Wheels of Power: Electrifying Western New York Presented byt the Buffalo and Erie County Historical Society 25 Nottingham Court, at Elmwood Avenue Buffalo NY 14216- 3199 (716) 873-9644 May 3, 2003 - May 30, 2004 Supplemental Education Materials Created by John Duffner Accredited by the American Association of Museums (AAM), The Buffalo and Erie County Historical Society (BECHS) receives operating support from the County of Erie; the City of Buffalo; the New York State Council on the Arts (NYSCA, a
Transcript
Wheels of Power: Electrifying Western New York Presented byt the Buffalo and Erie County Historical Society
25 Nottingham Court, at Elmwood Avenue Buffalo NY 14216-3199 (716) 873-9644
May 3, 2003 - May 30, 2004
Supplemental Education MaterialsCreated by John Duffner
Accredited by the American Association of Museums (AAM), The Buffalo and Erie County Historical Society (BECHS) receives operating support from the County of Erie; the City of Buffalo; the New York State Council on the Arts (NYSCA, a state agency ); The Institute of Museum and Library Services (IMLS), and from members and friends.
Wheels of Power: Electrifying Western New York
Exhibit Overview: The Wheels of Power exhibit consists of the following three parts:
I. Generating Electricity:
A. The development of Niagara Falls during the nineteenth century as a source of hydropower with an emphasis on important individuals such as Augustus Porter, Horace Day, Charles Gaskill, Jacob Schoellkopf, Thomas Evershed, Edward Dean Adams, Thomas Edison, Nikola Tesla, and George Westinghouse.
B. The principles of electricity and the component elements of hydroelectric power production.
C. Power Points : a timeline showing major individuals and events from Augustus Porter to the construction of the Robert Moses Power Plant.
II. Conservation (A Cycle of Land Use):
A. The efforts to restore and protect the natural beauty of the Falls during the 19th century with emphasis on the Free Niagara Movement, James Gardner and the State Survey Report (1880), Frederick Law Olmsted and Calvert Vaux's park plan, and the role of political figures such as Grover Cleveland.
B. Twentieth-century conflicts over water and land usage that led to legislation (the Burton Bill and the US/Canada Waters Treaty of 1950) and litigation (NYS Power Authority [Robert Moses] vs. the Tuscarora Indian Reservation).
III. Impact of Electricity
A. The demystification and public acceptance of the new wonder of electricity. B. Electricity's broad impact on daily life and its specific impact on Buffalo. C. The growing demand for electric power and its consequences.
Activities:
Activity 1 : This activity prepares the students for that part of the Wheels of Power exhibit which deals with electricity's broad impact on daily life.
Have each student make a list of electrical appliances and devices used in his or her home. Remind the students to also include those appliances and devices that run on battery power.
After the students have completed their individual lists, divide the class into groups of three. Each group should compile a single list noting the number of times a particular electrical appliance or device appeared on the individual lists of the group members.
Repeat this process by combining the groups of three into groups of six.
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When the groups of six are finished, compile a master list for the class noting the total number of times a particular electrical appliance or device appeared on the individual lists.
As a homework assignment each student should use the master list as an aid to interview an adult (parent, aunt/uncle, or preferably a grandparent) and make a list of what electrical appliances and devices were used at home when that adult was a child.
Compile another master list complete with the total number of times a particular electrical appliance or device appeared on the individual interviews.
Use the two tabulated master lists as a basis for discussing how changing technology impacts our daily life.
Activity 2 : This activity prepares students for that part of the Wheels of Power exhibit which deals with the principles of electricity and the component elements of hydroelectric power production. Several elementary level options are described below. See the bibliography for sources dealing with a broader range of experiments with electricity and energy .
Option 1: "Making Electrons Move" (Source: Experimenting With Electricity by Salvatore Tocci)
You will need two balloons; string; and a wool sock. Blow up two balloons with air. Tie a short piece of string to each balloon. Rub both
balloons with a wool sock. Hold the two balloons by the string and bring them together. What happens? (The atoms that make up wool give up their electrons very easily. When you rub the balloons with the sock, you caused electrons to move from the sock to the balloons. By gaining electrons, both balloons developed negative charges. Objects that have the same charge move away from each other.)
Rub just one balloon again with the sock. Then bring the balloon near the sock. What happens? (The wool sock lost electrons when you rubbed the balloon. So it developed a positive charge while the balloon developed a negative charge. Objects that have different charges move toward each other.)
Option 2: "Building an Electric Circuit" (Source: Experimenting With Electricity by Salvatore Tocci)
You will need: a flashlight; electrical tape; bare copper wire; Remove the two batteries and bulb from the flashlight. Use the electrical tape to join the two batteries just as they are in the flashlight. You will then need to cut two short pieces of copper wire. Tape one end of one piece
of wire to the bottom of the batteries. Tape one end of the other piece of wire to the top end of the batteries.
Touch the free ends of both wires to the bulb, being sure to touch one wire to the base of the bulb and the other wire to the metal piece around the side of the bulb. What happens to the bulb? (The electrons flow from the bottom of the battery through the copper wire into the bulb and then from the bulb through the other copper wire that is connected to the top of the battery. The electrons traveled in a loop, or through a complete circuit.)
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Option 3: "Making a Turbine" (Source:Tesla: Master of Lightning at http://www.pbs.org/tesla/) This source also describes two other experiments.
Use the following quotation to introduce this activity.
How extraordinary was my life an incident may illustrate. . . . [As a youth] I was fascinated by a description of Niagara Falls I had (read], and pictured in my imagination a big wheel run by the Falls. I told my uncle that I would go to America and carry out this scheme. Thirty years later I saw my ideas carried out at Niagara and marveled at the unfathomable mystery of the mind
Nikola Tesla
Tell the students that they are going to build a model of Tesla's "big wheel."
Each student or group of students will need: 2 popsicle sticks; 1 pencil; and epoxy.
To make the turbine blades, cut the 2 popsicle sticks in half. Epoxy the blades to the pencil so that they are 90 degrees apart (at 3 o'clock, 6 o'clock, 9 o'clock, and 12 o'clock positions). See the diagram at the end of this documente.
Test your turbine at a sink. Turn the faucet to start a trickle of water. Hold the turbine horizontally and loosely under the falling water. Your turbine should spin in your fingers.
Ask students to name other turbines they have seen (water wheels, pinwheels, windmills, etc.)
Activity 3 : This activity pertains to that part of the Wheels of Power exhibit dealing with where our electric power comes from today. The activity focuses on energy conservation and alternative sources of renewable energy and can be the basis for either a class project or an individual student project.
Depending of the grade level and/or ability level, the student(s) should develop an energy conservation plan for a house, a classroom, a school, a community, or a region/country. The plan may or may not incorporate alternative sources of renewable energy. The following list of sources may prove useful in planning this type of project.
Adams, Richard C. and Robert Gardner, Energy Projects for Young Scientists (Revised Edition), New York: Franklin Watts, 2002. Chapter 7: "Saving Energy at Home and School" is especially valuable since it provides materials such as a table of power and energy usage of various appliances as well as several helpful "house doctor" checklists. Although the book seems more appropriate for advanced intermediate level and commencement level students, the checklists can easily be modified for elementary level students.
Eisenhower National Clearinghouse: K-12 Math and Science Teacher Center [web site] at: http://www.goenc.com /
Energy Information Administration Kids Page [web site] at: http://www.eia.doe.gov/kids/
Robert Gardner, Experimenting With Energy Conservation, New York: Franklin Watts, 1992. This book is probably best for commencement level student projects.
U.S. DOE Energy Efficiency and Renewable Energy [web site] at http://www.eere.energy.gov/
Activity 4: Just for Fun
Create a list of vocabulary words the students will encounter during their tour of the Wheels of Power exhibit (electric circuit, hydroelectric, alternating current, turbine, transformer, generator, etc.). Then after the students have found the definitions, create puzzles such as word searches, crossword, hidden messages, and many more at http://puzzlemaker.school.discovery.com
Take a field trip to the New York Power Authority Niagara Project. The NYPA Power Vista is open everyday 9:00 AM - 5:00 PM. Be sure to confirm your visit arrangements in advance. Call (716) 286-6661 or visit their web site at http://www.nypa.gov/vc/niagara.htm
The New York Power Authority also brings some of its programs to area classrooms and a number of its employees also volunteer to visit community and service organizations as part of its Speakers Bureau. For more information on the Speakers Bureau, look here: http://www.nypa.gov/vc/NiagaraPowerVista/niaeducationprograms.htm
Curriculum Connections and New York State Learning Standard:The following are some connections between the Wheels of Power exhibit and the NYS Learning Standards for various subject matter areas.
Social Studies
Standard 1 : History of the United States and New York - Students will use a variety of intellectual skills to demonstrate their understanding of major ideas, eras, themes, developments, and turning points in the history of the United States and New York.
Key Idea 3 : Study about the major social, political, economic, cultural, and religious developments in New York State and United States history involves learning about the important roles and contributions of individuals and groups.
This is evident, for example, when students: investigate the importance of scientific and technological inventions such as the
explain the importance of different inventions and scientific and technological innovations in agriculture and industry, describing how these inventions and innovations resulted in improved production of certain products. [Intermediate Level]
draw upon literary selections, historical documents, and accounts to analyze the roles played by different individuals and groups during the major eras in New York State and United States history. [Commencement Level]
Key Idea 4: The skills of historical analysis include the ability to: explain the significance of historical evidence; weigh the importance, reliability, and validity of evidence; understand the concept of multiple causation; understand the importance of changing and competing interpretations of different historical developments.
visit historic sites, museums, libraries, and memorials to gather information about important events that affected their neighborhoods, communities, or region. [Elementary Level]
Standard 2 : World History - Students will use a variety of intellectual skills to demonstrate their understanding of major ideas, eras, themes, developments, and turning points in world history and examine the broad sweep of history from a variety of perspectives.
Key Idea 2 : Establishing time frames, exploring different periods, examining themes across time and within cultures, and focusing on important turning points in world history help organize the study of world cultures and civilizations.
This is evident, for example, when students:
create, as part of a class, a mural-sized, illustrated timeline of important achievements, inventions, and accomplishments of nineteenth century Europe and America (Adapted from National Standards for World History). [Elementary Level]
Key Idea 4 : The skills of historical analysis include the ability to investigate differing and competing interpretations of the theories of history, hypothesize about why interpretations change over time, explain the importance of historical evidence, and understand the concepts of change and continuity over time.
This is evident, for example, when students:
trace the impacts of different technological innovations and advances (e.g., in transportation and communication, agriculture, health and science, commerce and industry) over time by analyzing the effects of technology on the lives of people. [Intermediate Level]
Standard 3 : Geography - Students will use a variety of intellectual skills to demonstrate theirunderstanding of the geography of the interdependent world in which we live -- local, national, and global -- including the distribution of people, places, and environments over the earth's surface.
Key Idea 1 : Geography can be divided into six essential elements, which can be used to analyze important historic, geographic, economic, and environmental questions and issues. These six elements include: the world in spatial terms, places and regions, physical settings (including natural resources), human systems, environment and society, and the use of geography. (Adapted from The National Geography Standards, 1994: Geography for Life)
This is evident, for example, when students:
draw maps and pictures showing how people make use of and modify their physical environments (e.g., land use for agriculture, mining, residential developments, transportation networks, recreation). [Elementary Level]
complete a geographic/historic study of their community or a region of New York State by focusing on the following questions: Where is your community or region located? How did it get there? What is it like to live
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and work there? What are its physical characteristics (e.g., climate, elevation, population density, size)? [Intermediate Level]
Key Idea 2 : Geography requires the development and application of the skills of asking and answering geographic questions; analyzing theories of geography; and acquiring, organizing, and analyzing geographic information. (Adapted from The National Geography Standards, 1994 Geography for Life)
This is evident, for example, when students:
organize primary and secondary geographic sources to investigate local, national, and international environmental problems and issues; determine the many perspectives that individuals and groups advocate as they seek to resolve these problems or issues; apply a geographic perspective along with others in reaching conclusions on the issues. (Based on National Geography Standards, 1994). [Commencement Level]
Standard 4 : Economics -Students will use a variety of intellectual skills to demonstrate their understanding of how the United States and other societies develop economic systems and associated institutions to allocate scarce resources, how major decision making units function in the United States and other national economies, and how an economy solves the scarcity problem through market and non-market mechanisms.
Key Idea 2 : Economics requires the development and application of the skills needed to make informed and well-reasoned economic decisions in daily and national life.
This is evident, for example, when students:
research a local industry to determine what it produces, how it makes this product, its distribution system, and how the finished product is marketed. [Elementary Level]
research a major United States industry such as steel, automobile, mining, farming, or banking to determine the governmental controls placed on it either directly or indirectly. Determine the extent to which the federal government interacts with and controls these industries. [Intermediate Level]
list problems which affect the environment and the quality of life in the United States. Research federal, state, and local government programs developed to resolve these problems. Evaluate the costs and benefits of each governmental action and propose additional actions. [Commencement Level]
Standard 5 : Civics, Citizenship, and Government - Students will use a variety of intellectual skills to demonstrate their understanding of the necessity for establishing governments; the governmental system of the United States and other nations; the United States Constitution; the basic civic values of American constitutional democracy; and the roles, rights, and responsibilities of citizenship, including avenues of participation.
Key Idea 3 : Central to civics and citizenship is an understanding of the roles of the citizen within American constitutional democracy and the scope of a citizen's rights and responsibilities.
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This is evident, for example, when students:
investigate local environmental issues and propose solutions based on state and federal environmental laws. [Commencement Level]
Key Idea 4 : The study of civics and citizenship requires the ability to probe ideas and assumptions, ask and answer analytical questions, take a skeptical attitude toward questionable arguments, evaluate evidence, formulate rational conclusions, and develop and refine participatory skills.
This is evident, for example, when students:
study current international disputes and apply principles of international law in formulating a proposed course of action. [Commencement Level]
Mathematics, Science, and Technology
Standard l: Students will use mathematical analysis, scientific inquiry, and engineering design, as appropriate, to pose questions, seek answers, and develop solutions.
Key Idea 1 : Engineering design is an iterative process involving modeling and optimization finding the best solution within given constraints, which is then used to develop technological solutions to problems within given constraints.
This is s evident, for example, when students: search the Internet for world wide web sites dealing with renewable energy and
sustainable living and research development and design of an energy efficient home. [Commencement Level under Engineering Design]
Standard 2 : Students will access, generate, process, and transfer information using appropriate technologies. .
Key Idea 1 : Information technology is used to retrieve, process, and communicate information and as a tool to enhance learning.
This is evident, for example, when students:
compose letters on a word processor and send them to representatives of industry, governmental agencies, museums, or laboratories seeking information pertaining to a student project. [Intermediate Level under Information Systems Key]
study a system in a dangerous setting (e.g., a nuclear power plant). [Commencement Level under Information Systems]
Standard 4 : Students will understand and apply scientific concepts, principles, and theories pertaining to the physical setting and living environment and recognize the historical development of ideas in science.
Key Idea 4: Energy exists in many forms, and when these forms change energy is conserved.
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This is evident, for example, when students:
in order to demonstrate the transformation of chemical to electrical energy, construct electrical cells from objects, such as lemons or potatoes, using pennies and aluminum foil inserted in slits at each end of fruits or vegetables; the penny and aluminum are attached by wires to a millimeter. Students can compare the success of a variety of these electrical cells. [Elementary Level under Physical Setting]
design and construct devices to transform/transfer energy. [Intermediate Level under Physical Setting Key]
build an electromagnet and investigate the effects of using different types of core materials, varying thickness of wire, and different circuit types. [Intermediate Level under Physical Setting Key]
demonstrate through drawings, models, and diagrams how the potential energy that exists in the chemical bonds of fossil fuels can be converted to electrical energy in a power plant (potential energy -- heat energy -- mechanical energy -- electrical energy). [Commencement Level under Physical Setting]
Key Idea 7 : Human decisions and activities have had a profound impact on the physical and living environment.
This is evident, for example, when students:
give examples of how inventions and innovations have changed the environment; describe benefits and burdens of those changes. [Elementary Level under The Living Environment]
compile a case study of a technological development that has had a significant impact on the environment. [Commencement Level under the Living Environment]
Standard 5 : Students will apply technological knowledge and skills to design, construct, use, and evaluate products and systems to satisfy human and environmental needs.
Key Idea 2 : Technological tools, materials, and other resources should be selected on the basis of safety, cost, availability, appropriateness, and environmental impact; technological processes change energy, information, and material resources into more useful forms.
This is evident, for example, when students:
explore energy sources by making a simple motor that uses electrical energy to produce continuous mechanical motion. [Elementary Level under Tools, etc.]
process energy into other forms such as assembling a solar cooker using a parabolic reflector to convert light energy to heat energy. [Intermediate Level under Tools, etc.]
Key Idea 4 : Technological systems are designed to achieve specific results and produce outputs, such as products, structures, services, energy, or other systems.
This is evident, for example, when students:
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assemble and operate a system made up from a battery, switch, and doorbell connected in a series circuit. [Elementary Level under Technological Systems]
Key Idea 5 : Technology has been the driving force in the evolution of society from an agricultural to an industrial to an information base.
construct a model of an historical or future-oriented technological device or system and describe how it has contributed or might contribute to human progress. [Elementary Level under History and Evolution of Technology]
make a technological timeline in the form of a hanging mobile of technological devices. [Elementary Level under History and Evolution of Technology]
make a display contrasting early devices or tools with their modem counterparts. [Elementary Level under History and Evolution of Technology]
construct models of technological devices (e.g., the plow, the printing press, the digital computer) that have significantly affected human progress and that illustrate how the evolution of technology has shifted the economic base of the country. [Intermediate Level under History and Evolution of Technology]
develop a display of pictures or models of technological devices invented by people from various cultural backgrounds, along with photographs and short biographies of the inventors. [Intermediate Level under History and Evolution of Technology]
make a poster with drawings and photographs showing how an existing technology is the result of combining various technologies. [Intermediate Level under History and Evolution of Technology]
describe the process that an inventor must follow to obtain a patent for an invention. [Commencement Level under History and Evolution of Technology]
Key Idea 6 : Technology can have positive and negative impacts on individuals, society, and the environment and humans have the capability and responsibility to constrain or promote technological development.
This is evident, for example, when students: describe through example, how familiar technologies (including computers) can
have positive and negative impacts on the environment and on the way people live and work. [Elementary Level under Impacts of Technology]
identify a technology which impacts negatively on the environment and design and model a technological fix. [Commencement Level under Impacts of Technology Key]
identify new or emerging technologies and use a futuring technique (e.g., futures wheel, cross impact matrix, Delphi survey) to predict what might be the second and third order impacts. [Commencement Level under Impacts of Technology Key]
Standard 6 : Students will understand the relationships and common themes that connect mathematics, science, and technology and apply the themes to these and other areas of learning.
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Key Idea 5 : Identifying patterns of change is necessary for making predictions about future behavior and conditions.
This is evident, for example, when students:
use a sine pattern to model the property of a sound or electromagnetic wave. [Commencement Level under Patterns of Change]
Standard 7 : Students will apply the knowledge and thinking skills of mathematics, science, and technology to address real-life problems and make informed decisions.
Key Idea l: The knowledge and skills of mathematics, science, and technology are used together to make informed decisions and solve problems, especially those relating to issues of science/technology/society, consumer decision making, design, and inquiry into phenomena.
This is s evident, for example, when students:
develop and implement a plan to reduce water or energy consumption in their home. [Elementary Level under Connections Key]
analyze the issues related to local energy needs and develop a viable energy generation plan for the community. [Commencement Level under Connections]
English Language Arts
Standard 1 : Students will read, write, listen, and speak for information and understanding. As listeners and readers, students will collect data, facts, and ideas; discover relationships, concepts, and generalizations; and use knowledge generated from oral, written, and electronically produced texts. As speakers and writers, they will use oral and written language to acquire, interpret, apply, and transmit information.
Key Idea 1 : Listening and reading to acquire information and understanding involves collecting data, facts, and ideas; discovering relationships, concepts, and generalizations; and using knowledge from oral, written, and electronic sources.
This is evident, for example, when students:
use concept maps, semantic webs, or outlines to organize information they have collected. [Elementary Level under Listening and Reading]
A produce a summary of the information about a famous person found in a biography, encyclopedia, and textbook. [Intermediate Level under Listening and Reading] assemble notes for historical and artistic exhibits. [Commencement Level under Listening and Reading]
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Key Idea 2 : Speaking and writing to acquire and transmit information requires asking probing and clarifying questions, interpreting information in one's own words, applying information from one context to another, and presenting the information and interpretation clearly, concisely, and comprehensibly.
This is evident, for example, when students:
write a short report on a topic in social studies using information from at least two different sources. [Elementary Level under Speaking and Writing]
use the vocabulary from their content area reading appropriately and with correct spelling. [Elementary Level under Speaking and Writing Key]
write an essay for science class that contains information from interviews, data bases, magazines, and science texts. [Intermediate Level under Speaking and Writing Key]
use technical terms correctly in subject area reports.[Intermediate Level under Speaking and Writing]
write an extended research report on a complex issue or topic that documents sources of information and is well organized to convey overarching ideas and supporting evidence and details. [Commencement Level under Speaking and Writing]
Interdisciplinary ConnectionsThese activities focus on the way in which electricity is generated:
• Technology: Technology is used not only to generate electricity but also to transmit it to where it is used. Find out what technologies are important in the transmission of electricity; of particular interest is the importance of electric transformers and electric insulation.
• Social Studies: Learn about the early history of the generation of electricity in the United States. In particular, you will want to learn about the role of Thomas Edison, whose Pearl Street Station generated the first commercial electricity, and also about the roles of George Westinghouse and Nikola Tesla.
• Language Arts: Make a list of all the words you can find that were developed specifically to describe electricity, and indicate which were "borrowed" and which were coined at the time.
• Mathematics: The electricity generated at power plants today is known as "alternating current," because it flows alternately in one direction and then in another (or is alternately positive and negative). A graph of alternating current in relation to time is known as a "sine curve." Find out more about the sine curve and its many other uses in mathematics, science, and technology.
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• Health: Because life-sustaining equipment in hospitals is so reliant on the generation of electricity, hospitals have their own backup source of electric power to be used in case commercial generation of electricity is interrupted. Inquire about your local hospital's emergency generating system, including the amount of power it can generate and its duration.
• Home and Career Education: Trace the transmission of power to your household from the power plant that generates it, or from a nearby major transmission substation. (In the event of a power failure, you will know that something went wrong along the line you have traced.)
• Arts: The alternating current generated in the United States has a frequency of 60-Hertz (Hz). This means that the direction of the current reverses from positive to negative and back to positive 60 times every second. Find out which aspects of the performing arts are dependent upon this frequency.
• Foreign Languages and Cultures: Choose another nation in the world. Find how the voltage and frequency of alternating current generated in that nation differs from that in the United States.
Source: Learning Standards for Mathematics, Science, and Technology (Revised Edition, March 1996), p.65.
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Bibliography of Sources:
History of Niagara Falls and the Generation of Hydropower
Aiken, John and Richard Akin Power, The Gift of Niagara (Adventures in Western New York History Series, Volume X). Buffalo, N.Y.: Buffalo and Erie County Historical Society, 1962.
Berton, Pierre. Niagara: A History of the Falls. Toronto: McClelland & Stewart Inc., 1992.
Dumych, Daniel M. Niagara Falls (Images of America Series). Dover, N.H.: Arcadia Publishing, 1996.
Fisher, Leonard Everett. Niagara Falls, Nature's Wonder. New York: Holiday House, Inc., 1996. (Appropriate source for younger students)
Foran, Jack. The Day They Turned the Falls On: The Invention of the Universal Electrical Power System. http://ublib.buffalo.edu/libraries/projects/cases/niagara.htm
Irwin, William. The New Niagara: Tourism, Technology, and the Landscape of Niagara Falls, 1776-1917. University Park, Pa.: The Pennsylvania State University Press, 1996.
The Niagara Power Project. http://www.nypa.gov/vc/niagara.htm
Schoellkopf Power Station Disaster. http://niagarafrontier.com/schoellkolpf.html
Frederick Law Olmsted
Beveridge, Charles E., et.al. Frederick Law Olmsted: Designing the American Landscape. New York: Universe Publishing, 1998
Beveridge, Charles E. Planning the Niagara Reservation. http://preserve.bfn.org/bam/kowsky/nf/bev/index.html
Frederick Law Olmsted, Founder of Landscape Architecture. http://www.fredericklawolmsted.com
Hall, Lee. Olmsted's America: An "Unpractical "Man and His Vision of Civilization. Boston: A Bulfinch Press Book, 1995.
Kowsky, Francis R. In Defense of Niagara: Frederick Law Olmsted and the Niagara Reservation http://preserve.bfn.org/bam/kowsky/nf/index.html
Olmsted in Buffalo. http://www.olmstedinbuffalo.org/
Olmsted/Vaux: General Plan for the Improvement of the Niagara Reservation (1887). http://www.niagaraheritage.org/genplan.htm
Nikola Tesla
Dommermuth-Costa, Carol. Nikola Tesla - A Spark of Genius. Minneapolis: Lerner Publications Company, 1994.
Seifer, Marc J. Wizard: The Life and Times of Nikola Tesla, Biography of a Genius. Secaucus, N.J.: A Birch Lane Press Book, 1996.
Tesla - Master of Lightning. http://www.pbs.org/ tesla/
Tesla Memorial Society of New York http://www.teslasociety.com/
The Principles of Electricity and Electrical Power Generation
Adams, Richard C. and Robert Gardner. Energy Projects for Young Scientists (Revised Edition). New York: Franklin Watts, 2002.
Eisenhower National Clearinghouse: K-12 Math and Science Teacher Center. http://www.goenc.com
Energy & Science Lessons.http://www.energyquest.ca.gov/teachers_resources/lesson_ plans.html
Energy: How Does It Impact Our Lives? Problem-Solving Activities for Middle Level Science. Albany, N.Y.: The New York Science, Technology and Society Education Project, 1994.
Energy Information Administration Kids Page. http://www.eia.doe.gov/kids/
Gardner, Robert. Experimenting With Energy Conservation. New York: Franklin Watts, 1992.
Math, Irwin. Wires and Watts, Understanding and Using Electricity. New York: Charles Scribner's Sons, 1981.
Tocci, Salvatore. Experiments with Magnets. New York: Children's Press, 2001. (Appropriate source for younger students.)
US . DOE Energy Efficiency and Renewable Energy. http://www. eere.energy.gov
The Social Impact of Electricity on Daily Life
Cowan, Ruth Schwartz. More Work for Mother: The Ironies of Household Technology from the Open Hearth to the Microwave. New York: Basic Books, Inc., 1983.
Giedion, Siegfried. Mechanization Takes Command A Contribution to Anonymous History. New York: Oxford University Press, 1948.
Hardyment, Christina. From Mangle to Microwave: The Mechanization of Household Work Cambridge,U.K.: Polity Press, 1988.
Lifshey, Earl. The Housewares Story: A History of the American Housewares Industry. Chicago: National Housewares Manufacturers Association, 1973.
Rose, Mark H. Cities of Light and Heat: Domesticating Gas and electricity in Urban America. University Park, PA: The Pennsylvania State Press, 1995.
A Science Odyssey: You Try It: Technology at Home. http://www.pbs.org/wgbh/aso/tryit/tech
