Tara Kotheimer Tara Kotheimer Carl Sandburg High School District Carl Sandburg High School District 230 230 IIT Research Mentor: Dr. Alexander IIT Research Mentor: Dr. Alexander Flueck Flueck This material is based upon work supported by the National Science This material is based upon work supported by the National Science Foundation under grant No. EEC-0502174. Any opinions, findings, and Foundation under grant No. EEC-0502174. Any opinions, findings, and conclusions or recommendations expressed in this material are those conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the of the author(s) and do not necessarily reflect the views of the National Science Foundation. National Science Foundation. IDE THE GRID: Where does Electricity Come Fr Howstuffworks.com
Transcript
Tara KotheimerTara KotheimerCarl Sandburg High School District Carl Sandburg High School District
230230IIT Research Mentor: Dr. Alexander IIT Research Mentor: Dr. Alexander
FlueckFlueck
This material is based upon work supported by the National Science Foundation This material is based upon work supported by the National Science Foundation under grant No. EEC-0502174. Any opinions, findings, and conclusions or under grant No. EEC-0502174. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation.not necessarily reflect the views of the National Science Foundation.
INSIDE THE GRID: Where does Electricity Come From?
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INTENDED AUDIENCE:
Honors Physics (11th or 12th grade)
TIME REQUIREMENT
15 48 - 50 minute class periods
PRIOR KNOWLEDGE REQUIRED
Students need to be able to solve simple linear equations with a calculator
Students need to have anunderstanding of general mechanics
concepts, such as energy and velocity
Students should be familiar with electrostatics www.tampaelectric.com
OBJECTIVESOBJECTIVES Students will expand their current knowledge about the Students will expand their current knowledge about the
engineering professionengineering profession Students will understand how the power grid operates and is Students will understand how the power grid operates and is
organized.. organized.. Students gain an understanding of the relationships between Students gain an understanding of the relationships between
current, voltage, resistance power and energy.current, voltage, resistance power and energy. Students will gain an understanding of the relationships Students will gain an understanding of the relationships
between magnetic field, magnetic force, induced current, between magnetic field, magnetic force, induced current, and induced emfand induced emf
Students will incorporate problem solving skills and inquiry Students will incorporate problem solving skills and inquiry in laboratory context to create a cost efficient working in laboratory context to create a cost efficient working generatorgenerator
Students will research and evaluate the pros and cons of the Students will research and evaluate the pros and cons of the potential fuel sources for a new generating plant ( coal, potential fuel sources for a new generating plant ( coal, natural gas, uranium, water, wind and sun). Within this natural gas, uranium, water, wind and sun). Within this context they will evaluate ethical considerations that face context they will evaluate ethical considerations that face engineers.engineers.
ILLINOIS LEARNING STANDARDS
STATE GOAL 11: Know and apply the concepts, principles and processes of scientific inquiry and technological design to investigate questions, conduct experiments, and solve problems.STATE GOAL 11.A.5a: Formulate hypotheses referencing prior research and knowledgeSTATE GOAL11.B.5a: Identify a design problem that has practical applications and propose possible solutions considering such constraints as available tools, materials, time, and costSTATE GOAL11.B.5b: Select criteria for successful design solution to the identified problemSTATE GOAL11.B. 5c: Build and test different models or simulations of the design solution using suitable materials, tools and technologySTATE GOAL11.B.5d: Choose a model and refine its design based on the test resultsSTATE GOAL 11.B.5e: Apply established criteria to evaluate the suitability, acceptability, benefits, drawbacks and consequences for the tested design solution and recommend modifications and refinementsSTATE GOAL 12: Know and apply the concepts and describes properties of matter, energy, force and motion and the interactions between them and principles that explain themSTATE GOAL 13: Understand the relationships among science, technology and society in historical and contemporary contexts.
TOPICS COVERED IN MODULE
•What is engineering• Different types of engineering•2003 Blackout in Northeastern
United States•Ohm’s Law
•Series Circuits•Parallel Circuit
•Power •Energy
•Magnetic Fields•Magnetic Force•Induced current
•Induced emf•The organization of the National
Power Grid•Constructing a generator
•Power Sources
DAY 1DAY 1
PretestPretest What is an Engineer? PowerPoint What is an Engineer? PowerPoint *Students will gain a better understanding of the *Students will gain a better understanding of the
engineering professionengineering profession
Blackout Power pointBlackout Power point**This activity serves as an anticipatory set. It This activity serves as an anticipatory set. It
helps answer the question, Why should we study helps answer the question, Why should we study electricity? electricity?
WHAT IS AN ENGINEER?WHAT IS AN ENGINEER?Chemical Engineering Chemical Engineers use their knowledge of physics, chemistry, and biology to discover and manufacture better plastics, paints, fuels, fibers, medicines, fertilizers, semiconductors, paper, and all other kinds of chemicals, by carrying out chemical reactions and purifications.
Civil Engineering The design and construction of buildings, dams, water treatment and carrying systems, air pollution controls, and transportation systems are the responsibilities of civil engineers. Subheadings of civil engineering include: geotechnical, environmental, structural, transportation, materials, and project management.
Students will explore Ohm’s Law, Students will explore Ohm’s Law, Series and Parallel Circuits through Series and Parallel Circuits through the use of PowerPoint presentations, the use of PowerPoint presentations, laboratories, and problem setslaboratories, and problem sets
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DAY 6 DAY 6 THE DISTRIBUTION GRID AND SAFETYTHE DISTRIBUTION GRID AND SAFETY
Students will make the transition from the outlet Students will make the transition from the outlet to the distribution grid. They will learn about to the distribution grid. They will learn about one line diagrams and become familiar with the one line diagrams and become familiar with the concepts of resitivity and electrical safety.concepts of resitivity and electrical safety.
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DAY 7DAY 7 THE POWER PLANTTHE POWER PLANT
Students will learn how a power plant works. Students will learn how a power plant works. They will then participate in an inquiry based They will then participate in an inquiry based laboratory designed to expose them to the laboratory designed to expose them to the underlying concepts of electromagnetic inductionunderlying concepts of electromagnetic induction
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PURPOSE: Create a procedure to determine the following.1. The number of coils in an electromagnetic is directly proportional to the magnitude of induced current2. The strength of the magnetic field is directly proportional to the magnitude of the induced current.3. The velocity of the moving magnet is directly proportional to the magnitude of the induced current.
MATERIALSGalvanometer with zero in center of scale
1-coil turn or wire25- turn coil of wire100-turn coil of wire
Stemming from students lab observations Stemming from students lab observations the concepts of magnetic field, magnetic the concepts of magnetic field, magnetic force, induced current and induced emf will force, induced current and induced emf will be further explained through the use of a be further explained through the use of a power point presentation and problem setpower point presentation and problem set
Students will work in teams to create a cost Students will work in teams to create a cost efficient functioning generator. They will efficient functioning generator. They will utilize inquiry and problem based learning utilize inquiry and problem based learning in this activityin this activity
Students will work in teams of four. Their Students will work in teams of four. Their task is to build a device that will light a bulb. task is to build a device that will light a bulb.
Students will use the internet to research this Students will use the internet to research this processprocess
All materials have an associated price. There All materials have an associated price. There are also consulting fees . Students must keep are also consulting fees . Students must keep track of their budget when they are creating track of their budget when they are creating their generatorstheir generators
The team who builds a functioning generator The team who builds a functioning generator at the lowest cost winsat the lowest cost wins
MATERIALS LIST Ceramic magnet --------------------------------------- $5,000
CONSULTANT FEEComputer research -----------------First 20 minutes free
Every minute after this $1000Teacher ------------ ----------1st question - -------$100
2nd question -------$500 every question thereafter $2500
Students--- you may ask other lab groups for advice. If you do this it will cost you $2500. The money you pay them will go into their budget.
GENERATOR LABGENERATOR LAB
Once students have created working Once students have created working generators, they will be asked to generators, they will be asked to hypothesize how they can get their hypothesize how they can get their generators to create more power. generators to create more power. Based on their hypotheses, they will Based on their hypotheses, they will design a procedure and data table to design a procedure and data table to test their predictionstest their predictions
Hypothesis#1If the number of coils ________________ the induced current will_______________________.
Hypothesis #2If the number of magnets _______________ the
induced current will__________________.Hypothesis #3
If the velocity of turning ____________________ the induced current will_____________________.
DAY 11DAY 11
GENERATORS AND TRANSFORMERSGENERATORS AND TRANSFORMERS
Students will learn how induced current Students will learn how induced current operates in generators and transformers. operates in generators and transformers. Furthermore, they will gain an Furthermore, they will gain an understanding of AC voltageunderstanding of AC voltage
DAY 12,13,14DAY 12,13,14
POWER SOURCESPOWER SOURCES
Students will work in groups to research Students will work in groups to research power sources and their potential for power sources and their potential for use in a new local generator. Groups use in a new local generator. Groups will present their findings in PowerPoint will present their findings in PowerPoint presentations to the entire classpresentations to the entire class
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ETHICAL DILEMMAETHICAL DILEMMA
Based on the power point presentation, Based on the power point presentation, students will try to objectively decide students will try to objectively decide upon a power source. The tool that upon a power source. The tool that they will use for this decision will be they will use for this decision will be intentionally flawed, in hopes of intentionally flawed, in hopes of generating a debate.generating a debate.
Furthermore, students will explore the Furthermore, students will explore the uses of the engineering code of ethicsuses of the engineering code of ethics
QUESTIONS FOR DISCUSSION1. Which power resource will our plant utilize?2. Do you think that this scenario for determine a power source was 7. Was the manner in which we ranked the attributes of the resources fair? Explain.8. Which resource would a construction engineer most likely choose? Why?9. Which resource would a business person most likely choose? Why?10. Which resource would an environmentalist most likely choose? Why?11. Which resource would a taxpayer most likely choose why?
DAY 15DAY 15
PosttestPosttest
RESOURCESRESOURCES
All of the resources utilized in this All of the resources utilized in this module are explicitly detailed within module are explicitly detailed within the teacher notes portion of this the teacher notes portion of this modulemodule
