Research Experience for Teachers (2016-2017)
Electric Power and Energy Usage
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Pre/Post Test: Pre-Test N/A Post-Test N/A |
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Keywords:
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The Big Idea (including global relevance) The world is undergoing climate change partially due to our use of fossil fuels. We will need to rely on other sources of energy and that will require storing it for use. |
Essential Questions What is the most useful way to store electricity to power a car? |
The Hook I drive a Chevy Volt, which is a Plug-in Electric Hybrid car. I will demonstrate it, running solely on electricity, to the students on a “field trip” to the main parking lot. I will then ask them questions about how fast they think it can go, the towing power, how long it takes to charge, how it stops, etc… |
The Challenge Students will build an electric toy car and, more importantly, one or more energy storage devices, so that it can complete a set of challenges, including pull a load, race on a flat surface, and climb a ramp in a fixed amount of time. |
Guiding Questions
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ACS (Real world applications; career connections; societal impact)
Electric cars are becoming more common and need to both move quickly for a long time and accelerate well. This merely simulates the much more complex reality, though. Teamwork overall, the car race and pull, and peer evaluations are all related to working and living in the real-world.
While batteries have pervasive use, and energy conservation is important, this specific challenge doesn’t seem to get the students to interact with the community in a positive way. However, I am requiring they communicate their results publicly through a video. The students will work with energy storage device and will post videos so others can see them.
Electrical Engineering; Physicist; Industrial Designer – require to interview with a professional about their career path; GRA/Choose Ohio First Scholar interactions with class for Chem/other engineering program at UC.
Misconceptions
- Students come to class believing… batteries make electricity.
- "charges" don’t really relate to "electricity".
- "static" and "wall outlet" electricity are different things completely.
- batteries' quality of manufacture is really only key difference in energy storage device.
Unit Lessons and Activities
- Lesson 1: Storing Energy is Necessary to Control When It’s Used (2 - 3 Days)
This will focus on leading students into the Challenge by engaging them in asking questions about energy and power usage.- Activity 1: Apply the Hook and Brainstorm "Essential Questions" – 1 Day
- Activity 2: Introduce the Challenge and then Use KWL to help students formulate "Guiding Questions" – (1 - 2 Days)
- Lesson 2: Amazing Race (3-4 days after building… 2-3 Weeks after Lesson 1: Activity 2)
Lesson 2 will have students build and test power-supplies and electric toy cars in a time-trail, multiple-challenge event.- Activity 3: Run the storage challenges while having student apply the rubric to each other’s devices. – (2-3 days after builds are complete)
- Activity 4: Have students share their ideas for improving their device, or the "best one" in writing. – 1 Day
- Evidence of CBL: Lesson 1.2.3 is a good example of CBL and nears the culmination of the EDP with significant Refinement, Implementation, and Communication.
- Evidence of EDP: Lesson 1.1.1 and 1.1.2 are good examples of the early stages of the EDP. Lesson 1.2.4 is an extension of Evaluation and Refine steps of the EDP.
Additional Resources
- Carolina STEM Challenge®: Solar Car Design Kit, Item # 18096, 8 per kit so need 3-4 kits at $145 each.
- Supercapacitors, capacitors, and small, rechargeable Li-Ion batteries (TBD)
- Students will have to supply wires and connecting methods
- Power supplies to charge devices
- Racing, pulling, and ramp-climbing tasks (TBD)