopensthe circuit
and stopsthe flow of electricity.
29. Attachanother8" pieceof #30gaugewire to the
36. Performsteps30-33again,this time explainingthat
the circuit breakerwill protectthe wire. The
EnerEtBike'scircuitbreakerbreaksthe circuitwhen
the temperatureincreosesto a certainleuel. If too
muchelectricityis flowingthroughthe breoker,heat
is produced,and the breakeropensthe circuit.
Optional:Using
the circuitbreaker,repeatstep36
severaltimes.The studentsshouldnoticethe circuit breakeropensthe circuitmorequicklythe
moreoftenyou repeatthe steps.Theymayalso
noticeyou needto wait to resetthe circuitbreaker.
This is becausethe circuitbreakerswitchmustcool
down before it can be reset.
terminalposts,just as was donein the burningwire
experiment.Removethe 20-ampfusefrom the fuse
holder,and replaceit with the 6-ampfuse.
30. Whilea volunteerpedalsthe EnergyBike,turn on
bulb.
one incandescent
1
It
BRAINPOWER
Don'tBlowa Fuse!
Date:
Name:
1. What is electricitv?
FUN FACT: Youcausecircuitsto openond
closeeueryday!
TurningON a light switch= CLOSINGa circuit
TurningOFFo lightswitch= OPENING
o circuit
2. Whatis resistance?
3. List two good conductorsof electricity:
O.
b.
[. List two poor conductorsof electricity:
O.
b.
5. Doesthe short,thick copperwire havehigh or low resistance?
6. How many amps registeron the amp meter when the short, thick wire is being
used? How many watts are produced? Fill in the blanks:
12VOLTS
x
AMPS=
WATTS
7, Doesthe long,thin copperwire havehighor low resistance?
8. How many amps registeron the amp meter when the long,thin wire is beingused?
How many watts are produced? Fill in the blanks:
12VOLTS
x
AMPS=
WATTS
9. Whatis a circuit?
10.Whatis a fuse?
)
)
t
I
tl
RAINPOWER
AnswcrKcy
Don'tBlowa Fuse!
l. Whatis electricity?
Electricityis energyossocioted
with
mouing electrons'
FUN FAGT: you couse
circuitsto openand
closeeueryday!
2. Whatis resistance?
Resistance
is opposition
to
= cLosING
Turning
oNa lightswitch
o circuit
TurningoFFa lightswitch= 0PENING
o circuit
the flow of electriciy.
3. List two good conductorsof electricity:
copper,aluminum, siluer,gold
4, List two poor conductorsof electricity:
tungsten,iron, nichrome,carbon
5. Doesthe short, thick copper wire have high or low resistance?
It has low resistance.
6. How many amps registeron the amp meter when the short, thick wire is being
used? How many watts are produced? Fill in the blanks:
12 VOLTSx
4
AMPS=
48
WATTS
l, Doesthe long,thin copper wire have high or low resistance?
It hos high resistance.
8. How many amps registeron the amp meter when the long, thin wire is beingused?
How many watts are produced? Fill in the blanks:
12VOUIS
x 2 AMPS= 24 WATTS
9' what tt ^
Tt;:l
it is a paththroughwhichetectricityfrows.
10.Whatis a fuse?
i^l;';:i;i"'#:,'!;";":#':;:,':oz!';'i:f
;';T,r:{
)
)
I
a
IT'SELECTRIC!
Date:
Name:
1 , Investigatethe fuse box or circuit breakerat home. Look for a label that tells you information
about its capacity.What is the maximumamount of amps that the fuse box or circuit breaker
will allow? How manv volts will it allow? Recordyour findings:
Maximumamps:
Maximumvolts:
Calculatethe maximumwatts:
t. lnvestigatethe electricalappliancesin your home. Eachapplianceshouldhavean amp or watt
ratinglabeledon it. In the chart below,write the nameof the applianceand the amp or watt
rating. Hinf Ifyou aregiuena wattrating,diuidethe uatts by 120uoltsto calculatethe amps.
3. Add the number of watts for all the appliances.If you were using all theseappliancesat once,
would you blow a fuse or trip the circuit breaker?
FusesFurther Discouery#l
PROTECTION
CONNECTIOI'I
Date:
Name:
OUERUIEWI
Studentswill simulatean electricalsystem
protected
by a fuse. A power sourcewill be
'constructed
usinqa lomp cord and batteries.
Aluminumfoil fiiU serueas the fuse.
GETREADY!
Gatherthe followingmaterials:
o
o
o
o
o
o
o
Scissors
Wirestripper
Emptycardboardpapertoweltube
FiveD-cellbatteries
Aluminumfoil or foil fromgumwrappers
Marker
An old 18"lampcordwith a Plugon
oneend. Getpermissionto cutthe cord
off of an old lamp.
GETSET!
Do this experimentwith an adult.
Find a safeopen spaceto do this
experiment,such as a deskor a
sidewalk.Removeany flammable
materials.
1.
GO!
1 , Noticethat the lamp cord consistsof
3. Slidethe batteriesinto the cardboard
tube,with all of them pointingin the same
direction. This alignsthem in a series,
with the positiveend of one battery
touchingthe negativeend of the next batterY.
[. One end of the tube should have the positive end of a battery showing,and the
other end should have the negativeend
of a battery showing. Usethe markerto
indicatethe positive and negativeends
on the tube.
5. Usingthe scissors,cut a pieceof aluminum foil that is four incheslong and l/8
inch wide. The aluminumfoil will be used
as a fuse.
6. Wrap one end of the aluminumfoil snugly
aroundone of the prongsof the plug. Wrap
the other end aroundthe other prong.
7,
Keepyour fingersat leasttwo inches
away from the ends of the wire. KeeP
the "fuse"away from you and anything
elseflammable.Holdoneendof the
cord to the positiveend of the batteries.
Brieflytouch the other end of the
cord to the negativeend of the batteries. Hint: If the "fuse"doesnot
changein appearance,try the expgri;
menl again with a thinnerpiece of oluminum-foil.Gum wropperswork welL
9, Describewhat happenedto your "fuse"
here:
two cords side by side. Separatethe
two halvesof the cord by gentlY
pulling them apart at the cut end.
12,,Usingthe wire stripper,carefullytrim
1/4 inch of the insulationfrom the
endsof the separatedcords.
#2
FusesFurtherDiscouery
ovERUlEw
GETSETi
In thisactiuity,the classwill role play as the board of
directorsfor an electriccompany. Onestudentuill act
as the compony's"pou)erplant" by pedalingthe Energy
bulb will representa neu)
Bike. Eachincondescent
company'sseruice
utility
to
the
added
town being
territory. Euentually,the powerplant will not be able to
susfcinthe load. The boardof directorstuill consider
alternatiuesthot will affect itscustomersand
stockholders.
1. Setup the EnergyBike. Insertfour incandescent
and four fluorescentbulbs.
2. Testthe EnergyBike. If any challengesoccur,
sectionon pages84referto the troubleshooting
85.
3. Flipthe amp meterswitchdown as pictured
below. Flipup the terminalpost switch.
outcoilFs
Learnerswill:
I understandsupply-sidealternative(s)and demandside management.
I usetheir creativethinkingand problemsolving
skillswhilerole playing.
RFADvi
GET
1, If needed,makeclasscopiesof the EnergyBike
SafetyContractfound on Page7.
lL. Makeclasscopiesof the Brain Powersheetfound
on page62.
co!
1. f-7
\5/
V
If needed,reviewthe EnergyBikeSafety
Contractwith your students.
2, Describethe task:
3. Purchasea bag of candy.
a. The classwill becomethe boardof directors
for a new electriccompany.
b. Their goalis to expandthe company'selectric
serviceinto new territorY.
^j. I tr ('or
Y()WCO
I
r vWCl\.
G. Onestudentwill act as the "powerplant"by
pedalingthe EnergyBike.
d. Eachincandescentbulb representsthe
electricaldemandsof a new town.
3. Choosea volunteerto ride the EnergyBike.
4, The new electricutility is fueledby biomass,
which in this caseis candy. As long as the board
memberspurchaseenoughcandyto fuelthe
powerplant,the powerplantwill do all the work,
the stockholderswill makemonev,and the
customerswill be happy!
The companycelebratesits grandopeningand the
volunteeris readyto generatepower! Explainthat
the power plant'sjob is to maintaina steady,
reliablevoltagefor the consumers.
Throughoutthe
rest of the demonstration,
intermittentlyfeedthe
powerplant.
r Build a new power plant (volunteer).
Askthepowerplant'sage.explain to the c/css
that consumers
cen't wait thot longfor another
"powerplant" to grow. AIso,too muchmoney
hosalreodybeeninuestedduringthispower
plant's buildingprocess,maintenonce,etc.
6. The town councilis convincedthat the new
electriccompanycan provideits residentswith the
mostaffordablepriceper kilowatthour. Havethe
volunteerbeginto pedal.Oncethe volt meter
registers12-13volts,flip up the first incandescent
switchto light one incandescent
bulb.
I Makethe power plant stronger.
Thepowerplant couldgo on a weighttraining
program,but that wouldtake time and moneyfor
the heolthclub. Duringthe training,howeuer,the
consumerssti[[wouldn'thaueelectricity!
r Get anotherEnergyBike.
It wouldtoke at leastfour u;eeksto receiuethe
partsand then it wouldhaueto be assembled.In
the meantime,consumers
wouldcontinueto
receiuean unreliablesupplyof electricity.Also,it
wouldcostmorethan$5000to purchasea neu)
EnergtBike. Thecompanymay needto borrow
money,it wouldtakeyeorsbeforethe comporry
wouldreceiueo returnon itsinuestment,
and its
stockpriceswouldplummet.
The Energy Bike has two columns of switches uhich power the
incandescent and fluorescent bulbs. The first column pouers the
incandescent bulbs, and the second column pouers the fluorescent.
11, Pointout to the studentsthat the aboveanswers
havebeensupply-sidealternatives.
7. A secondcommunitypopsup as peopleare attracted
to the pristineland. Theelectriccompany's
stock
pricesriseand both townsare happywith their electric service.Lighta secondincandescent
bulb by flip
pingthe secondswitch.
8. In fact,the towns are so happy,word beginsto get
aroundabout what a greatplacethis is to live!A
third communityis formedand the electric
companyis thereto fill the residents'needs.Flip
on the third incandescent
bulb switch.
Definesupply-sidealternatives: Energysauing
chongesimplementedby the electriccompony.
The followingare examplesof supply-side
alternativesimplementedby real life utility
companies:
a. Operate using 765,000volt transmission
lines. This helpsto providecustomers
with the most economicaland reliable
powersupplypossible.
9. The power plant is startingto sweat.The board
memberscheckinto purchasingmorecandyand
the stockholders
continueto be pleasedwith their
earnings.In fact,profits are so goodthe board of
directorsrequestthe marketingdepartmentto
launchan advertisingcampaign!
b. Install hyperbolic cooling towers. These
tall, archingtowerscreatea naturaldraft of
air that cools power plant water at less
cost.
10. A fourth town is built,and the fourth incandescent
bulb shouldbe lit. Ar thispoint,the incondescent
lightswill be dimmingdue to the lood the "pouser
plant" is trying to pedal.
Wait! What is happening?Consumersare starting
to call the customerservicedepartmentbecause
their lightsare dimming!The powerplantlooksas
if it has beenoverloaded.Ask the board members
to considerother options,and givethe power
plant a rest!
c. Usereheated steam to help power
generators.Reheatingsteamtransfers
more thermalenergyfrom the burningcoal
and cuts fuel costs.
12, Definedemand-sidemanagement: Utility
companiespromotechangesthat their customers
can
moke to reducethe amountof electricitybeingused
in theirhomes.
v
13. Thinkingaboutthe situationwith the EnergyBike,
how can the board of directorsencouragethe
consumersto practicedemand-side
management?
Commonstudentanswersinclude:
a. Houeconsumersusefluorescentlights
b. Educoteconsumers
oboutfluorescent
bulbs.
c. SeUfluorescentbulbsto consumersat o
reducedprice.
d. Giuecustomersfluorescentbulbs.
c. Offera rebateto customersusingfluorescent
bulbs.
Note: Moreinformationregardingfluorescent
versusincandescent
bulbscanbe foundon
page19.
14. Demonstratehow energyconservationmethodscan
saveenergy.Havethe cyclistpedaluntil 12-13volts
registeredon the meter,beginturningon four
incandescent
bulbsagain.Then,oneat a time,turn
off an incandescent
bulb and turn on a fluorescent
bulb. Continuedoingthis until only fluorescent
bulbsare lit. The cyclistshouldnot haveany
problemkeepingthe samenumberof bulbslit that
previouslyblacked-outthe powerplant.
b. Commercial and industrial programs:
promotingthe useof enerErefficient
lighting,motorsand electrotechnologies,
by
studyinghow customersuseenergyand
offeringfinancialincentiuesto implement
enerE/efficientpractices.
c. Load Management Rates: Most
householdsuse600kilowatt-hours(kwh) of
electricig eachmonth. TheLoad
ManagementRate is a discountgiuento
householdsthat use 700kwh or lessduring
the designatedmonths.
15, Discusswaysthat studentscan managetheir
demandfor electricityat hometo saveenergy.
a, Usefluorescentbulbs.
b, Turn off lightswhennot needed.
c. Keepthe ouenand refrigerotordoors
closed.A peek insidethe ouencan cost
about25 degreesFahrenheit!
d, Takeshortshowersratherthan boths.
e. Hand washdishes.It sauesholf the cost
per dishwasherload.
f. Washclothesin warm or cold water. It
saDesabout$80a year for a family of four.
g, Insulotethe hot waterheoter.
The Energt Bike has two columns of switches which pouer the incandescent and fluorescent bulbs. The first column pouers the incandescent bulbs, and the second column powers the fluorescent.
programsimplemented
15. Demand-side
management
by utility companiesinclude:
a, Energt fitness programs: offeringhome
energ)/audits,weatherizotionpracticesand
otherlow-cost,energy-efficient
meosuresto
residentiol customers.
iRi
{H15 fs
SAVIN6
EN eR(''(?
-
)l
ll
BRAINPOWER
It'sElectric...
Powert,
Name:
Date:
1, Definesupply-sidealternatives:
List two examplesof supply-sidealternativesthat can be implementedwhen using the Energy
Bike as a power plant, and by reallife utility companies:
2, Definedemand-sidemanagement:
List two examplesof demand-sidealternativesthat can be implementedwhen usingthe Energy
Bike as a power plant, and by real-lifeutility companies:
3. tf you were the presidentof the electric company,which supply-sideor demand-sidealternatives would you implement?
4. How can you manageyour demandfor electricityat home to saveenergy?
O.
b.
C.
tt
RAINPOIUER
AnswcrKcy
It'sElectric...
Powert,
1, Definesupply-sidealternatives:
Energysauingchangesimplementedby the electric compony.
List two examplesof supply-sidealternativesthat can be implementedwhen using the Energy
Bike as a power plant, and by real-lifeutility companies:
Energy
Bike
Getanother
voltlines
0perate
using765,000
thevolunteer
Make
stronger
lnstallhyperbolic
towers
cooling
l. Definedemand-side
management:
promotechangesthat customers
can maketo reduce
Utilitycompanies
the amountof electicity beingusedin their homes.
List two examplesof demand-side
alternativesthat can be implementedwhen usingthe Energy
Bikeas a power plant,and by real-lifeutility companies:
Givecustomers
fluorescent
bulbs
Energy
Fitness
Programs
Educate
clnsumers
ablutfluorescent
bulbs
Load
Management
Rate
3. If you were the presidentof the electriccompany,which supply-sideor demand-side
alternativeswould you implement?
Thisanswerwill uory dependingupon the classdiscussion.
4. How can you manageyour demandfor electricityat home to saveenergy?
Some exomplesinclude:usingfluorescentbulbs, turning off lightswhen not needed,keeping the
ot)enand refrigeratordoors closed,taking short showersrather thon boths,hand washingdishes,
and washingclothesin warm or cold woter
APPIIAI{CERETIANCE
Imaginewakingup one morningto read the newspaperheadlines"AIIElectricUtilityConsumers
Limitedto 3500 Watts."Examinethe appliancesbelow,and list the onesyou would chooseto use.
Remember,you are limited to 3500watts!
@rluLEr
(window)
Airconditioner
|
(central)
Airconditioner
Clock
dryer
Clothes
Coffeemaker
Compact
discplaver
Curlinqiron
Dishwasher
Electric
blanket
(window)
Fan
liqhtbulb
Fluorescent
Grill(outdoor)
Hairdrver
Hotplate
liqhtbulb
lncandescent
lron
Microwaveoven
Personal
computer
Monitor
Radio
(large
Range
surface
unit)
Refrigerator-f
reezer(manualdefrost)
r (automaticdefrost)
Refrigerator-freeze
(black
Televis
on
& white)
(color)
Televis
on
Toaster
Vacuum
cleaner
VCR
Washing
machine
Water
heater
I!I{&u!]il-Iig1&I{illlrli&l[llllEl
1150
I
S16.22
/ month
3800
57,00
/ month
2
0.11lmonth
4856
4.48/ month
600
0 . 0 1/ 1 5m i n u t e s
13
0 . 0 1/ h o u r
40
0 . 0 2/ 1 0m i n u t e s
1200
8.55/ month
150
0.05i B hours
200
3.23/ month
18
0.04/ month
1500
0 . 1 1I h o u r
1000
0.01/ 8 minutes
1250
0.05/ 30minutes
100
0.23/ month
1100
0 , 0 4/ h o u r
1450
0 . 1 2/ h o u r
300
0 . 0 2/ h o u r
114
0 . 0 1/ h o u r
71
0 . 0 5/ h o u r
2100
0 . 0 8/ h o u r
2.00/ week
300
440
3.00/ week
100
0 . 0 8/ h o u r
240
0 . 0 2 lh o u r
1100
0.24/ month
630
0 . 0 5/ h o u r
50
0 . 0 4/ h o u r
512
0 . 0 4/ h o u r
2500
9.75/ week
FUN IACT: The lifetime consumptionof a person liuing in the UnitedS/cfesls:
170 tonsof coal, 2000 barrels of oil, and 7.5million cubic feet of natural gas.
PowerFurtherDiscouery#1
APPLIANCE
RETIANCE
1. Appliances
I woulduse:
2, How much would it cost to run all of your appliancesfor one week?
Hint: Rememberto conuertall unitsto hours.
It would cost $_
to run all of my appliancesfor one week.
3. Are there any appliancesyou would like to use that are not listed on the chart?
4. Compareyour choicesto other students. How do you think the choicesreflectsomeone'slife
style and values? Try this activity with your family. Are the resultssimilar?
Power Further Discouery#l
ELECTRICITY
ON THETilOUE
After readingthe followingselection,completethe attachedactivity sheet.
lH[tilc EIFCTTII|Tv
Almost all the electricitymade
in the UnitedStatesis generated by large,centrallylocated
power plants. Let's see how
electricityis typically generated at theseplants.First,an
energysourcesuch as coal,
uraniumor natural gas is needed. The thermal energy
releasedby heatingthe source
goesinto a boiler which superheatswater into steam.The
very high pressureof the
steam(it's 75 to 100times normal atmosphericpressure)
turns the bladesof a turbine.
(At a hydroelectricplant, the
force of fallingwater turns the
blades.) The bladesare
connectedto a generator
which housesa largemagnet
surroundedby a coiledcopper
wire. The bladesspin the
magnetrapidly,rotatingit
insidethe coils of wire and
producingelectricity.
The steam,still very hot but
back to normal pressure,now
goesto a heat exchanger
where it is cooled into water.
The heat exchangeris a
systemin which pipeswith
steamflow next to pipes with
cool water from a river, lake,
ocean,or coolingtower. The
water then returnsto the
boiler to be used again.
Today,power plants can capture someof the heat from the
coolingsteamto use again.
This processis calledcogeneration.In old plants,the heat
was simply wasted.
iIOUINGELECTRICITY
FROiIPOWER
PTANTS
TO
HOfttES
We are using more electricity
every year. Electricityis used
so much becauseit's easyto
move from one place to
another. Electricitycan be
producedat a power plant and
moved long distancesbeforeit
is used. Now let's follow the
path of electricityfrom a
power plant to a light bulb in
your home.
After the electricityhas been
generatedat a power plant,
it travels by wire to a transformerthat increasesor "steps
up" the voltage.The generator
producesfrom 2,300to 22,000
volts and the step-uptransformer increasesit to as much
volts. Powercomas 765,000
paniesstep up the voltage
becauselesselectricityis lost
alongthe lineswhen the voltageis high.
The electricityis then
transmittedon a nationwide
networkof transmissionlines.
Transmissionlinesare the
huge tower lines you may see
when you are on the highway.
The linesare interconnected,
so shouldone line fail,another
will take over the load.
Step-downtransformers
locatedat substationsalong
the lines reducethe voltageto
12,000
volts.
Substationsare small buildings
or fenced-inyards containing
switches,transformers,and
other electricalequipment.
Electricityis then carriedover
distributionlineswhich bring
electricityto your home.
Distributionlines may either
be overheador underground.
The overheaddistribution
lines are the electriclinesthat
you see alongstreets.
Undergrounddistributionlines
go to a pad-mounttransformer,
which is a greenbox found
near homes.Beforeelectricity
entersyour house,the voltage
is reducedagainat another
transformer,which looks like a
largegray can mountedon an
electricpole. This transformer
reducesthe electricityto the
120volts that are neededto
run appliancesin your home.
Electricityentersyour house
through a three-wirecable.
The "live wires" are then
brought from the circuit
breakeror fuse box to outlets
in your home. An electric
meter measureshow much
electricityyou use so the
electriccompanycan bill you.
The time it takesfor electricity
to travel throughthesestepsfrom power plant to the light
bulb in your home-is a tiny
fractionof one second.
Power FurtherDiscouery#2
ELECTRICITY
ON THETilOUE
Date:
Name:
Therearemanystepsfor energyto go from an energysourceto poweringelectricityin your home.
Beloware nineparts of an electricpowersystem.Yourjob is to unscramblethe systemso that all
the parts are in proper order. Usinginformationfrom the reading"Electricityon the Move,"number the picturesbelowone throughnine. Numberone as the first part of the systemand number
nineas the last part of the system.Write your numberson the linesto the right of the pictures.
I
r''il|iltllllllllllllliltr||r
-
Gcncrator
Stcp-Up
Transformer
r
-
Step-Down
Transformcr
Coalor Othcr
EncrgySourcc
Homc
Turbinc
Distribution
Linc &
Transformcr
laul
Transmission
Linc
l^I.l
t-l
Boilcr
Power Further Discouery#2
ELECTRICITY
ON THETTIOUE
AnswerKey
Beloware nine parts of an electricpower system.Your job is to unscramblethe systemso that all
the parts are in proper order. Numberthe picturesone through nine. Numberone as the first
part of the systemand number nine as the last part of the system.Write your numberson the
lines to the right of the pictures.
_,,ililtllllllllllllllllilrr,_
4
Step-Up
Transformcr
Gcncrator
::
II
tl
tl
tl
Stcp-Down
Transformcr
Coalor Othcr
EncrgySourec
1
Turbinc
Distribution
Lincand
Transformcr
Transmission
Boilcr
#2
PowerFurtherDiscouerv
ouEBvlFw
Electriccompaniesmeasurethe amountof electricity
or 1000uatt-hours'
consumersusein kilowatt-hollrs,
that electricityis so/d in unitsallotns
[Jnderstanding
to comprehendelectricityin concreteterms.
students
the low costof electricityand how
This actiuityiltustrates
to reducethe amountof energyusedduringpeak hours
of consumption.
ourcoilFs
Learnerswill:
I definekilowatt-hour.
r knowthat consumerspurchaseenergyin units of
kilowatt-hours.
I comprehend
how utility companiesensurereliable
servicefor consumers.
r understandthe conceptof peakshaving.
cETnF_ADYi
1. If needed,makeclasscopiesof the SafetyContract
found on page7.
2. Makeclasscopiesof the BrainPowersheetfound
on page72.
sFTi
GET
c.t\l
tlv.
If needed,distributeand reviewthe Safety
Contractwith Yourstudents.
1. Vr7
\:/
V
2. Ask the classto give examplesof waysthey have
usedelectricitytoday: turningon lights,cooking,
curlingor blow drying hair, wokingup to an olarm
clock,listeningto radio, etc.
Ask the studentsif they know how longthe electricity was used? Did anyoneuselightsor appliances
for exactlyone hour?
Electricityis measuredin units calledkilowatthours (kwh).
\
e L ec
bi'Jf tc
1, Setup the EnergyBikesuchthat a clockwith a
secondhandis visible. Insertthe incandescent
and fluorescentbulbsinto the sockets.Plugin the
fan,hair dryers and radio/tapeplayer.
=I.
occurwhiletestingthe EnergyBike,
2. If anychallenges
refei to the troubleshootingsectionon pages84{5'
Flipthe ampmeterswitchdownas pictured.
Flipup the terminalPostswitch.
lV--;l
)t{-b
3. Setthe digitaltimer to six minutesand clip it to
the top of the displayboard.
-'-
'/t^
r
.ry,
5. Definekilowatt-hour: .4 hilowott-houris a unit of
measureequalto one thousondwatt-hoursof electricity.
The Kilowatt-Hour Made Simple
Imagineten 1O0-watt
bulbs burningfor one hour.
The bulbs would use one thousandwatts of electricity duringthat hour,or one kilowatt-hour.Because
we don't useelectricityfor a set amountof time,the
utility companykeepstrack of it on an electric
meter. Electricmetersare cumulativerecorders
much like a car odometer.They track every watt of
electricitywe use and convert it to kilowatt-hours.
Eachday the averageAmericanhome usesapproximatelv25 kilowatt-hoursof electricitv!
6. Describethe task:
Sixvolunteerswill take turns riding the
EnergyBikefor a total of six minutesor
liro of an hour. Havea few alternatesin
casethesestudentsbecometired. It is
importantthat the volunteersgive a signal whenthev becometired.
b. The riders will power two incandescentbulbs
equalto 100watts.
c. The riders will experiencethe amountof energy
requiredto power 100watts for l/to of an hour.
d. The classwill learnthat one kilowatt-hour
requires100timesthe amountof energyneeded
to performthe demonstration.
HOWCANETECTRIC
COIIPANIES
AUOID
BIACKOUTS?
Many utility companiesuse backup generators
and form "power pools" with other power
plants to handle peak demand. Energysupply
systemscan be linked together by power lines,
which will support one another at times of peak
demand or equipment failure. In an urgent
need to prevent a blackout,utility companies
can also temporarily shut off power to a small
portion of their customersuntil the situation is
corrected.
The National Electric ReliabilityCouncil (NERC)
was formed to improve the reliability of electrical service after a major blackout occurred in
the Northeastin 1965. NERCsponsorsresearch
and developmentprojects that enablepower
companiesto learn more about preventingelectric power failure.
9. The riderswill probablyfeelas if a lot of their
energywas usedto performthe demonstration,
but
only one tenth of a 100watt-hourhasbeengenerated! Ask the studentsto determinethe numberof 50
watt bulbsthey would haveto powerto produce
one kilowatt-hour.Twenty50 watt bulbs
10. Describethis scenarioto your students:They
l, Selectthe first volunteerto ride the EnergyBike.
Oncethe volt meterregisters12-13volts, turn on the
timer andtwo incandescent
bulbsby flippingup the
switchesshownbelow.The volunteeris producing
100wattsof electricalpower.
approximately
havedecidedto pursuea careeras an EnergyBike
power plant that will provideelectricityfor
consumers.How much would they chargeper
kilowatt-hour?How much do they think electric
companieschargeper kilowatt-hour?
On auerage,Ohioutilitycompaniescharge8.5aper
kilowatt-hour.Would8.5aper hourbe a fair pricefor the
studentsto bepoid as an EnergtBike powerplant?
11, To discusspeakresidentialconsumption,
askthe
studentsif they usethe sameamountof electricity
throughoutthe day. Are there times duringthe
day whenwe usemoreor lesselectricity?
12, Selecta volunteerto ride the EnergyBike. This
volunteerwill be a powerplantand will produce
electricityfor a typical day in a city.
The Energy Bike has two columns of switches which power the
incandescent and fluorescent bulbs. The first column powers the
incandescent bulbs, and the second column pouers the fluorescent.
13. In this activity,two minutesof real time equalsone
day. Whenthe secondhandof the clockpointsto
12,12:00midnightis represented.
8. Oncethe first volunteertires,pausethe timer and
turn off the bulbs until the next studentregisters
12-13volts on the volt meter. Repeatthis process
until the full six minuteshaveelapsed.
1+,Havethe volunteerbeginto pedal. Oncethe
secondhandreachesl2:00,turn on the fan and
one fluorescentbulb. This represents
electricity
usuallybeingusedin homesat midnight-heating
and coolingand safetylighting.
v
15. Whenthe secondhandreachesthe 6 (6:00a.m.),
switchon anotherfluorescentbulb to represent
alarmclocksgoingoff, peoplewakingand turning
on lights.
16. As the secondhandreachesthe 8 (8:00a.m.),
switchon a third fluorescentbulb to represent
cookingbreakfast,
watchingTV and usingsmall
appliances
to get readyin the morning.
17. Whenthe secondhandreachesthe 10(10:00a.m.)
switchoff everythingbut one fluorescentbulb
and the fan. Manypeopleare at work or school,
but someare home. That bulb representsthe
duringthe day.
energyusedin residences
18. Oncethe secondhandreachesthe 6 (6:00p.m.),
flip off the fan and all the fluorescentbulbs.
Switchon two incandescent
bulbsand the tape
player.This will representpeoplecominghome
from work,turningon lights,stereos,televisions,
and cookingdinner.
19. Whenthe secondhandreachesthe 8 (8:00p.m.),
turn on the hair dryer-this representsmajor
appliances
suchas dishwashers
and clothes
washers,as well as computers.At this point, a
blackoutwill most likelyoccur. The volunteerhas
just experienced
beinga powerplantduringpeak
residentialconsumptionhours.
20. Ask studentsto nameother peakresidential
demandhours:
Summerafternoonswhen air conditionersare
required,winter morningsand eueningswhen |ights
and furnocesore used.
21. We havedemonstratedpeakelectricityconsumption
for residential
howeverbusinesses
consumers,
and
industryuse abouttwo timesmore energythan residentialconsumers.Discusswith the studentswho
pedaledthe EnergyBikehow they would feelabout
poweringresidential,
business,
and industryneeds.
22. Ask the studentsto nameways residentialenergy
consumerscan help to reducethe amountof
energyusedduringpeakconsumptionhours.
Themosteffectiueaction is to sta4gerthe useof
oppliances.
23. Definepeak load shaving: Peoklood shauingis
shiftingelectricityusefrom a peak (or high) demand
time to a low demandtime.
24, Someutility companiesofferlowerratesto customerswho useelectricityat off-peaktimes. Ask
the classto think of waysthat they can reducethe
amountof electricityusedduringpeakhours.Some
answersmay include:
o. Rundishwashers
overnight
b. Do laundry overnight
c. Usefewerlightsor usecandlesin the evening
d. Useonly one or two largeappliances
at a time
This table summarizesthe activity.
12= midnight
fan
1 fluorescent
bulb
h e a t i nagn dc o o l i n g
lighting
safety
6 = 6 : 0 0a . m .
fan
2 f l u o r e s c ebnut l b s
people
getting
waking
up,turning
onlights,
ready
for
s c h o oaln dw o r k
B = 8 . 0 0a . m .
fan
3 f l u o r e s c ebnut l b s
small
appliances,
c00king
appliances,
TV
1 0= 1 0 : 0a0, m .
fan
1 fluorescent
bulb
manypeople
areatwOrk,
someat homeusing
appliances.
6 = 6 : 0 0p . m .
2 i n c a n d e s cbeunl bt s
tapeplayer
p e o p cl eo m i nhgo m fer o mw o r kt,u r n i nognl i g h t s ,
cooking
dinner,
watching
television,
listening
to music
8 = B : 0 0p . m .
2 i n c a n d e s cbeunl bt s
tapeplayer
hairdryer
lights
running
stilloperating,
dishwasher,
using
c o m p u t edr so,i n g
laundry
v
It
RAINPOWER
Kilo-What?
Date:
Name:
1, Namethree ways you have used electricitytoday:
O.
b.
C.
2, Definekilowatt-hour:
3. How many kilowatt-hoursper day does the averageAmericanhome use?
4. What is the averageprice in Ohio for a kilowatt-hourof electricity?
5. Usingthe facts above,how much does it cost to power the averageAmericanhome for one day?
6. Definepeakload shaving:
AtilAZll{G DACIIIn one year,the averageAmericanhome usesabout 9,000kilowatt-hours.
f,tSTA THCl|tGHllThink conservation,not convenience!
tl
RAINPOWER
AnswER
Kry
Kilo-What?
1, Namethree ways you have used electricitytoday:
Turningon lights,cooking,heating/coolinga home, washingdishes,
running hair dryers, woshingclothes,operotingon alarm clock
2, Definekilowatt-hour:
A unit of measureequal to 1000watt-hoursof electricity.
3. How many kilowatt-hoursper day does the averageAmericanhome use?
Approximately
25 kilowatt-hours
4. Whatis the averagepricein Ohiofor a kilowatt-hour
of electricity?
or $.085/kwh
8.5aper kilowott-hour
5. Usingthe factsabove,how muchdoesit costto powerthe averageAmericanhomefor oneday?
25 kilowott-hours
x $.085= $2.13
kwh
6. Definepeakloadshaving:
Peak load shouingis shifting electricig use from a peak (or high) demond time to o
low demond time, or simply using lesselectricig during peak times.
AtilAZll{G ;ACMn one year,the averageAmerican home uses about 9,000kilowatt-hours.
,USTA THOUGllll Think conservation,not convenience!
Name:
Date:
1 . Monitor one electrically-powered
appliancein your homethat is usedfrequently.
2, For one week,record the approximatenumber of hoursyou usethe appliance
per day.
Calculatethe averagehours per day it is used.
3. Identifyand record the number of watts neededto power the appliance. Hint; Most itemshaue
o label that indicatesthe required wottage. If the Iabel prouidesomps, calculatethe watts:
120 uoltsx amps = uatts.
Wattsused:
4. Multiplythe numberof wattsby the averagetime it wasused.Thiswill producethe average
numberof watt-hoursper day.
Formula:wattsx aueraqehours= watt-hours
day
doy
Watt-hoursper day:
5. Calculate
the kilowatt-hours
per day.
Formula:wott-hours \r I kilotaatt kilowatt-hours
dav
t'
l,000wotts
doy
Kilowatt-hours
per day:
6. Multiplythe kilowatt-hours
per day by 30 daysto get the total kilowatt-hoursper month.
Formula:kilowatt-hourso 30 days _ kilowatt-hours
/'
dav
month
month
kilowatt-hoursper month:
7. Ask for permissionto reviewyour family'selectric bill. How much does the electriccompany
chargeper kilowatt-hour?
Costper kilowatt-hour:
8. Multiply the kilowatt-hoursper month by the cost per kilowatt-hour.How much does it cost to
power the appliancefor one month?
Formulo: kilowatt-hours
_ Costto power applionce
A
month
ku;h
month
Monthly cost to power object:
Kilowatt Further Discouery#l
IilETER
READERS
Name:
Date:
1, Locatethe electric meter for your home.Look at the meter at eye level.
2, The meter has dials that measurethe kilowatt-hoursyour family has used. The faceof the
meter has five dials,eachwith the numbers0 through 9. Not all of the dials are alike,however. The numbersof the first dial increasein a clockwisedirection,while the numberson the
seconddial increasein a counter-clockwise
direction. The dials continueto alternateuntil
the end of the row. Draw pointers on the dials below to makethem match the dials on vour
home'smeter:
3. Write the number that each dial is pointing to in order from left to right. Hints:If a pointer is
betweentwo numbers,alwoys write the smaller number.
+, In one month, read your electricmeter again. Draw pointerson the dials below to make
them match the dials on your home'smeter:
5. Write the numbersshown on the dials.
6. Subtractthe numbersyou record for the last month from the current month'sreading. How
many kilowatt-hoursdid your family use in one month?
KilowottFurtherDiscouery#2
ovEBvlFrr
Horsepoweris usedto measurethe power of enginesand
motors. Onehorsepoueris equolto 746watts. During
thisactiuity,loods(light bulbs)will be addedto the
EnergyBike to simulatethe pedalingresistonceof riding
a bicycleon o flat road. Thenumberof wattsbeingproducedwill be colculated.From the numberof wotts,the
approximateomountof mechonicalhorsepower
the
cyclistis producingwill be calculatedand comparedto
the horsepou)er
requiredto operatea cer, airplane,ond
nuclearpowerplont.
GET
sFri
1. Setup the EnergyBike. Plugthe fan into a receptacle. Insertfour incandescent
and four fluorescent
bulbs.
2, Testthe EnergyBike. If any challengesoccur,refer
to the troubleshooting
sectionon pages84-85.
3. Flip the amp meterswitchup as indicatedbelow.
Flip up the terminalpost switch.
out9otrrEs
Learnerswill:
I understandthat the powerof enginesand motorsis
typicallystatedin horsepower.
I recognize
that I horsepoweris equalto 746watts.
I be ableto definea load.
I calculatethe horsepowerof a personridinga bicycle.
GET
RFAD'ri
col
1, If needed,makeclasscopiesof the EnergyBike
SafetyContractfoundon page7.
1. YfJ
\-/
2, Makeclasscopiesof the BrainPowersheetfound
on page78.
2. Definehorsepower'.Horsepoweris a unit of
meosurefor the pouer of enginesand motors.
Onehorsepoueris equalto 746watts.
V
lf needed,distributeand reviewthe Safety
Contractwith your students.
Defineload: A load is o deuicethat useselectricity
to do usefulwork suchas light bulbsand appliances.
3. Describethe task:
o. Onevolunteerwill ride the EnergyBike.
b. LoadsQightbulbs)will be lit individuallyuntil
the volunteerstatesthat the pedalingresistance
is equalto pedalinga bicycleon a flat road.
Fromthe watts produced,the mechanical
horsepowerof the volunteerwill be calculated.
4. Selecta volunteerwho oftenridesa bicycle.Once
the volunteerhasstartedpedalingand the volt
meter registers12-13volts, flip the fan to EAST
speed.
The fan'sair flow simulatesthe breezefelt when
riding a bicycle. However,the pedalingresistanceis still too easyto representthe experience
of ridinga bicycleon levelground.
Turn on onefluorescentbulb by flippingup the
switchshownbelow. Switchon additional
fluorescentbulbsuntil the cycliststatesthat the
pedalingresistance
feelscomparableto that of a
movingbicycleon flat ground.
HORSEPOWER?
When JamesWatt built his steamenginein the
1760s,he wanted to use a unit of power that
most peoplewould recognize.Sincethe horse
was the most common sourceof power in the
eighteenthcentury, Watt decided to express
steamenginepower in terms comparableto a
horse. Watt determinedthat a strong horse
could move a 550 pound weight one foot in one
secondor 33,000poundsone foot every minute.
Althoughhorsepoweris no longermeasuredin
terms of an actualhorse,it is used to measure
the power of enginesand motors.
12, How doesthe horsepowerthat the EnergyBike
producedcomparewith reallife ?
motor
Small
electric
E n g i noef c a r
D i e s terla i ne n g i n e
power
plant
Nuclear
The Energt Bike has tuo columns of switches which power the
incandescent and fluorescent bulbs. The first column powers the
incandescent bulbs, and the second colurnn poLLiersthe fluorescent.
7, Recordthe numberof volts and ampsbeing
produced.If the load is equalto one fan and four
fluorescentbulbs.the meterswill readas follows:
Amps = 5
Volts= 12
t horsepower
200horsepower
1 0 , 0 0h0o r s e p o w e r
300,000
horsepower
13. Selecta newvolunteer.Demonstrate
the strength
requiredto producea quarterhorsepowerby
havingthe studentlight four incandescent
bulbs.
Flipall four incandescent
switchesup as shown.
8. Determinethe numberof watts the cyclistis
producingwhen the load is equalto one fan
and four fluorescentbulbs. Usethe formula
uoltsxamps=tDotts.
12 uoltsx 5 amps = 60 watts
9. To calculatethe horsepowerthe cyclistgenerates,
dividethe numberof wattsproducedby 746
watts.RememberI horsepoweris equalto 746
watts.
60 u;attsx I horsepower= 0.08horsepower
746watts
10. The bicycleis about50%efficientat converting
the rider'smechanical
energyto the rotating
wheelof the bike. The generatoris about90%
efficientat convertingmechanical
energyto electrical energy.Therefore,the total efficiencyof the
EnergyBikeis:
90%x50%=45%,
11. Nowthat the horsepower
that wasproducedis
calculatedandthe efficiencyof the EnergyBikeis
known,the actualhorsepowerproducedby the
EnergyBikecanbe calculated.If the powerinput
Gir) is 0.45(45%efficiency)andthe poweroutput
thenthe totalhorsepower
GorD is 0.08horsepower,
the cyclistproducedis: 0.45(Pi) = 0.08hp
0.08/0.45= 0.18horsepower
v
The Energt Bike has tuo columns of switches which power the
incartdescent and fluorescent bulbs. The first column powers the
incandescent bulbs. ond the second cctlumn pouers the fluorescent.
14. Calculatethe horsepowerrequiredto light the
four incandescent
bulbs.
12 uoltsx 16 amps = 192uatts
192wattsx I horsepower= 0.26horsepower
746watts
15. Calculatethe amountof horsepowerproducedby
the cyclistto light the four incandescent
bulbs.
=
0.a5Qi)
0.26horsepower
0 26/0.45= 0.58horsepower
tl
BRAINPOWER
Horsepowert,
Name:
Date:
1. Whatis horsepower?
2, One horsepower=
watts
3. How many volts were producedwhen the EnergyBike felt like a bicycle moving on flat
land?
volts
4, How many amps were producedwhen the EnergyBike felt like a bicycle moving on flat
land?
amps
5. Calculatethe watts that were producedwhen the EnergyBike felt like a bicycle moving
on flat land.
Hint: uoltsx omps = uatts
watts
5, Calculate
the horsepower
basedon your answerfor question5.
7, Namethreeitemscommonlymeasured
in horsepower.
-O.
b.
C.
-'-at-
-
--
tt
RAINPOWER
Answcrkey
Horsepowert,
1, Whatis horsepower?
Horsepouer is a unit of meosurefor the pouer of enginesand motors.
2, One horsepower= 746 watts
3. Howmanyvoltswereproducedwhenthe EnergyBikefelt like a bicyclemovingon flat
land?
TheuoltmetershouldreflectI2 uolts.
4, flow mgnyampswereproducedwhenthe EnergyBikefelt like a bicyclemovingon flat
land? Theanswerwill uorydepending
upontheln-ctoss
experiment.
Sampleonsu)er:5 amps
5. Calculate
the wattsthat wereproducedwhenthe EnergyBikefelt likea bicyclemoving
on flat land. Hint; uoltsx amps= u)atts
Theanswerwill uorydepending
uponwhich in-class
experiment
you houethe
studentsrecord.
sompleanswe, 12 voltsx
s
Amps= 60 watts
6. Calculate
the horsepower
basedon your answerfor question5.
Theonsl]erwill uarydependinguponthe in-class
experiment.
SompleonslDer: 60 wottsproducedx I horsepower
= 0.08 horsepouer
746watts
The,energy
.bike is about 50%efficientat conuerting.therider'smechanicalenergy
to the rotating wheel; the generatoris about g0% eificient.
The total efficiencyis 0.s0x 0.g0 = 0.45. Thismeans
Pout= 0.45(Piil or 0.05hp = 0.45(pfn)
or Pin=
W
= o.t8hp
7, Namethreeitemscommonlymeasured
in horsepower.
someexomplesinclude;car engine,airplaneengine,
troinengine,ondnuclearpou)erplant.
PETROLEUTil
AITERNATIUES
1 . Discuss
the followingpetroleumfactswith your students.
I
Petroleumsuppliesmore than 38%of the energyused in the United States.
I
Americansuse more than 750million gallonsof oil every day.
I
The United Statesimports over half of its petroleumfrom other countries.
The majority of the imported oil comesfrom Venezuelaand Canada.
I
The United Stateshas 3% of the world's known oil reserves.Expertsestimate
that the United States'knownoil reserveswill last approximately10 more
years at today'srate of consumption.
SaudiArabia and other Middle Eastnationshave over 60%of the world's
known oil reserves.
I In 2003,the United Statesused 67%of.its petroleumconsumptionfor
transportation.
2, Ask your studentsto imaginethat there is no petroleumavailablefor transportation.What
would they do? Go back to riding horses? Most likely,other forms of transportationwould
be developed.In fact, alternativeshave alreadybeen developedsuch as electric,hybrid
gasoline-electric,
natural gas,and solar poweredcars.
3. Usingresourcesat the library, instruct your studentsto write a report on an alternative
form of transportation.
4, Key words for the researchprocess:
I transportation,environmentaleffects
I natural gas
I automobiles-experimental,
electric,hybrid, hydrogen-powered
I solarengines
5. For more informationabout electric cars,order "The ElectricCar" from AmericanElectric
Power's"lnformationfor Customers,Educators,and SpecialAudiences"catalog. To receive
a catalogcontact:
AmericanElectricPower
CorporateCommunicationsProgram
I RiversidePlaza
-/-\
('-)
(, <---/
\
{
Columbus,OH 43215-2373
(614)
223-r6s3
www.aep.com
--- ---r
.'- --'\----
/t\\-l\\
/
/\
HorsepowerFurtherDiscouery#l
Date:
Name:
1. Ask a parentto help you examinethe familyvehicle.
!. Raisethe hood of the vehicle. Determinethe enginesizeby lookingat the engineor the labels
foundunderthe hood. Enginesizemay be labeledas "enginedisplacement"and is recordedin
liters or cubic inches. Recordthe followinq:
Make:
Model:
Year:
Enginesize:
3. At the library,locateChilton'sReoairManualin the referencesection. The manualsaredivided
by the automobiles
TruckandVans,1982-1987
ImportCars,or
typeandyear,i.e."1993-1997
198&1992
U.S.andCanadian
models."
{. Locatethe correctmanualfor your vehicle.Completethe followingsteps:
a. Locatethe Tableof Contents.
b. If the manualhas a "Specifications"
section,turn to it and identifythe pagesfor your vehicle'smanufacturer.If it doesnot, locatethe areaof the manualspecificto vour vehicle's
manufacturer.
c. Examinethe chartlabeled"Engineldentification."Usingthe year/model
andenginesizeof
your vehicle,find the ID/VIN#. The engineID/VIN# is the identification/vehicle
identification numberof the engine.
d. Recordthe EngineID/VIN#:
e. Verifythe horsepowerusing the chart labeled"GeneralEngineSpecifications."It lists vehicles by year,engineID/VIN#, and enginedisplacement(size).
f.
Record: _Horsepower
@
RPM
The RPMnumber representsthe rotationsper minute of the engine'sshaft.
5. One horsepoweris equalto one horse moving a 550pound weight one foot in one second.
Therefore,the power of your car's engineis equalto _
pounds
horsesmoving
of weight _
feet in
seconds.
Horsepouer Further Discouery#2
Dismantlingthe EnergyBike will take approximately20
minutes.
1,
Unscrewor unplug the bulbs and appliancesyou have
used.Placethe fan in the small box. Placeall other
appliancesand bulbs into the long pullout box. Place
the long pullout box aside.
Loosenthe bolts that connectthe displayboard's
support polesto the stand bases.Removepolesand
retightenscrews.
Loosenthe bolts that hold the displayboard'scrossbar
to its base.Removecrossbarand retightenscrews.
Put the support poles and crossbarinto the black bag
and set aside.
Disconnectthe long black cable from the motor by
pulling the connectorsapart. Do not pull on the wires.
Only pull the connector.Coil the cord and hang it on
one of the long metal bolts protruding from the back of
the displayboard.
7, Attachone displayboard baseinto the bottom of the carrying casewith the Velcro.Placethe baseso that its top is
flushwith the sideof the caseand its legsare pointing
towards the center of the box. The Velcrogoesaroundthe
center pole of the base.Coverit with a pieceof gray felt.
Attach the other display board baseto the bottom of the
carryingcasein the oppositedirection.Coverit with the
secondpieceof gray felt.
Loosenthe silver bolts that securethe display board to
the support poles.Lift the board from the stand and
placeit aside.Screwthe bolts back in to prevent loss
during travel.
8. Removethe bike from the bike stand - this is best
accomplishedwith two people.
12, Placethe light gray divider,with the foam side facing
down, into the carrying case.
I Spin the inner black knob so that it is next to the
outer black knob.
I With one personsupportingthe rear wheel,
loosen the crank completely.Slidethe wheel out of
the silver slotted cups and lower the wheel to the
ground.
I Roll the bicycle away from the stand.
I Tightenthe crank completelyand fold the legsof the
stand together.
9,
Look at the carrying case.The end with three handlesis i
the top. The end with two handlesand wheelsis the
i
bottom. Placethe bike stand onto the gray felt so that :
its baserests on the gray foam blocks at the bottom of :
the displaycase.Usethe Velcrostraps to anchor the
i
baseof the bike stand in place.
1 3 . Placethe display board into the box with the wires facing down.
10. Placethe long pullout box into the carrying case.
11. Placethe long black bag with the poles to the opposite
side of the carrying casefrom the long pullout box.
Placethe poleson top of the bike stand.
14, Placeand strap on the top of the box.
15, Completean evaluationpostcardand mail it to:
Ohio Energy Project
670 Enterprise Drive, Suite A
Lewis Center,Ohio 43035
SffifATION3r GoodYohagcand HighCuncnt
ilofl sorfnfroilPRoBL-Fils
withno Bulbsor ApplhnecsOn
r'The black cord should be connectingthe
generatorand the displayboard.
1, Confirmthat all bulbs and appliancesare
turned off and the beveragewarmer is
unplugged.
y' Areany of the screwsthat are holdingwires in
placeloose?If so, reconnectany loosewires
and tighten any loosescrews.
2. Are the capacitorscharged?The capacitor
switch should alwaysbe in the down (off position, unlessa capacitoractivityis beingperformed. To check if the capacitorsare charged,
put the top amp meter in the center (off) position, and flip the capacitorswitch up. If volts
registeron the volt meter,the capacitorsare
charged. To releasethe charge,turn on an
incandescentbulb until the volt meter reads
zero. Flip the switch next to the capacitors
into the centerposition.
r'Do any of the connectorspull apart too easily?
Secureany loose connections.
/ls the switch next to the volt and amp metersin
the centerposition?It must be flippedup or
down to send current to the bulbs and appliances.
r'On the front of the board,is there a wire connectingthe two round terminal posts?If not, an
open circuit existsand the wire must be reattached. Also, the switch to the right of the terminal posts should be in the up position.
3. Could a short circuit exist? Checkthe wiring
for any exposedwire or crossedconnections.
y' Arethe capacitorscharged?Unlessyou are using
the capacitors,they should not be charged.
Checkif they are chargedby flippingthe capacitor
switch up. tf volts registeron the volt meter,the
capacitorsare charged.To releasethe charge,
turn on an incandescentbulb. Flip the capacitor
switch to the down position.
slTpATloN
t_izgp uoltagc
SITTIATION
4r ApplianccandUghtBulb
Problgml
1, Makesurethe switch locatedbetweenthe volt
and amp metersis not in the centerposition. If it
is, flip it up to the G5 amp meteror down to the G
30 amp meter.
i
1. The black cord should be connectingthe generator and the displaypanel.
Wort S.Iir_r_Cln$d
llTUATlOil2 i Capag!9rs
1. Confirmthat all bulbs and appliancesareturned
off, and the beveragewarmer is unplugged.
2, Confirmthat the switch to the right of the volt
and amp metersis in the center,or "off" position.
2, The wire betweenthe top two terminalposts
should be securelyconnected.
3. Makesure the fuse in the fuse holder is not
blown. [f necessary,replaceit with a 20-amp
fuse.
7, Usingthe crimper,squeezethe connector
togetherto secureit back onto the wire in
the originaldirectionthat it was crimped.
Squeezevery hard!
1. Confirmthat the plug in the back of the radio
is secure. If it is not, the radio will stop intermittently when it is lifted from the hook.
8. Reattachthe connectorto the displayboard
by insertingit under the screwfrom which it
was removed,and tighteningthe screw.
2. The radio plug should be securein the Energy
Bike'sreceptacle.
3. The DC-DCpower converterthat plugs into
lf thcsc solutions do not corrcct your
problcm, contact thc following people.
The contact information can be found in
this booklct on the pagc numbcrs
indicatcd.
the receptacleshould be adjustedso that the
voltageswitch is on "6."
4. Checkthe tip of the DC-DCpower converter
that plugs into the radio. The "Tip" label
should be closestto the "+" sign. If not, disconnectthe tip, rotate and reconnectit
accordingly.
1. Your homc basc tcachcrs (pg. 3)
2. Chris ttlcrrill (pg. i)
3. The Ohio Encrgy Proicct (pg. i)
sllgATloxli Wircigrllgctoll
1. Look at the back of the display board. Do any
of the screwsthat connect the wires to the
board look loose? Usea screwdriverto secure
any of those looseconnections.
2. Are any of the ends of the copper wires
exposed?The wire may have been pulled
from a connector. Look at the board to see if
a connectorappearsto be attachedto the
board,but missinga wire.
T
@0
^17
3. Reattachthe the wire by removingthe connector from the board,then examiningthe
end that was crimped (the blue plastictube).
Be sure to rememberexactlywhere the connector was attached!
5. Find the wire that was pulled out. Twist the
strandson the end to createa uniform wire.
O^1
o
4. Usinga wire crimper,squeezethe connectorin
the oppositedirection that it was originally
crimped. This will return it to its original
round shape. If this doesnot work, checkthe
EnergyBike casefor extra connectors.
P
o
:
:(
'{o
o
6. Insert the wire back into the connector.
.:'
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i
:
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o
ActivitiesHandbookfor EnergyEducation:Alfred DeVitoand GeraldKrockover;GoodyearPublishing
Company;
SantaMonica,CA;1981.
CompactFluorescent
LightBulbs:CG&ECollaborative
Effortand Workingin Neighborhoods;
May,1996.
Costof Convenience:
AmericanElectricPower;Columbus,OH; 1996.
Dictionaryof Science:
BarnhartBooks;Bronxville,NY; 1986.
Electricit$ Today'sTechnologies,
Tomorrow'sAlternatives:
The ElectricPowerResearch
Institute,Inc.;
PaloAlto. CA:1987.
Electricityand Magnetism:
RobertWood;McGraw-Hill
Companies
LearningTrianglePress;NewYork,NY;1997.
Electricityfor Refrigeration.
Heating.and Air Conditionin$RussellE. Smith;DelmarPublishers,
Inc.;1987.
The Energist:The NationalEnergyFoundationResourcesfor Education;SaltLakeCity,UT.
EnergyConservation:
The EdisonElectricInstitute;Washington,
D.C.
The EnergyCyclerM
Plansand Activitiesfor a BicyclePoweredGenerator:The N.C.AlternativeEnergy
Corporation;1995.
The EnergyCycle
ResourceGuide:OuickStartHandbook.BasicLearningActivities.Kit AssemblyManual:
PowerSvstems:Alexandria.VA: 1998.
SEASUN
Ener*vFactSheets.Elementaryand MiddleSchool:NationalEnergyEducationDevelopment
Project;
Herndon.VA:1997.
EnergyInfobook.SecondargNationalEnergyEducationDevelopment
Project;Herndon,VA;1999.
GettingStartedin Electronics:
ForrestM. Mims,III;RadioShack,Fort Worth,TX; 1983
- Conventional
Introductionto Electricityand Electronics
CurrentVersion:AllenMottershead;
JohnWiley&
Sons,NewYork,NY; 1982.
NationalEnergyFoundationResources
for Education:NationalEnergyFoundation;
SaltLakeCity,UT; 1994.
PhysicalScience:
PrenticeHall;EnglewoodCliffs,NJ;1988.
RealGoodsNews:RealGoodsRenewables,
Inc.;Ukiah,CA;1997.
SuperificScienceSeries:BookXI EnerguLorraineConway;GoodApplePress.
The WayThingsWork:DavidMacCaulay;
HoughtonMifflinCompany;Boston,MA; 1988.
co{JBl
llfJll{€oB9rIIzArp Ns
Ohio Encrgy Proicct (OEP)
The Ohio EnergyProject'smission is to promote an energy
educatedsociety and to facilitateleadership,through effective partnershipswith schools,businesses,governmentand
communities. Recognizedas one of "Ohio's BESTPractices
in Education,"OEPprovides educationfor studentsand
teachersabout the 10 major sourcesof energy.Through
NationalEnergyEducationDevelopmentProject (NEED)
activities,workshops,and the philosophy of "Kids Teaching
Kids," studentsare motivatedto learn cooperativelyusing
their creativethinking and leadershipskills. For more information contact:
Ohio EnergyProject
670EnterpriseDrive,SuiteA
Lewis Center OH 43035-9440
P h o n e6 1 4 - 7 8 5- 1 7 1 7
F a x6 1 4 - 7 8 5l-7 3 l
www.ohioenergy.org
Pcdal 4 Power!
Chris Merrill is a professorat Illinois StateUniversity,in the
IndustrialTechnologyDepartment.His areasof interestare
technologyteachereducation,manufacturing,and the integrationof mathematics,scienceand technologyeducation.
Chris becameinvolvedwith OEPafter attendinga presentation about the EnergyCyclerMat the CentralOhio
TechnologyEducationAssociationconference.Amazedwith
the educationpotentialthis learningtool had to offer,Chris
decidedto collaboratewith OEPto provide innovativeways
to extendand improve their existingproduct.
He namedthe improved product Pedal4 PowerrNt.
With an
emphasison the generationof electricity,studentsand teachers can readilyunderstandthe connectionsbetweenenergy,
math, science,and technology.In addition to the education
standardsalreadyestablishedthrough this energyeducation
learningmodule,he plans to map the nationalstandardsfrom
the remainingdisciplinesat both the elementaryand secondary levels.For assistance,or more information,please
feel free to contact:
Chris Merrill
IllinoisStateUniversity
IndustrialTechnologyDepartment
CampusBox 5100
Normal,Illinois61790-5100
(office)
309-438-7862
Merrill@indtech.it.ilstu.edu
National EnergyEducation Deuclopmcnt Projcst (NEED)
NEEDis dedicatedto developinginnovativeenergyeducation materialsand training programsfor teachersand students.Launchedby congressionalresolutionin 1980,NEED
is currently used by educatorsin more than 7,500schoolsin
39 statesand territories.The program'sgoal is to provide
the next generationwith the knowledgenecessaryto make
responsibleenergydecisions. For more informationcontact:
TheNEEDProject
8408KaoCircle
Manassas,
VA 20110
- 1117
Phone703-257
Fax703-257-0037
www.need.org
email:info@need.org
tBggt$tt?o_ItgBt
The followingsponsorsprovide funding for Energy
Bike Workshops. OEPis very gratefulfor their support. Theseorganizationsalso provide free educational materials. If you are interestedin supplementing your curriculum with energyand environmental
educationmaterials,pleasecontact:
American Electric Power
Barry Schumann
CorporateCommunications
1 RiversidePlaza
Columbus,OH 43215-2373
6 1 4- 2 2 3- 1 6 5 3
www.aep.com
AMP-Ohio and member communities
Beth Rudner
2600Airport Drive
Columbus,OH 43219
6 1 4 -3 3 7 -6 2 2 2
www.amp-ohio.org