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 take the working knowledge from the previous lesson and apply some of the skills by participating in solar simulations. The Energy City simulation will give students the opportunity to work with their own “cities” while adding the types of energy sources (nonrenewable/renewable) to create a sustainable city. The solar power simulator gives students the opportunity to turn off/on a solar panel controlled system, change the amount of sunlight that hits the panels, and control the load. The myDaq/myGrid system simulated the control panel of a power generation unit while have a miniature tangible system to manipulate.
Students will be making a multimedia project to take before a mock “board of directors” as if they were pitching a solar power project to GMSD school district. Students will research background information and put together a portfolio (with powerpoint or prezi) with solar panel placement, diagrams, maps, cost analysis, costbenefit, justification, and other needed information that will then be presented to a panel that will give feedback and recommendations based on their project proposals.
Students will be working making a solar cell. Solar cells are added together to make a solar panel. Each cell has an electrical output. Students will be working with multimeters to find the output of their solar cell. Each group will add their cells together to wire them up together and measure the total output. They will be looking at the arrangement of the example panels and the shape of the cells they put together, then students will have to diagram what they believe is the best configuration for a solar panel and justify their arrangement.
Beginning lesson, in which students will be exposed to the material as a whole and understand what their focus will be. They will be introduced to renewable resources, a main focus on solar energy. They will have an introduction to active background knowledge and overview the next several lessons. Students will have a reading/writing component with this lesson in which a non-fiction text will be given.
“Help students explore how electrical energy arrives at its final destination, as well as introduce alternative sources of energy. Each student will construct a model home from the pattern provided. The students will then assemble a simple LED and resistor light circuit that is installed into the model house. The model then snaps into the power grid base and picks up current from overhead wires. Students can take measurements using a multimeter. Students can then take their house off the grid and supply electrical energy with solar voltaic cells and even the optional wind turbine generator.” (Kelvin website) Students will be creating a small scale power grid in order to study the makeup, power generation, transmission to energy consumption.