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Students should have already been introduced to solving equations; this lesson is meant to further their understanding and contextualize giving real-life examples of when they would need to solve equations. This is a 1 day lesson.
- Student will be able to substitute values for the variables in Ohm’s Law, V-IR
- Student will be able to solve for a missing variable in Ohm’s Law, V=IR
- Student will have very basic understanding of what an electrical engineer does
Students will examine energy trends to explore why energy efficiency is an important current area of focus. They will also look at current trends in engineering domestically (demographics). They will use the systems to model different scenarios to alter trends.
Students will open with a discussion of the lightbulb activity…why is it important to conserve energy? Will discuss on an individual level, then go to a global context. Students will watch a clip from “Do the Math” (350.org) where they will see the trend of CO2 levels.
Students must determine ‘which is the better lightbulb?”. In the previous lesson they determined energy efficiency/cost efficiency. In this lesson, the purchase prices of the lightbulbs are introduce and students must answer the same question as well as a follow up question.
“Which lightbulb should I buy?”
“How long will it take before I benefit from energy savings?”
Students must determine “which is the better lightbulb?”. They will analyze the efficiency of different light bulbs by measuring wattage and heat emissions. Cost-efficiency will be introduced with setting up linear equations and analyzing their graphs. Students will collect data (temperature, wattage) to determine energy and cost efficiency of different lightbulbs. They will create and graph linear equations to display, analyze and determine results.
The students will see an animated video that gives an overview a of how the
U.S. electrical grid is organized and how power gets to customers. Next , they will make a human electrical circuit. Finally, students will be put into several small groups receiving printed instructions on how to create a traffic light using Arduino kits. Students will gain a basic understanding of how electricity is created and delivered to the consumer.
Students will become more familiar and cognizant of the amount power they
are using. With use of a Kill-A-Watt device, they will calculate kWH and costs overt various periods of time. After determining energy costs of each appliance, they will find ways to save money on monthly bill by unplugging appliances or even considering investing in “smart appliances”.
Students will use a kill-a-watt device, 60 watt incandescent and CFL bulb in the class setting. After comparing brightness, heat,
costs of bulb, they will use the information provided by the teacher to compute the costs of each bulb over 8,000 hours(approx 1 year), then costs of multiple bulbs throughout the house, etc.
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 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.