Transcript Tara Kotheimer Carl Sandburg High School District 230 IIT

INSIDE THE GRID: Where does Electricity Come From?
Howstuffworks.com
Tara Kotheimer
Carl Sandburg High School District 230
IIT Research Mentor: Dr. Alexander Flueck
This material is based upon work supported by the National Science Foundation under grant No. EEC0502174. Any opinions, findings, and conclusions or recommendations expressed in this material are
those of the author(s) and do not necessarily reflect the views of the National Science Foundation.
INTENDED AUDIENCE:
Honors Physics (11th or 12th grade)
TIME REQUIREMENT
15 48 - 50 minute class periods
PRIOR KNOWLEDGE REQUIRED
Students need to be able to solve
simple linear equations with a
calculator
Students need to have an
understanding of general mechanics
concepts, such as energy and
velocity
Students should be familiar with
electrostatics
www.tampaelectric.com
OBJECTIVES






Students will expand their current knowledge about the engineering
profession
Students will understand how the power grid operates and is organized..
Students gain an understanding of the relationships between current,
voltage, resistance power and energy.
Students will gain an understanding of the relationships between
magnetic field, magnetic force, induced current, and induced emf
Students will incorporate problem solving skills and inquiry in laboratory
context to create a cost efficient working generator
Students will research and evaluate the pros and cons of the potential
fuel sources for a new generating plant ( coal, natural gas, uranium, water,
wind and sun). Within this context they will evaluate ethical
considerations that face engineers.
ILLINOIS LEARNING
STANDARDS
STATE GOAL 11: Know and apply the concepts, principles and processes of
scientific inquiry and technological design to investigate questions, conduct
experiments, and solve problems.
STATE GOAL 11.A.5a: Formulate hypotheses referencing prior research and
knowledge
STATE GOAL11.B.5a: Identify a design problem that has practical applications
and propose possible solutions considering such constraints as available tools,
materials, time, and cost
STATE GOAL11.B.5b: Select criteria for successful design solution to the
identified problem
STATE GOAL11.B. 5c: Build and test different models or simulations of the
design solution using suitable materials, tools and technology
STATE GOAL11.B.5d: Choose a model and refine its design based on the test
results
STATE GOAL 11.B.5e: Apply established criteria to evaluate the suitability,
acceptability, benefits, drawbacks and consequences for the tested design solution
and recommend modifications and refinements
STATE GOAL 12: Know and apply the concepts and describes properties of
matter, energy, force and motion and the interactions between them and principles
that explain them
STATE GOAL 13: Understand the relationships among science, technology and
society in historical and contemporary contexts.
TOPICS COVERED IN MODULE
•What is engineering
• Different types of engineering
•2003 Blackout in Northeastern United States
•Ohm’s Law
•Series Circuits
•Parallel Circuit
•Power
•Energy
•Magnetic Fields
•Magnetic Force
•Induced current
•Induced emf
•The organization of the National Power Grid
•Constructing a generator
•Power Sources
DAY 1


Pretest
What is an Engineer? PowerPoint
*Students will gain a better understanding of the engineering
profession

Blackout Power point
*This activity serves as an anticipatory set.
It helps answer the
question, Why should we study electricity?
WHAT IS AN ENGINEER?
Chemical Engineering Chemical Engineers use their knowledge
of physics, chemistry, and biology to discover and manufacture
better plastics, paints, fuels, fibers, medicines, fertilizers,
semiconductors, paper, and all other kinds of chemicals, by
carrying out chemical reactions and purifications.
Civil Engineering The design and construction of buildings,
dams, water treatment and carrying systems, air pollution
controls, and transportation systems are the responsibilities of
civil engineers. Subheadings of civil engineering
include: geotechnical, environmental, structural, transportation,
materials, and project management.
http://www.engr.utexas.edu/wep/Precollege/Whats_engineering
/engineering_disciplines.htmr
http://www.time.com
http://www.time.com
DAYS 2 -5

BEHIND THE PLUG
Howstuffworks.com

Students will explore Ohm’s Law, Series and
Parallel Circuits through the use of PowerPoint
presentations, laboratories, and problem sets
DAY 6

THE DISTRIBUTION GRID AND SAFETY
Howstuffworks.com

Students will make the transition from the outlet to the
distribution grid. They will learn about one line diagrams and
become familiar with the concepts of resitivity and electrical
safety.
DAY 7

THE POWER PLANT
www.seneportal.com

Students will learn how a power plant works. They will then
participate in an inquiry based laboratory designed to expose
them to the underlying concepts of electromagnetic induction
ELECTROMAGNETIC
INDUCTION LAB
PURPOSE: Create a procedure to determine the following.
1. The number of coils in an electromagnetic is directly proportional to the
magnitude of induced current
2. The strength of the magnetic field is directly proportional to the magnitude
of the induced current.
3. The velocity of the moving magnet is directly proportional to the magnitude
of the induced current.
MATERIALS
Galvanometer with zero in center of scale
1-coil turn or wire
25- turn coil of wire
100-turn coil of wire
2 bar magnets
connecting wires
DAY 8

ELECTROMAGNETISM
http://www.sunblock99.org.uk/sb99/people/DMackay/ac.html

Stemming from students lab observations the concepts
of magnetic field, magnetic force, induced current and
induced emf will be further explained through the use
of a power point presentation and problem set
DAY 9 and 10

MAKING A GENERATOR
http://www.scienceproject.com/projects/intro/elementary/EX010.asp

Students will work in teams to create a cost efficient
functioning generator. They will utilize inquiry and
problem based learning in this activity
GENERATOR LAB




Students will work in teams of four. Their task is to
build a device that will light a bulb.
Students will use the internet to research this process
All materials have an associated price. There are also
consulting fees . Students must keep track of their
budget when they are creating their generators
The team who builds a functioning generator at the
lowest cost wins
MATERIALS LIST
Ceramic magnet --------------------------------------- $5,000
Toothpick -----------------------------------------------$500
Nail ------------------------------------------------------$750
Screw ----------------------------------------------------$650
String -------------------------------------------------- $ 1000
Wire ---------------------------------------------------- $1500
Cardboard --------------------------------------------- $2500
Resistor ------------------------------------------------ $3500
Plastic Washer ------------------------------------------- $70
Tape --------------------------------------------- $100 a piece
CONSULTANT FEE
Computer research -----------------First 20 minutes free
Every minute after this $1000
Teacher ------------ ----------1st question - -------$100
2nd question -------$500
every question thereafter $2500
Students--- you may ask other lab groups for advice. If you do this it will cost you $2500. The
money you pay them will go into their budget.
GENERATOR LAB

Once students have created working generators,
they will be asked to hypothesize how they can
get their generators to create more power.
Based on their hypotheses, they will design a
procedure and data table to test their predictions
Hypothesis#1
If the number of coils ________________ the induced current
will_______________________.
Hypothesis #2
If the number of magnets _______________ the induced
current will__________________.
Hypothesis #3
If the velocity of turning ____________________ the induced
current will_____________________.
DAY 11

GENERATORS AND TRANSFORMERS

Students will learn how induced current operates
in generators and transformers. Furthermore,
they will gain an understanding of AC voltage
DAY 12,13,14

POWER SOURCES
Howstuffworks.com

Students will work in groups to research power
sources and their potential for use in a new local
generator. Groups will present their findings in
PowerPoint presentations to the entire class
ETHICAL DILEMMA


Based on the power point presentation, students
will try to objectively decide upon a power
source. The tool that they will use for this
decision will be intentionally flawed, in hopes of
generating a debate.
Furthermore, students will explore the uses of
the engineering code of ethics
QUESTIONS FOR DISCUSSION
1. Which power resource will our plant utilize?
2. Do you think that this scenario for determine a power source
was 7. Was the manner in which we ranked the attributes of the
resources fair? Explain.
8. Which resource would a construction engineer most likely
choose? Why?
9. Which resource would a business person most likely choose?
Why?
10. Which resource would an environmentalist most likely choose?
Why?
11. Which resource would a taxpayer most likely choose why?
DAY 15

Posttest
RESOURCES

All of the resources utilized in this module are
explicitly detailed within the teacher notes
portion of this module