Research Experience for Teachers (2016-2017)
Energy, What is it Good For?
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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) Things that move using cordless energy. Can we make energy storage devices more efficient? This has tremendous global relevance because the more efficient the storage device the less waste there will be, and the more work can be achieved. |
Essential Questions What are the variables we can control in producing an efficient energy storage device? |
The Hook Students will fly a drone, then talk on a cell phone, and then walk around. Meanwhile, a power point will be playing showing things that use energy and are mobile. |
The Challenge Build a capacitor that charges quickly and discharges slowly. Time in minutes how long their capacitor takes to charge to 9 volts. Then time how long it takes until the capacitor discharges to 3 volts by running a fan. The test is a combination of the two variables. |
Guiding Questions
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ACS (Real world applications; career connections; societal impact)
Energy storage has a major impact on our society, from cars to mobile devices, and especially our environment.
Creating home-made capacitors using everyday materials is not going to help society in itself, but understanding how to increase the storage of energy will.
This activity would require chemical engineers, electrical engineers, and mechanical engineers. Engineering technologists would be involved also. Business and manufacturing careers would be involved.
Misconceptions
- Where does energy come from? How does it work? Electricity, and how it works.
- After the unit was taught, I discovered that many student shad no idea about how energy is created, or transferred, let alone stored. This came up very quickly as students were asking questions about how is energy created. They were amazed when they found out that simply burning coal, or having a turbine move makes the energy that we use. Then they learned that to be transferred to our houses takes quite a bit of technology. Lastly they never knew how a battery worked to store energy. When we discussed the different sizes of batteries and how a AAA, AA, C, and a D battery all contain the same voltage they were stunned. It was eye opening for them and that was awesome that they discovered how energy works for them in their life.
Unit Lessons and Activities
- Lesson 1: What is energy and how is it stored? (3 Days)
After stating the big idea about cordless energy, the discussion will find its way to the essential question about energy storage devices. Electricity is a big part of this project so there will be an activity about volts and amperes and how electricity flows.- Activity 1: Discussion about things that use energy. Why do we need it? – 1 Day
- Activity 2: Students generate guiding questions to explore types of energy, and ways to generate it. – 2 Days
- Lesson 2: Explore energy storage devices (5 Days)
Students will explore energy storage devices. Specifically, the differences between batteries and capacitors. This will generate more questions about the challenge and will be more specific about using capacitors in the challenge. They will be building a basic battery and for the challenge, efficient capacitors. They will be using the engineering design process to build the most efficient capacitors.- Activity 3: The first part of this activity is comparing batteries and capacitors. Each group will present to the teacher their findings. They will build a battery using potatoes. Explore why this works and how to make this battery generate more energy. The second day they may bring in other vegetables or materials to see if they generate more electricity. – 2 Days
- Activity 4: The students will revisit challenge, which is to build a capacitor that can increase the quickness of the charge and the length of the discharge. They will be charging with a 9 volt battery and the discharge will be running a small fan. They may use different materials, depending on what their research states. They will have a budget of $5. – 3 Days
- Evidence of CBL: Lesson 2, Activity 4
- Evidence of EDP: Lesson 2, Activity 4
Additional Resources