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Design a 50 Year Energy Plan

50 Year Energy Plan - Unit Plan

Grades:
9-12
Description:
Throughout this creative, hands-on Unit, students are challenged to scale up every Disciplinary Core Idea and Science & Engineering Practice they’ve learned - from simple electricity generation, to building their own stereo speakers and DIY electric...
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Learning Goal(s):
Explore causes and effects of climate change as related to energy production. Develop a working understanding of varying stakeholder perspectives on the causes and effects of climate change. Through hands-on exploration, build a working speaker that can connect to a cellphone. Use DIY speakers as a model to observe the process of producing electrical currents with a simple generator. Design, build and refine a wind turbine to efficiently convert mechanical energy into electrical energy. Design, build and refine a system that is the most effective at converting the sunlight into electrical energy. Students develop models to study the relationship between the Earth’s atmospheric composition and the Earth’s surface temperatures using simple diagrams. Students reflect on the impact of energy sources and power production on the environment. Students utilize their knowledge of how energy generation processes impacts the environment to inform how and why they develop a 50-year Energy Plan for their local community. 
Author:
Bradford Hill
Estimated Activity Length:
0 sec
Design a 50 Year Energy Plan

Scaling up to Power Production Let’s use Data to Optimize the Performance of a Solar Cell Array

Grades:
9-12
Lesson Number:
4
Description:
Somewhat similar to the first part of the wind turbine project from Lesson 3, students are tasked with optimizing the performance of a photovoltaic system. This objective both allows students to apply the engineering-design process they absorbed in previous...
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Unit Plan: A Community Powered by Renewable Energy

Grades:
6-12
Description:
In this three-part comprehensive place-based and project-based unit, students will learn and apply rebnewable energy content to devise action plans at an individual, family, and local level. Students will use primary and secondary research explore energy...
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Learning Goal(s):
LEARNING GOALS – PART 11.Students will define and explain the differences between renewable and non-renewable energy sources.2.Students will research, summarize, and present the (short- and long-term) benefits and drawbacks of utilizing wind and solar energy. 3.Students will research, summarize, and present the (short- and long-term) benefits and drawbacks of utilizing fossil fuels.4.Students will generate questions about the greenhouse gas effect, identify and isolate variables, and then conduct an experiment to answer a class generated question about the greenhouse gas effect.5.Through Socratic seminar, students will use the knowledge gained over the course of this lesson to discuss the potential long- and short-term benefits and drawbacks of using fossil fuels, solar energy, and wind energy.6.Students will define scientific vocabulary related to electricity.7.Students will be able to describe how electricity moves through a conductor.8.Students will draw and describe series and parallel circuits.9.Students will identify ways that energy is consumed within their homes.10.Students will perform an energy audit of their home and calculate the amount of energy used by each electronic device and appliances.11.Students will create a spreadsheet demonstrating the electricity required to operate each electronic device and appliance, along with a summary of finding that clearly identifies how energy consumption can be reduced within their home.12.Students will explore various ways to reduce energy (goal is 30% reduction).13.Students will propose a variety of energy reduction plans and present those options to their families for discussion.14.After discussion with their families, students will itemize the agreed upon plan and identify specific actions that result in quantifiable outcomes that will implemented to reduce energy consumption by their families.LEARNING GOALS – PART 21.Students will gain background information regarding the limitations of having and wind and solar generating infrastructure within city and county limits, including environmental, aesthetic, and cultural considerations. 2.Students will work with professionals to compile criteria for placement of wind and solar energy sources.3.Students will conduct experiments to collect and analyze data to provide a conclusion to the questions: What is the optimal blade angle for generating the most energy? What is the optimal wind speed for generating the most energy?4.Students will use prevailing wind data in your region to examine energy output of various sized small wind turbines as wind speeds incrementally increase.5.Based on local wind speeds, students will determine a range of potential kilowatt generation from wind power.6.Students will conduct experiments to determine how electrical output of solar panels change as the tilt, azimuth, and shade coverage change.7.Students will generate, compare, and evaluate various solar configurations for a solar project in your region.LEARNING GOALS – PART 31.Students will utilize previously acquired information about energy needs to create a renewable energy proposal for your town or city.2.Students will perform a solar audit on their homes and use class averages to project the amount of solar energy that can be generated on residential properties.3.Students will assess where commercial and municipal solar projects can occur within your town or city to meet the energy needs for non-residential consumers.4.Students will determine potential locations for larger-scale wind and solar farms to augment the remaining energy needs of the community.5.Students will prepare a comprehensive renewable energy plan that totals the calculations for potential residential, commercial, and agency renewable energy generation.6.Students will calculate the average amount of energy generated by wind turbines and solar panels in various conditions to determine the quantity of renewable energy sources required to power the city.7.Students will use their projected energy calculations to propose a combination of wind and solar sources to meet your locality’s energy needs, based on benefits and drawbacks of each source of energy.8.Based on prevailing winds and building orientation, students will explore potential sites for wind turbines and solar panels.9.Students will develop a final proposal to meet future energy needs through a combination of energy generation and reduction of energy consumption, prepare a brief slide presentation that summarizes their comprehensive plans, and present their finding to local energy conservation groups and local government staff or elected officials.
Author:
Jonathan Strunin
Estimated Activity Length:
10 hours

Design and Engineer Solutions

Grades:
5-8
Lesson Number:
4
Description:
This lesson is designed to span 9 days with 50-minute sessions. The students will use a Design and Engineering Journal to guide them in the design and engineering process. In small groups they will use the research from lesson 2 to formulate solutions to the...
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Solar Thermal Jug

Passive Solar Water Heating

Grades:
6-12
Lesson Number:
1
Description:
Students retrofit milk jugs to absorb and retain the most solar energy. This process involves students collecting data that measures the impacts of different variables on the solar energy absorbed by each collection device. Students should be able to see...
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Learning Goal(s):
1. Students will cover/manipulate milk jugs to achieve the most solar energy absorption. 2. Students will calculate the joules of energy absorbed by the solar heated water. 3. Students will measure and graph the temperature changes of their solar milk jugs. 4. Students will gain an understanding of the amount of energy in sunlight.
Author:
Tami Church
Relevant NGSS PE:
Estimated Activity Length:
2 hours
Compost Heater

Compost Bioreactor Design

Grades:
7-12
Lesson Number:
2
Description:
Solar energy is available when the sun shines but energy can be supplemented at night by the release of energy during the composting of organic waste. In this activity, we will experiment with the feasibility of harnessing thermal energy to heat water with a...
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Learning Goal(s):
1. Students will research the science of composting and proper maintenance methods to build their own bioreactor. 2. Students will research the proper composition of compost for maximum heat production. 3. Students will transfer the thermal energy in compost to a container of water heat water with by placing a vessel in the middle of the active compost/bioreactor.
Author:
Tami Church
Relevant NGSS PE:
Estimated Activity Length:
2 hours
Wort Chiller

Bioreactor Water Circulation System

Grades:
7-12
Lesson Number:
3
Description:
Solar energy is available when the sun shines but energy can be supplemented at night by the decomposition energy in a bioreactor. In this activity we will experiment with the feasibility of using heated water in a bioreactor to circulate it through a water...
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Learning Goal(s):
1. Students will examine the properties of solar water pumping systems using KidWind solar water pumps or similar water pumps. 2. Students will experiment with the properties of water and its limitations in circulating due to pump power and distance. 3. Students will evaluate the use of a heat sink/chiller in the circulation of water through the bioreactor.
Author:
Tami Church
Relevant NGSS PE:
Estimated Activity Length:
4 hours
Dye in Water

Developing a Model of Thermal Energy, Atoms, and Molecules

Grades:
6-8
Lesson Number:
2
Description:
Through a series of exploration and inquiry activities, students will explain kinetic molecular theory, atomic, and molecular structures. Students will be challenged to gradually increase the precision of their explanation of molecular-level structures and...
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Learning Goal(s):
Students will develop a model through collaborative inquiry to explain thermal kinetic energy and predict the outcome when heat is added to a substance. Students will build argumentation from evidence skills through collaborative sense-making and gallery walk presentations. Students will develop a model of atomic and molecular structures.  
Author:
Melody Childers
Relevant NGSS PE:
Estimated Activity Length:
9 hours
Fuel Inquiry Poster

Fuels and PV Cells

Grades:
7-8
Lesson Number:
3
Description:
Students will return to the phenomena of energy resources to support safety, health, and comfort in an emergency situation. They will distinguish between how common materials provide energy and develop an understanding of how the atomic and molecular...
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Learning Goal(s):
Students explore the conservation of mass in chemical reactions by observing and modeling combustion reactions and exploring the essential question/phenomena, “is all fire the same?” Students will use information resources and a 3D model of a PV cell to understand how solar modules generate electricity. “How do PV cells make electricity?”Students will construct circuits to explore PV modules and variables involved in powering devices. Students evaluate, revise, and justify the energy resources suggested on an emergency preparedness supply list. 
Author:
Melody Childers
Relevant NGSS PE:
Estimated Activity Length:
0 sec
Hot Pack

Engineering a Hot Pack

Grades:
7-8
Lesson Number:
5
Description:
Through a series of inquiry activities, students will discover the properties of the chemical reaction of dissolving CaCl 2 in water, the effect of stirring, and of adding baking soda and sodium polyacrylate crystals. Once initial data is collected, students...
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Learning Goal(s):
Students will collect data to characterize a chemical reaction Students will identify the criteria and constraints of an engineering challenge. Students will design and build a hot pack that meets the criteria of the project. Students will collect data to support their proposed design. 
Author:
Melody Childers
Relevant NGSS PE:
Estimated Activity Length:
5 hours

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