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TeacherPages:ModelingPowerGridswithSnapCircuits
WisconsinEnergyInstitute–energy.wisc.edu/education
ModelingPowerGridswithSnapCircuitsâ
Overview:Studentsusesnapcircuitstomodelpowergeneration,distribution,anduseinatraditionalgridvsmicrogridsystem.Studentsusethemodeltodevelopexplanationsforhowmicrogridshelpkeepthelightsonincommunitiesduringpoweroutagesandexploresomeofthecharacteristicsofmicrogridsthatallowforintegrationwithsmall-scalerenewableenergysources.Gradelevels:MiddleandHighSchoolSubjects:Physics,EarthScience,EnvironmentalScience,EngineeringTimerequired:Two50-minuteclassperiodsMaterials:
• SnapCircuitsAlternativeEnergyKits(1pergroup,2-4students)• Approximatecost:$40each
Learningobjectives:Studentswill…
1. Listthekeycharacteristicsofamicrogridanddescribethesimilaritiesanddifferenceswithatraditionalgridsystem.
2. Design,build,compareandevaluatedifferentmodelsoftraditionalgridsandmicrogridsusingSnapCircuits.
3. Explainhowmicrogridscanimprovethereliabilityofpowerdeliveryandintegratewithrenewablepowersourcessuchaswindandsolar.
Assumptionofpriorknowledge:Familiaritywithelectricalcircuitsandknowledgeoftheenergytransformationsassociatedwithgeneratingelectricityishelpful.NGSSStandards:
• 4-PS3-2.Makeobservationstoprovideevidencethatenergycanbetransferredfromplacetoplacebysound,light,heat,andelectriccurrents.
• HS-PS3-3.Design,build,andrefineadevicethatworkswithingivenconstraintstoconvertoneformofenergyintoanotherformofenergy.
• 4-ESS3-2.GenerateandcomparemultiplesolutionstoreducetheimpactsofnaturalEarthprocessesonhumans.
• HS-ESS3-4. Evaluateorrefineatechnologicalsolutionthatreducesimpactsofhumanactivitiesonnaturalsystems.
• MS-ETS1-2. Evaluatecompetingdesignsolutionsusingasystematicprocesstodeterminehowwelltheymeetthecriteriaandconstraintsoftheproblem.
TeacherPages:ModelingPowerGridswithSnapCircuits
WisconsinEnergyInstitute–energy.wisc.edu/education
• HS-ETS1-3. Evaluateasolutiontoacomplexreal-worldproblembasedonprioritizedcriteriaandtrade-offsthataccountforarangeofconstraints,includingcost,safety,reliability,andaestheticsaswellaspossiblesocial,cultural,andenvironmentalimpacts.
Part1:Modelingasimplemainelectricgrid.Thepurposeofanelectricgridsystemistogenerateelectricityanddistributeitforitsenduses,suchaslighting,poweringelectronics,andheating.Inthisactivitystudentswilluseasnapcircuitmodeltoanswerthequestion“Whatneedstohappenforthelightstocomeoninyourbuilding?”Introductionandpre-assessment:
1. Introducetheguidingquestion,“Whatneedstohappenforthelightstocomeoninyourbuilding?”Switchthelightonandoffintheclassroomtoengagestudents.Insmallgroups,havestudentsdiscussandwritedownand/orillustratetheirinitialideas(Slide2).
2. Poolideasandprobestudentunderstandingofhowelectricityisgenerated,distributed,andused.
3. Usingwhiteboard,posters,etc.,sortstudentideasintothethreemainstages:powergeneration,distribution,anduse.Cometoaconsensusdefinitionofthepurposeofthestageandlistspecificexamples(Slides3-4).
ModelingthegridwithSnapCircuits:
1. UsingtheSnapCircuitsAlterativeEnergykits,havestudentsworkingroupsof2-4toconstructamodelofatraditionalgridsystemwithpowergeneration,distribution,anduse(Slide5).
a. Option1:Removetheinstructionsandimagesfromtheworksheetandletstudentscreatetheirownmodelfromscratchwiththematerialsinthekit.
b. Option2:Havestudentsusethesamplemodelfromtheillustrationanddirectionsontheworksheet.
2. Afterstudentsworkthroughthefirsttwoquestions,discussandaddressanyquestionsandmisunderstandingsthatcomeuprelatedtothebasicphysicsofelectricitygenerationandcircuits.Drawingasimplecircuitdiagramasaclassorinsmallgroupscanbehelpful.
3. Havestudentsshareexamplesforquestion#3(typesofgeneration,uses,etc.).Thesecanbeaddedtotheposterorwhiteboarddiagramunderthecomponentsoftheelectricalgrid(generation,distribution,use).
4. Discussand/orconstructasharedanalogymap(studenthandout)comparingthemicrogridmodeltotherealelectricgrid.ThenhavestudentssharesomeexamplesforhowtheyusedtheSnapCircuitstomodeapoweroutage.(Slide6).
5. Assessment:Studentscanrevisitandrevisetheiranswerstotheguidingquestion“Whatneedstohappenforthelightstocomeon?”
Extensionsandvariations:
• Studentscaninvestigatetheprocessofgeneratingpowerfromdifferentenergysources.• Lookatyourstate’senergyportfolioandnearbypowerplantsontheEnergyInformation
Administration:http://www.eia.gov/state/Part2:Modelingamicrogrid.Amicrogriddoesthesamethingsasatraditionalgrid:generateselectricityanddistributesittoenduses,butatasmallerscale.Themaingridisaninterconnectednetworkofpowerplants,transmissionlines,andcommunitiesthatcoversmanystates.Butamicrogrid
TeacherPages:ModelingPowerGridswithSnapCircuits
WisconsinEnergyInstitute–energy.wisc.edu/education
isasmallnetworkofpowersourcesandusesthatcanserveacity,neighborhood,orbuilding.Amicrogridcanconnectanddisconnectfromthetraditionalgridandoffersflexibilitytousesmaller-scalerenewableenergysources,suchaswindandsolar.StudentswillproposeexplanationsforwhythelightsstayedoninsomeplaceslikeNewYorkUniversityduringthemassiveblackoutinManhattanduringHurricaneSandy.Theywillthenmodifytheirgridmodeltoincludefeaturesofamicrogridthatcould“island”fromthemaingridandkeepthepoweronduringablackout.Introducingtheproblem:
1. ShowstudentstheaerialnightphotoofLowerManhattanduringtheHurricaneSandyblackoutandhavethemshareobservationsandquestions.(Slide7).ExplainthattheregionwithlightsstillonistheNewYorkUniversitycampus.
2. Posethequestion:“HowdidthelightsstayonatNewYorkUniversitycampusduringthemassiveblackoutduringHurricaneSandy?”Havestudentsdeveloptheirexplanationsinsmallgroupsandthenshareout.
ModelingamicrogridwithSnapCircuits:StudenthandoutPart2
3. Introducetheconceptofamicrogridanditskeyelementsusingthisvideo(https://youtu.be/qwVggeO_GTY)presentationgraphics(Slides9-11).
4. Studentsmodifytheirgridmodeltoincludekeyelementsofamicrogrid:1)abilitytooperateindependentlyofmaingrid(“islanding”),and2)abilitytoincorporatemultiplepowersources(local,small-scalegenerationandregionallargerscalepowerplants).
a. Option1:Removetheinstructionsandimagesfromtheworksheetandletstudentscreatetheirownmodelfromscratchwiththematerialsinthekit.
b. Option2:Havestudentsusethesamplemodelfromtheillustrationanddirectionsontheworksheet.
5. Afterstudentsconstruct,use,andanswerquestionsabouttheirmicrogridmodelsinsmallgroups,discussanswersasaclass(PPTslide).Discusslimitationsofthemodelandideasforimprovement.
6. ConstructtheFrayerdiagramasaclass,comparingthesimilaritiesanddifferencesbetweenamicrogridandtraditionalgridsystem.
7. Sharesomeexamplesofhowmicrogridsareusedaroundtheworld(PPTslides).8. Assessment:Studentscanrevisitandrevisetheiranswerstotheguidingquestion“Howdidthe
lightsstayonatNewYorkUniversitycampusduringthemassiveblackoutduringHurricaneSandy?”
Extensionsandvariations:
1. GroupscanworktogetherandshareSnapCircuitpartstoimprovetheirmodelssothattheymoreeasilyislandinthecaseofblackoutsandswitchbetweenpowersources.
2. Learnmore:a. ReadaboutmicrogridsresearchattheWisconsinEnergyInstitute,UW-Madison:
https://energy.wisc.edu/news/micro-macro-uw-madisons-expansion-microgrid-ideab. TheLawrenceBerkeleyNationalLabdescriptionofmicrogridsandexamples,
https://building-microgrid.lbl.gov/about-microgrids-0