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 Columbus City Schools Curriculum Leadership and Development Science Department June 2013 16 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. Columbus City Schools Curriculum Leadership and Development Science Department June 2013 17 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 Columbus City Schools Curriculum Leadership and Development Science Department June 2013 18 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. Columbus City Schools Curriculum Leadership and Development Science Department June 2013 20 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: Columbus City Schools Curriculum Leadership and Development Science Department June 2013 21 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 Columbus City Schools Curriculum Leadership and Development Science Department June 2013 22 Solar Panels Example diagrams: Hydropower Plant Geothermal Power Plant Wind Turbine Student Work Examples: Columbus City Schools Curriculum Leadership and Development Science Department June 2013 23