Your assignment is to find as many of the following “pieces” of the power grid as you can. If you think you’ve found one of them, take your own photograph of it and note the location. Many of the pieces you can find by walking around your neighborhood, but some of the pieces you might only see while traveling around in a vehicle.
Students will be exposed to a series of maps aerial photos, topographic, geologic maps from prior to, during and after the Kingston Fly Ash Spill.
Students will use geologic maps to investigate rock types, time periods, faults and folds, and investigate technologies used to create maps.
Geospatial Inquiry Mapping Project
Students will use ArcGIS to investigate the impact of an area’s natural disaster potential to disrupt power supplies (and other utilities) in the United States. The task is for students to manipulate ArcGIS layers (creatively thinking about what factors qualify as “hazardous”) to identify and prepare for potential natural disasters at various levels of society (personal, family, neighborhood, city, county, state or regional). Students will create an ArcGIS map, which shows the layers they chose that has the greatest potential to impact a sizable population and to discuss ways that a sector of society should prepare for such a natural disaster. Students will present their map and their geospatial analysis, decision-making process and individual/community action plan to the class in a Power Point and Public Service Announcement (PSA) format.
The purpose of this unit of study is to allow students the opportunity to learn more about electromagnets, electricity and magnetic fields. Students will be introduced to multiple vocabulary terminology while they work through creating electromagnets, generators, electric currents making it possible for them to explain the relationship between earth’s magnetic force and that of an electromagnet. They will develop ways to communicate their findings with the use of a generator to create electricity only using magnet and wire.
Students will consider the future of the power grid in light of the data they have been studying about consumption and production if nothing is done to improve the grid, upgrade the grid, and/or change human behaviors. Students will present suggestions for quick solutions that we could do today and participate in a classroom discussion about Smart grids.
Students will translate historical data from a table into a graph to establish trends in energy consumption and production, and factors that contributed to the trends in consumption and production.
In this lesson students will explore the evolution of the power grid. Students will be assigned a specific scientist/inventor, time period, or event that contributed to the evolution of the power grid to research and then present to the class. They will create a one-page document (AVID Strategy) that will become part of a time-line to be put in the classroom.
In this lesson students will work in groups to design the blades for a wind turbine that will generate at least 2 volts of electricity and will light their house.
In this activity students will work in groups to plan and build the house for their group. Students will review circuits, electron flow, current and voltage. They will construct a house out of cardboard and wire it to reflect the wiring of modern houses today.
Students will understand the pressures on the power grid and discover smart grid technology and how it will relieve some of these pressures by observing various graphs, websites, and tables.