7th Grade Science Unit:
It’s Electric!
Unit Snapshot
Topic: Conservation of Mass and Energy
Duration:
Grade Level: 7
13 days
Summary
The following activities engage students in exploring energy transfer
related to forces and electricity, through various investigations
involving electric circuits and devices, as well as a small research
activity related to the transfer of energy and electricity generation
using renewable energy sources (solar, wind, water, wind).
CLEAR LEARNING TARGETS
“I can”…statements
____ explain the relationship between mechanical energy transferred, forces and
resulting motion.
____test and experiment with electric circuits to evaluate the energy transfers,
resistance, current, and changes in voltage.
Activity Highlights and Suggested Timeframe
Days 1-2
Day 3
Days 4-5
Days 6-11
Day 12
and on-going
Day 13
Engagement: The objective of this activity is to engage students and formatively
assess their knowledge related to mechanical energy, energy transfer, flow of
electricity, voltage, and current through a GIZMO simulation and/or an energy bike
demo (an electric hand-crank generator may be used as well).
Exploration: The objective of the following activities is to give students the
opportunity to work with and begin to develop a basic understanding of electrical
energy transfer through CPO Investigation 8A using CPO Electrical Circuit Boards.
Explanation: The objective of the following activities is to give students the
opportunity to develop their knowledge of circuits and energy flow through an
inquiry investigation related to circuits, voltage, current, and resistance.
Elaboration: The objective of the following activity is to give students the
opportunity to gain deeper understanding of energy transfer and electricity
generation by applying knowledge to the real-world through the creation of a
renewable energy device/powerplant model and explanation of electrical energy
generation processes (solar, geothermal, wind, hydropower).
Evaluation: Formative and summative assessments are used to focus on and assess
student knowledge and growth to gain evidence of student learning or progress
throughout the unit, and to become aware of students misconceptions related to
energy transfer related to forces and electricity. A teacher-created short cycle
assessment will be administered at the end of the unit to assess all clear learning
targets (Day12).
Extension/Intervention: Based on the results of the short-cycle assessment, facilitate
extension and/or intervention activities.
Columbus City Schools
Curriculum Leadership and Development
Science Department June 2013
1
LESSON PLANS
NEW LEARNING STANDARDS:
7.PS.3 Energy can be transferred through a variety of ways.
Mechanical energy can be transferred when objects push or pull on each other over a distance.
Electrical energy transfers when an electrical source is connected in a complete electrical circuit to
an electrical device.
Note 1: Energy transfers should be experiential and observable. This builds upon PS grade 4 and is directly
connected to ESS grade 7 (thermal energy transfers in the hydrologic cycle).
Note 2: Electricity can be measured through current, voltage and resistance. In addition, renewable energy
systems should be included (such as wind, geothermal, water or solar).
SCIENTIFIC INQUIRY and APPLICATION PRACTICES:
During the years of grades K-12, all students must use the following scientific inquiry and application practices with appropriate
laboratory safety techniques to construct their knowledge and understanding in all science content areas:
Asking questions (for science) and defining problems (for engineering) that guide scientific
investigations
Developing descriptions, models, explanations and predictions.
Planning and carrying out investigations
Constructing explanations (for science) and designing solutions (for engineering)that conclude
scientific investigations
Using appropriate mathematics, tools, and techniques to gather data/information, and analyze and
interpret data
Engaging in argument from evidence
Obtaining, evaluating, and communicating scientific procedures and explanations
*These practices are a combination of ODE Science Inquiry and Application and Frame-work for K-12
Science Education Scientific and Engineering Practices
COMMON CORE STATE STANDARDS for LITERACY in SCIENCE:
*For more information: http://www.corestandards.org/assets/CCSSI_ELA%20Standards.pdf
CCSS.ELA-Literacy.RST.6-8.3 Follow precisely a multistep procedure when carrying out experiments, taking
measurements, or performing technical tasks.
CCSS.ELA-Literacy.RST.6-8.7 Integrate quantitative or technical information expressed in words in a text with
a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table).
CCSS.ELA-Literacy.WHST.6-8.7 Conduct short research projects to answer a question (including a selfgenerated question), drawing on several sources and generating additional related, focused questions
that allow for multiple avenues of exploration.
CCSS.ELA-Literacy.WHST.6-8.8 Gather relevant information from multiple print and digital sources, using
search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the
data and conclusions of others while avoiding plagiarism and following a standard format for citation.
STUDENT KNOWLEDGE:
Prior Concepts Related to Energy Transfer
PreK-2: Temperature changes are observed. The sun is the principal source of energy. It affects the
temperature of Earth (ESS) and supplies life’s energy (LS).
Grades 3-5: Objects with energy have the ability to cause change. Electrical, heat, light and sound energy
are explored. Earth’s resources can be used for energy (ESS). Energy is transferred and transformed by
organisms in ecosystems (LS).
Grade 6: Energy is identified as kinetic or potential and can transform from one form to another
(gravitational, potential, kinetic, electrical, magnetic, heat, light, sound). Density depends on the mass and
volume of a substance. Thermal energy is related to the motion of particles.
Future Application of Concepts
Grade 8: Gravitational, chemical and elastic potential energy and seismic waves (ESS) are explored.
High School: Energy and work are explored mathematically.
Columbus City Schools
Curriculum Leadership and Development
Science Department June 2013
2
MATERIALS:
VOCABULARY:
Engage
Computer/Internet/Projector
Energy Bike (optional)
Explore
CPO Investigation 8A WS
CPO Investigation 8A Electric Circuit Kit
D Batteries
Explain
Science Journals or Circuitfic Inquiry WS
CPO Electric Circuit Kit materials, Multimeters
or Voltmeters & Ammeters
D Batteries
Elaborate
Research materials and resources for
students: computer/internet, books, article,
etc.
Model building supplies (student driven)
Primary
Mechanical Energy
Energy Transfer
Forces
Electric Circuit
Closed/Open Circuits
Electric Potential
Voltage
Voltmeter
Current
Ammeter
Resistance
Conductors
Parallel Circuits
Series Circuits
SAFETY
ADVANCED
PREPARATION
All lab safety rules and laboratory procedures should be adhered to
(see CCS lab safety contract)
If using the energy bike, see the energy bike safety guide.
Caution when using circuit equipment as batteries, wires, and lightbulbs
may generate
Contact Science Department regarding energy bike training and
reservation/check-out.
Reserve computers for explore learning GIZMO.
Gather and prepare materials for CPO Investigation lab 8A, and
electricity inquiry investigation lab.
Objective: The objective of this activity is to engage students and formatively
assess their knowledge related to mechanical energy, energy
transfer, flow of electricity, voltage, and current through a
www.explorelearning.com GIZMO simulation and/or an energy bike
demonstration(an electric hand-crank generator may be used as
well)
ENGAGE
(1-2 days)
(What will draw students into the
learning? How will you determine
what your students already know
about the topic? What can be
done at this point to identify and
address misconceptions? Where
can connections be made to the
real world?)
Columbus City Schools
Curriculum Leadership and Development
Science Department June 2013
What is the teacher doing?
What are the students doing?
GIZMO simulation and/or ENERGY
BIKE:
GIZMO simulation and/or ENERGY
BIKE:
GIZMO: Circuit Builder (Day 1)
Log on to:
www.explorelearning.com and
project the GIZMO: Circuit
Builder.
Facilitate a class formative
assessment using the
simulation GIZMO. (Do not use
explore learning WS) See
teacher page for simulation
tasks, and teacher-led
questions.
GIZMO: Circuit Builder (Day 1)
1. Students are engaged in a class
interaction with the GIZMO
simulation: Circuit Builder, based on
teacher-led tasks and questions.
3
Columbus City Schools
Curriculum Leadership and Development
Science Department June 2013
OPTIONAL: Based on your
formative assessment related
to circuits and flow of
electricity, and depending on
student ability levels, choose
either the Circuit Builder
GIZMO (lower-level), or Circuits
GIZMO (higher-level)
investigations for students to
complete.
-This activity can be
completed as a class demo or
on individual
laptops/computers.
Consider using the priorknowledge questions as a bellringer before beginning the
simulation.
and/or
2. OPTIONAL: Students use the
appropriate GIZMO simulation to
explore circuits.
Energy Bike (Day 2)
Or electric hand-crank
generator/flashlight can also
demonstrate mechanical
energy transfer.
The CCS Science Department
currently has 3 energy bikes
that are available for
reservation and check-out,
after appropriate training has
been completed through a
CCS Energy Bike Workshop.
Please contact the CCS
Science Department at 3655297 for more information.
There are also several energy
bikes located throughout the
CCS district.
Teachers set-up and prepare
the energy bike for use. Proper
safety guidelines and
procedures should be
explained.
Teachers facilitate as student
volunteers pedal the energy
bike. Teachers will manipulate
the switches and lead a
discussion based on the
demonstration. (see teacher
page for more information)
OPTIONAL: Facilitate a readaloud or close reading of the
article: A Hotel Where Guests
Can Pedal For Their Dinner.
Energy Bike (Day 2) or electric handcrank generator/flashlight.
3. Students take turns riding the energy
bike, as the teacher manipulates
the switch board.
and/or
4. Students engage in a meaningful
discussion about the effects of
pedaling and the generation of
electricity based on teacher-led
questions.
5. OPTIONAL: Students perform a close
reading of the article: A Hotel Where
Guests Can Pedal For Their Dinner.
4
Objective: The objective of the following activities is to give students the
opportunity to work with and begin to develop a basic
understanding of electrical energy transfer through CPO
Investigation 8A using CPO Electrical Circuit Boards.
EXPLORE
(2 days)
(How will the concept be
developed? How is this relevant
to students’ lives? What can be
done at this point to identify and
address misconceptions?)
What is the teacher doing?
What are the students doing?
CPO LAB INVESTIGATION 8A
(Days 3-4)
Gather CPO Circuit Kit
materials.
Facilitate CPO Investigation
8A: Electricity
-see textbook resources for
more information
Facilitate a discussion related
to lab results and answers in
order to assess student
knowledge and
misconceptions.
CPO LAB INVESTIGATION 8A
(Days 3-4)
1. Students engage in the CPO Lab
Investigation 8A, with the use of the
CPO Circuit kit materials.
Objective: The objective of the following activities is to give students the
opportunity to develop their knowledge of circuits and energy flow
through an inquiry investigation related to circuits, voltage, current,
and resistance.
EXPLAIN
(3 days)
(What products could the
students develop and share?
How will students share what they
have learned? What can be
done at this point to identify and
address misconceptions?)
What is the teacher doing?
What are the students doing?
Circuitific Inquiry Part I
(Day 5)
Facilitate a close reading of
pp. 192-193 in the CPO
textbook.
Have students create a
foldable that defines the
following terms using Textbook
Chapter 8. Students can also
draw a diagram that
represents the term.
1. Electric Current
2. Ampere
3. Volt
4. Electric Circuit
5. Conductor
6. Resistance
Circuitific Inquiry Part I
(Day 5)
1. Using the CPO textbook pp. 192-193,
students either read the sections
aloud or silently.
2. Using CPO textbook, Chapter 8,
students create a foldable that
defines: electric current, ampere,
volt, electric circuit, conductor,
resistance. In addition student may
also draw a diagram representing
the term.
Show the following interactive
simulation of electron flow
through the circuit
http://phet.colorado.edu/en/s
imulation/circuit-constructionkit-dc
-Use this to model measuring
voltage(volts) and
current(amperes) within a
closed circuit using a voltmeter
and ammeter.
Columbus City Schools
Curriculum Leadership and Development
Science Department June 2013
3. Students are engaged in a teacherled discussion surrounding an
electric circuit simulation.
5
-Add a resistor to show the
change in voltage and
current.
(see teacher example page)
Information related to how to
use a multimeter to measure
voltage and current can be
found in CPO textbook p. 202
Circuitific Inquiry Part II
Circuitific Inquiry Part II
(Days 6-7)
(Days 6-7)
-It is suggested that students
-It is suggested that students work in
work in pairs or small groups, or
pairs or small groups, or this can be
this can be completed as a
completed as a class investigation.
class investigation.
1. Students develop or choose an
The teacher facilitates an
investigation question related to
inquiry-based investigation
circuits.
related to circuits.
2. Students develop an investigation
The teacher should assist
based on their question and either
students with
record information on the provided
development/choice of
worksheet or in a science journal.
questions, hypotheses, setting
up the investigation
procedures, running tests,
collecting data, and forming
conclusions.
(see example worksheet)
Objective: The objective of the following activity is to give students the
opportunity to gain deeper understanding of energy transfer and
electricity generation by applying knowledge to the real-world
through the creation of a renewable energy device/power plant
model and explanation of electrical energy generation processes
(solar, geothermal, wind, hydropower).
ELABORATE
(4 days)
(How will the new knowledge be
reinforced, transferred to new
and unique situations, or
integrated with related
concepts?)
Columbus City Schools
Curriculum Leadership and Development
Science Department June 2013
What is the teacher doing?
What are the students doing?
Electricity Generation from Renewable
Energy Sources (Days 8-11)
Teachers introduce the topic
of Renewable Energy by
showing the Energy World
Clock:
http://www.worldometers.info/
-Compare the amount of
energy used from nonrenewable vs renewable
-Observe the days left of oil,
gas left, and coal left. Convert
to years.
-Summarize the importance of
integrating renewable
resources
Teachers explain the activity
and discuss rubric with
students.
Electricity Generation from Renewable
Energy Sources (Days 8-11)
1. Students observe the Energy World
Clock as the teacher projects the
website.
-Compare the amount of energy
used from non-renewable vs
renewable sources
-Observe the days left of oil, gas left,
and coal left. Convert to years.
-Summarize the importance of
integrating renewable resources
2. Students receive activity overview
and rubric from the teacher.
6
Teachers facilitate grouping
procedures and topic choice
distribution.
-It is recommended that
students work in pairs or small
groups.
Example choices of topics:
-Solar panels
-Hydroelectric Power plants
(Hoover Dam)
-Wind Turbines
-Geothermal Power plants
Teachers facilitate student
background research by
providing resources
(internet/computer access,
articles, books, etc.)
3. Students choose or are assigned a
topic:
-Solar panels
-Hydroelectric Power plants (Hoover
Dam)
-Wind Turbines
-Geothermal Power plants
4. Students research information about
their topic to determine the process
of how electricity is generated.
–A great resource for
information is Project NEED:
www.NEED.org and
http://www.need.org/curriculu
m-guides
Columbus City Schools
Curriculum Leadership and Development
Science Department June 2013
Teachers facilitate model
creation
5. Students develop a model of their
choice to show the process of
electricity generation and energy
transfer. Examples can include but
are not limited to:
-Diorama
-Labeled diagram on poster board
-3-D model
-Computer generated model
Teachers facilitate
presentations of model and
explanations.
5. Students present their model to the
class accompanied by a thorough
explanation through the energy
transfer/electricity generation
process.
7
Objective: The objective of the assessments is to focus on and assess student
knowledge and growth to gain evidence of student learning or
progress throughout the unit, and to become aware of students
misconceptions related to energy transfer, electricity flow and
generation.
Formative
How will you measure learning as it occurs?
EVALUATE
(on-going)
(What opportunities will students
have to express their thinking?
When will students reflect on
what they have learned? How
will you measure learning as it
occurs? What evidence of
student learning will you be
looking for and/or collecting?)
EXTENSION/
INTERVENTION
(1 day or as needed)
Columbus City Schools
Curriculum Leadership and Development
Science Department June 2013
Consider developing a
teacher-created formative
assessment.
1. Teacher-led GIZMO simulation
discussion questions will formatively
assess student knowledge of
electric circuits.
2. Energy Bike Demonstration and
discussion will formatively assess
student knowledge related to
mechanical energy transfer,
voltage, and current.
3. CPO Investigation 8A will assess
student knowledge progression
related to basic electrical circuits
set-up.
4. Circuitific Inquiry Investigation will
assess students ability to investigate
variable relationships related to
electrical circuits, voltage, and
current.
EXTENSION
1. www.explorelearning.com GIZMO:
Circuits
2. Students research Ohio’s renewable
energy resources and determine
the advantages and
disadvantages of each resource.
3. Fruit Batteries:
http://www.sciencefairadventure.co
m/ProjectDetail.aspx?ProjectID=154
4. Potato Clock:
http://www.kidzworld.com/article/472
6-how-potato-batteries-work
5. Project NEED activities:
www.NEED.org and
http://www.need.org/curriculumguides
Summative
What evidence of learning will demonstrate to
you that a student has met the learning
objectives?
1. Renewable Energy Project model
and presentation will assess student
ability to apply knowledge related
to energy transfer and electricity
generation to a real-life scenario.
2. Teacher-created short cycle
assessment will assess all clear
learning targets.
INTERVENTION
1. www.unitedstreaming.com related
videos
2. PhET circuit simulations:
http://phet.colorado.edu/en/simulatio
ns/category/physics/electricitymagnets-and-circuits
3. Project NEED activities:
www.NEED.org and
http://www.need.org/curriculumguides
8
COMMON
MISCONCEPTIONS
Current flows from a battery (or other source of electricity) to a light
bulb (or other item that consumes electricity), but not from the light bulb
to the battery.
Current flows out of both terminals of a dry cell or both connections in
an electrical outlet.
Current flows around a complete circuit, but it is used by objects like
light bulbs so less current returns than leaves the source of the
electricity.
All the charges that make up an electrical current are initially contained
in the battery or generator that is the source of the electricity.
Electricity is produced in the wall socket.
Charges change into light when a lamp is turned on.
Wires are hollow like a water hose and charges move inside the hollow
space.
Batteries have electricity inside them.
Strategies to address misconceptions:
Misconceptions can be addressed through the use of unitedstreaming video
clips, pictures/diagrams of circuits, electrical circuit simulations, as well as
through the use of models.
Lower-level: Provide additional text resources (tradebooks, articles) that are
appropriate for the reading level of the student. For the
Investigation Labs consider mixed grouping strategies. For the
research activity, consider putting students in groups and assigning
specific research categories to each student. Also, give students a
focus for gathering information – specific websites or books, pages.
Higher-Level: Consider having students create their own circuit investigation
question instead of providing choices. Allow students to use
unlimited number of circuit supplies. For the research project,
consider having students go beyond the required research
categories, such as a deeper investigation into Ohio’s resources
ELL Learners: Project NEED curriculum (http://www.need.org/curriculum-guides)
is available in Spanish.
DIFFERENTIATION
Strategies for meeting the needs of all learners including gifted students, English
Language Learners (ELL) and students with disabilities can be found at the
following sites:
ELL Learners:
http://www.ode.state.oh.us/GD/DocumentManagement/DocumentDownload.aspx?DocumentID
=105521
Gifted Learners:
http://www.ode.state.oh.us/GD/DocumentManagement/DocumentDownload.aspx?DocumentID
=105522
Students with Disabilities:
http://www.education.ohio.gov/GD/DocumentManagement/DocumentDownload.aspx?Docume
ntID=105523
Columbus City Schools
Curriculum Leadership and Development
Science Department June 2013
9
Textbook Resources:
CPO Physical Science Textbook
Chapter 8.1: Electricity pp.190-195
Chapter 8.2: Electric Circuits and Electrical Power pp. 196-202
Websites:
PhET simulations:
http://phet.colorado.edu/en/simulations/category/physics/electricitymagnets-and-circuits
Project NEED: www.need.org – Provides teacher and student resources,
curriculum, lessons, and activities related to energy sources, energy
transformation, and electricity.
U.S. Energy Information Administration: http://www.eia.gov/electricity/ provides information related to national trends and analysis related to
electricity (for adults)
Energy Kids: http://www.eia.gov/kids/ - provides information and
activities for kids related to U.S. energy information.
Discovery Kids: How Do Electric Circuits Work http://kids.discovery.com/tell-me/curiosity-corner/science/how-doelectric-circuits-work
BBC KS2 Bitesize Electrical Circuits:
http://www.bbc.co.uk/bitesize/ks2/science/physical_processes/electric
al_circuits/read/1/ - simulations/modules
ADDITIONAL
RESOURCES
Discovery Ed:
Series and Parallel Circuits [2:02]
Current Electricity: Circuits, Conductors, and Insulators [4:30]
Overloading a Circuit [2:53]
Electrical Engineer [3:51]
Literature:
Dreier, David Louis. (2008). Electrical Circuits: Harnessing Electricity.
Compass Point Books.
Monroe, Ronald. (2012). What are electrical circuits?. Crabtree
Publishing.
Bow, James. (2013). Electrical Engineering and the Science of Circuits.
Mullins, Matt. (2012). Electricity. Children’s Press.
Parker, Steve. (2005). Electricity. DK Eyewitness Books.
Saunders, Nigel; Chapman, Steven. (2006). Renewable Energy. Raintree
Publishers.
Leveled Text: Electrical Circuits
Movies/Videos:
Safety Smart Science. Renewable Energy. Bill Nye. (2013). Bill Nye
explores the science of renewable energy and demonstrates how to
use science and technology to engineer a brighter tomorrow. Using his
trademark blend of hands-on demos and humor, Bill explains Newton's
First Law. Then, he's off to Renewable Energy Lab at UL to compare
renewable and non-renewable energy sources like fossil fuels, solar,
wind, and hydroelectricity. Includes bonus features.
Columbus City Schools
Curriculum Leadership and Development
Science Department June 2013
10
www.explorelearning.com GIZMO: Circuit Builder: Teacher
Page
Questions and Student Tasks:
1. What is needed to make a light bulb work?
Energy Source (battery), Wires, Light Bulb
2. Using the Gizmo simulation and based on the items needed, have a student
make the light bulb light up by manipulating the simulation.
Examples:
3. Have students use both battery types. What difference do you see? Why?
The light bulb is brighter when using the stronger battery, because there is more
electrical potential(volatage) in a 9V battery vs. a 1.5V battery.
3. Is this a closed or open circuit?
Closed circuit
4. Have a student create an open circuit.
5. What happens when the circuit is open?
The light bulb is not lit.
6. Which materials on the simulation do you
predict will conduct electricity, and allow
electricity to run through them re-creating
the closed circuit?
-Have students test each material
Good Conductors: Iron, Silver, Brass, Copper
Columbus City Schools
Curriculum Leadership and Development
Science Department June 2013
11
Energy Bike – TEACHER PAGE
The Energy Bike is a bike in which the rear wheel is stabilized so that the bike is
stationary. A 12-volt motor is mounted against the rear wheel. The motor acts as
a generator when driven by the roller that rests on the bike’s rear tire. A cable
runs from the generator to a display board with volt and amp meters and
sockets and outlets where light bulbs and small appliances can be attached.
The Energy Bike is designed to demonstrate fundamental concepts of electricity,
including current, voltage, wattage, resistance, capacitance, and power.
Students take active roles in pedaling the bike to produce electricity for different
explorations.
CCS owns several energy bikes. 3 energy bikes and kits are housed at Northgate
Center and are available to CCS teachers for reservation and check-out
through the science department. Teachers must attend a CCS professional
development workshop prior to reserving and checking-out an energy bike.
See the CCS Science Website for Energy Bike Video Tutorials, Project
NEED Manual and Lessons, and the Pedaling Power Activity Book.
http://www.columbus.k12.oh.us/applications/Departments.nsf/(ccs_pa
ges)/Science-Energy%20Bike?opendocument
Electric Hand-Crank Generator/Flashlight examples:
Columbus City Schools
Curriculum Leadership and Development
Science Department June 2013
12
Name____________________________________________Date______________________Period_____
A Hotel Where Guests Can Pedal For Their Dinner!
http://www.dogonews.com/2010/5/8/a-hotel-where-guests-can-pedal-for-their-free-supper
By Meera Dolasia on May 8, 2010
While we have heard of people singing for their
dinner, pedaling for one, is a new concept Especially, when you are a guest at a four-star
hotel. But that is apparently what guests at the
recently opened Crowne Plaza in
Copenhagen, are being offered in exchange
for a free dinner!
The program, which started on April 19th,
entails bikers to pedal on stationary bikes that
have been hooked to the hotel's electricity generators. An iPhone attached to each bike displays the
energy output or wattage, which is first stored in a battery in the bike and then distributed to the
hotel's main electricity supply.
The hotel awards the biker a $44USD meal voucher for every 10watt hours of electricity generated
(approx 10-15 minutes of biking) - A very generous offer given that it takes about 100watt hours to
power a 100W light bulb for an hour!
While the hotel chain has only set aside two bikes for this
fun experiment, they plan to add more and even expand
the program to their other hotels all across Europe, if it is
successful.
This is not the only 'green' initiative at this Crowne Plaza,
which opened its doors in November 2009. One of a
handful of certified 'green' buildings in Denmark, all the
energy utilized in this 25 story, 366 room hotel, is derived
from renewable energy sources.
Groundwater based heating and cooling systems helps
reduce energy consumption, by 90%. In addition, the
building's sunny surfaces are fitted with solar panels,
estimated to generate 170,000KW of power every year.
Also, everything in the hotel ranging from lights to hand
dryers, has been selected, based on its energy
consumption. Another great example of a corporation
doing its share, to help our environment!
Columbus City Schools
Curriculum Leadership and Development
Science Department June 2013
13
CPO Lab Investigation: 8A Electricity – TEACHER PAGE
Worksheet and other resources related to this laboratory investigation can be found on the
CPO Teacher Resource CD, or in the CPO Lab Investigation Workbook.
Columbus City Schools
Curriculum Leadership and Development
Science Department June 2013
14
Name___________________________________Date________________________Period________
CIRCUITIFIC INQUIRY!
In order to answer one of the following questions, you must create an experiment and gather data,
which you can then use to support your answer to that question.
You may develop your own questions (must be approved by the teacher) or choose from the
following questions:
Does the number of light bulbs affect the voltage output? If so, how?
Does the number of batteries affect the voltage output? If so, how?
Does the number of light bulbs affect the current (amps)? If so, how?
Does the number of batteries affect the current (amps)? If so, how?
Does the position/order of the bulbs, batteries, and wires affect the voltage output? If so, how?
Does the position/order of the bulbs, batteries, and wires affect the current(amps)? If so, how?
Does a resistor affect voltage output? If so, how?
Does a resistor affect current(amps)? If so, how?
DIRECTIONS
1. Develop or choose a question.
2. Make a hypothesis(guess) about the question.
3. Create an experiment using the circuit boards, materials, and measurement devices that will
help you to answer the question.
4. Draw circuit diagrams and take data using voltage or current sensors
5. Answer the question using full sentences and data from the experiment.
Resistor
Columbus City Schools
Curriculum Leadership and Development
Science Department June 2013
15
Name______________________________________Date_______________Period__________
QUESTION: ___________________________________________________________________
_____________________________________________________________________________
Hypothesis: ____________________________________________________________________
______________________________________________________________________________
Materials:
Procedure: Describe the experiment. ________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Data: Circuit Diagrams and Voltage(volts) or Current(amps) Data
CIRCUIT DIAGRAM A
CIRCUIT DIAGRAM B
Voltage Output: ____________volts
Voltage Output: ____________volts
Current: ________________ amps
Current: ________________ amps
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Conclusion:
1. Restate your original investigation question.
2. Describe your investigation procedures.
3. Answer the original question using supporting data and evidence from your experiment.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Present your results to the rest of the class.
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Curriculum Leadership and Development
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TEACHER PAGE - Example
Does the number of batteries affect the voltage output? If so, how?
QUESTION: ___________________________________________________________________
_____________________________________________________________________________
If we add batteries to the circuit, then the voltage will increase.
Hypothesis: ____________________________________________________________________
______________________________________________________________________________
Materials:
1 Circuit Board, 4 Wires, 2 Battery Holders, 2 D Batteries, Voltmeter/Multimeter
Procedure: Describe the experiment. ________________________________________________
Create a closed circuit using a circuit board, 4 wires, and 1 D battery. Using the
______________________________________________________________________________
voltmeter, measure and record the voltage within the circuit. Next, add a battery to the
______________________________________________________________________________
circuit. Using the voltmeter, measure and record the voltage within the circuit.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Data: Circuit Diagrams and Voltage(volts) or Current(amps) Data
CIRCUIT DIAGRAM A
CIRCUIT DIAGRAM B
- +
+
+
-
-
Voltage Output: ____________volts
1.5
3.0
Voltage Output: ____________volts
Current: ________________ amps
Current: ________________ amps
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Curriculum Leadership and Development
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Conclusion: TEACHER PAGE
1. Restate your original investigation question.
2. Describe your investigation procedures.
3. Answer the original question using supporting data and evidence from your experiment.
To investigate the original question, “Does the number of batteries affect the overall
______________________________________________________________________________
voltage output?”, I developed an experiment to test this question using 4 wires, two D
______________________________________________________________________________
batteries, a circuit board, and voltmeter. First, I created a simple series circuit using
______________________________________________________________________________
only one D battery, and measured the voltage within the circuit. Next, I added another D
______________________________________________________________________________
battery to the circuit and measured the voltage again. The voltage increased from 1.5
______________________________________________________________________________
volts with one battery, to 3.0 volts using 2 batteries. Therefore, my hypothesis was
______________________________________________________________________________
correct. Increasing the number of batteries will increase the voltage output.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Present your results to the rest of the class.
Columbus City Schools
Curriculum Leadership and Development
Science Department June 2013
19
Name___________________________________________Date________________________Period_____
It’s Electric! - Generating Electricity from Renewable Energy Sources
The United States currently relies heavily on coal, oil, and natural gas for its energy. Fossil
fuels are nonrenewable, that is, they draw on finite resources that will eventually dwindle,
becoming too expensive or too environmentally damaging to retrieve. In contrast,
renewable energy resources—such as wind and solar energy—are constantly replenished
and will never run out.
http://www.worldometers.info/ - Energy
1. Compare the use energy from non-renewable sources and renewable sources
2. Convert the # of days to the end of Coal into years.
3. Convert the # of days to the end of Natural Gas into years.
4. Convert the # of days to the end of Oil into years.
5. Why do you think renewable energy is important?
Solar
Most renewable energy comes either directly or indirectly from the sun.
Sunlight, or solar energy, can be used directly for heating and lighting
homes and other buildings, for generating electricity, and for hot water
heating, solar cooling, and a variety of commercial and industrial uses.
Wind
The sun's heat also drives the winds, whose energy is captured with wind
turbines. The Earth's rotation also contributes to the winds, particularly
through the Coriolis effect.
Geothermal
Not all renewable energy resources come from the sun. Geothermal
energy taps the Earth's internal heat for a variety of uses, including
electric power production and the heating and cooling of buildings.
Hydropower
Flowing water creates energy that can be captured and turned into
electricity. This is called hydroelectric power or hydropower. NREL doesn't
perform any research in hydroelectric power technologies. For more
information on hydroelectric power, see the Hydropower Basics from the
U.S. Department of Energy’s Water Power Program.
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Curriculum Leadership and Development
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Name: _____________________________
Topic: _____________________________
It’s Electric! - Generating Electricity from
Renewable Energy Sources
Meets
Does Not Meet
Expectations
Expectations
Used multiple Used very few or
Used multiple sources
sources from one insufficient varied
from various media types
media type
resources.
1. Research:
Information is relevant,
Not all
-Use various resources to
Information is
encompasses an overall
information is
gather relevant
relevant and
perspective related to the
relevant and only
information about your
encompasses an
energy source, and goes
encompasses the
topic.
overall perspective
in-depth into the current
basic information
related to the
use of this resource around
related to the
energy source.
the world, US, or Ohio.
energy source.
2. Model:
-Develop and construct a
Model is to scale;
Model does not
model of a device or
Model generally
represents the energy
represent the
power plant that shows
represents the
source and its function
energy source;
how your energy resource
energy source and
through detailed
poorly
is transformed into
its functions;
construction components;
constructed; does
electricity.
contains labels
contains labels and
not include labels
-include labels and
and explanations
explanations
and explanations
explanations of
components
Clearly explains the
Clearly explains Does not clearly
process of how the energy
3. Presentation:
the process of how
explain the
resource is used to
-Explain the process of
the energy
process of how the
generate electricity with
how the energy resource is
resource is used to energy resource is
the help of the model, and
used to generate electricity
generate
used to generate
presents other relevant
with the help of the model
electricity with the electricity with the
information gathered from
help of the model help of the model
research.
Research
Exceeds
Expectations
Teacher Comments:
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Electricity Generation from Renewable Energy Sources – TEACHER PAGE
1. Teachers explain the research project and discuss rubric with students.
2. Teachers facilitate grouping procedures and topic choice distribution.
-It is recommended that students work in pairs or small groups.
3. Example choices of topics:
-Solar panels
-Hydroelectric Power plants (Hoover Dam)
-Wind Turbines
-Geothermal Power plants
4. Teachers facilitate student background research by providing resources
(internet/computer access, articles, books, etc.)
–A great resource for information is Project NEED: www.NEED.org and
http://www.need.org/curriculum-guides
5. Teachers facilitate model creation and presentations of model and explanations.
Models can include but are not limited to:
-diorama
-paper/cardboard/foamboard models
-legos
-clay/playdoh models
-computer simulated models
-poster models
-wood models
-paper mache models
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Curriculum Leadership and Development
Science Department June 2013
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Solar Panels
Example diagrams:
Hydropower Plant
Geothermal Power Plant
Wind Turbine
Student Work Examples:
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