Transcript Forces, Energy and Motion

Renewable Energy
Bob Jesberg
FETC Conference
Orlando, FL
January 28 – 31, 2014
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Workshop Agenda
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The Renewable Energy Set
Standard Alignments
Sources of Renewable Energy
Wind Powered Models
Solar Powered Models
Water Powered Models
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The Challenge is to:
• Go GREEN and bring STEM concepts to life with this exciting Renewable
Energy set from K’NEX Education. Compare and contrast the output and
efficiency that can be realized from wind, solar and water powered machines
as they work on projects of real-world significance.
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The Renewable Energy Set
• 583 K’NEX Pieces
• Builds 9 models (3 at a time).
• Supports 6-9 students working
in teams.
• Solar, water, and wind powered
models included.
• Includes a comprehensive
Teacher’s Guide with nine
complete lessons on CD.
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Key Concepts
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Renewable Energy
Solar, Wind and Hydro Power
Energy Storage
Electrical Energy Generation
Energy Efficient Technologies
Green Energy/Clean Energy
Force, Motion, Work and Power
Reducing Greenhouse Emissions
• Energy: Radiant, Mechanical,
Electrical
• Reducing Dependence on Foreign
Energy
• Conservation of Energy
• Kinetic and Potential Energy
• Innovation and Invention
• Mechanical and Electrical Systems
• Newton's Laws
NSES Science Content Standards
Alignment
• Unifying Concepts and Processes
– Systems
- Evidence, models and explanation
– Form and function
- Constancy, change and measurement
• Science as Inquiry
– Abilities necessary to do scientific inquiry
– Understanding about scientific inquiry
• Physical Science
– Motions and forces
– Transfer of energy
• Science and Technology
– Abilities of technological design
– Understanding about science and technology
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Next Generation Science Standards
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Analyze data from tests to determine similarities and differences among
several design solutions to identify the best characteristics of each that
can be combined into a new solution to better meet the criteria for
success.
• Construct and interpret graphical displays of data to describe the
relationships of kinetic energy to the mass of an object and to the speed
of an object
• Develop a model to describe that when the arrangement of objects
interacting at a distance changes, different amounts of potential energy
are stored in the system.
• Construct, use, and present arguments to support the claim that when the
kinetic energy of an object changes, energy is transferred to or from the
object.
ITEEA Standards Alignments
The characteristics and scope of technology
• Inventions and innovations are the results of specific, goal directed
research.
The core concepts of technology
• Systems Thinking.
• Different technologies involve different sets of processes.
The attributes of design
• Design is a creative planning process that leads to useful products and
systems.
Engineering Design
• Modeling, testing, evaluating, and modifying are used to transform
ideas into practical solutions.
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NCTM Standards and Expectations
• Use mathematical models to represent and understand quantitative
relationships
– Grades 6–8 Expectations: In grades 6–8 all students should–
• model and solve contextualized problems using various representations,
such as graphs, tables, and equations.
• Analyze change in various contexts
– Grades 6–8 Expectations: In grades 6–8 all students should–
• use graphs to analyze the nature of changes in quantities in linear
relationships.
• Measurement Standard
– Instructional programs from pre-kindergarten through grade 12 should
enable all students to—
• Understand measurable attributes of objects and the units, systems, and
processes of measurement
• Apply appropriate techniques, tools, and formulas to determine
measurements.
Common Core - Mathematics
Mathematical Practices
– 1. Make sense of problems and persevere in solving them.
– 2. Reason abstractly and quantitatively.
Expressions and Equations
– Apply and extend previous understandings of arithmetic to
algebraic expressions.
– Reason about and solve one-variable equations . . . .
– Represent and analyze quantitative relationships between
dependent and independent variables.
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Investigating Energy
• A basic understanding of renewable energy is critical to an understanding of
the energy challenges that face the planet.
• Generally, four sources of renewable energy have received the greatest
attention: Solar, Wind, Water, and Geothermal.
• Three of these sources will be addressed with this new set of STEM
classroom materials from K’NEX Education.
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K’NEX Wind Powered Models
• The Wind Mill produces electrical
energy that students can use to power
another model.
• The Wind Car travels across the floor
powered by a house fan.
• The wind powered Water Lift collects
scoops of water and deposits them in a
paper cup.
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K’NEX Solar Powered Models
• The direct drive Shuttle Ride uses solar
power without gears to multiply force.
• The Crank Man model uses a train of four
gears to multiply force.
• The Solar Car (on the first slide) operates
best in direct sunlight.
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K’NEX Water Powered Models
• The Grist Mill (top) turns as water
strikes the paddles on its water wheel.
• The Water Wheel (bottom) turns as
water fills the black scoops and
generates electricity to power another
model with a generator.
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Build the Shuttle Ride
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Shuttle Ride
• Slide rods into connectors from the side
• See the Instruction Booklet for directions
• Test and adjust for smooth operation
• Attach a solar panel to the motor and place the panel under the light
source.
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Solar investigations
(collect data to answer these questions)
• How close must the panel be to the light source for the model to spin?
• Is there a relationship between distance from the light and the speed of
rotation?
• How much of the panel must be in the light for the shuttle to work?
• At what angle to the light does the panel work best?
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Compare Angular Momentum
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Explore and Learn
• Use some of the models from the Renewable Energy Set stationed
around the room to generate electricity to power the shuttle.
• Be able to report on at least one relationship you found during this
exploration phase.
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Wrap-Up
• The Renewable Energy Set provides materials for three groups of students
to work simultaneously as they investigate STEM concepts.
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The Set puts much of the responsibility for learning in the hands of the
students as they design experiments to discover new knowledge and to
reinforce their understanding of complex concepts.
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