ENERGYDay 2 - Physical Science, Physics

MSTP Region 11 Teacher Center

April 11, 2013

Today's Trainers: Emily Dare, Josh Ellis, Gillian RoehrigUniversity of Minnesota

AGENDA Discussion on PLC meetings Work, Energy, and Power Waves Energy and Heat Transfer Electricity and Magnetism Wind Turbines (circuits, electrical energy)

SHARE PLC PROGRESS What happened during your meetings? Were you able to implement an EDP lesson

with your students? How did it go? What questions do you still have about

integrating EDP and physics?

THINKING ABOUT ASSESSING EDP How do we assess a process? How can we assure that science content is

not lost in EDP?

WORK, ENERGY, AND POWER Think back to working with carts from Day 1 What can we measure when talking about

work and energy? Can think about this both quantitatively and

qualitatively

WORK, ENERGY, AND POWER

What You’ll Need

dh

θ

½ of a Styrofoam cup Marbles of various

sizes White board Meter stick Masking tape Protractor Stop watch

WORK, ENERGY, AND POWER

dh

θ

½ cup placed here

Basic Objective – roll marble into ½ cup placed at end of ramp, measure traveled distance (d) of cup

Test and make table of results when you change: Ramp Angle (θ) Release Height (h) Size/mass of marble (m)

Remove cup and time how long it takes for marble to travel some set distance (1m is good)

Multiple trials!Controlled Experiments!

WORK, ENERGY, AND POWER

dh

θ

Ramp Angle

Release Height

(h)

Mass of marble (s, m, l)

Distance that cup moves

(d)

Time to travel some

known distance

(seconds)

WORK, ENERGY, AND POWER What can we take away from all of this? What connections to prior knowledge can we

make?

dh

θ

WORK, ENERGY, AND POWER 9.2.3.2.1 - Identify the energy forms and

explain the transfers of energy involved in the operation of common devices.

9.2.3.2.2 - Calculate and explain the energy, work and power involved in energy transfers in a mechanical system.

dh

θ

WAVES What are waves? What do you think of when you think of the

word “wave”? What do students think of when they hear

the word wave?

WAVES Transfer of energy

Sound Light What are some differences between these two

types of energy?

WAVES Transfer of energy

Sound Light What are some differences between these two

types of energy? Different senses (student response?) Longitudinal vs. Transverse Different names of characteristics, properties

WAVES: EM SPECTRUM

WAVES 6.2.3.1.1 – Describe properties of waves, including

speed, wavelength, frequency and amplitude. 6.2.3.1.2 – Explain how the vibration of particles in air

and other materials results in the transfer of energy through sound waves.

9.2.3.2.3 – Describe how energy is transferred through sound waves and how pitch and loudness are related to wave properties of frequency and amplitude.

9.2.3.2.7 - Describe the properties and uses of forms of electromagnetic radiation from radio frequencies through gamma radiation.

ENERGY TRANSFER What forms of energy transfer can we

identify in this room?

ENERGY CONSERVATION Energy is neither lost nor created. In a closed

system, nothing happens spontaneously. Energy is transferred!

THERMAL ENERGY The more kinetic energy something has, the

more thermal energy it has. How does this translate into everyday terms?

How do we measure thermal energy? What is temperature?

THERMAL ENERGY The more kinetic energy something has, the

more thermal energy it has. How does this translate into everyday terms?

How do we measure thermal energy? What is temperature?

Three Types of Heat Transfer: Radiation Conduction Convection

HEAT TRANSFER

2 Clamp Lamps with bulbs

Hot house

Mylar

Metal and Plastic Spoons

Ice cubes

Heat up hot house and note temperature at top and bottom over about 10 minutes. Remove heat source and flip house over and keep track of temperature. What happens?

Place an ice cube in each a metal spoon and a plastic spoon. Hold both for a few minutes and take note of what happens

Hold you hands under a lamp and have someone else pull over a sheet of Mylar between you hands and the lamp. What happens?

Tools: What to do:

Demos adopted from Save the Penguins Engineering Teaching Kit from UVA

HEAT TRANSFER – RIGHT SIDE UPTime (m)

Attic (°C)

1st Floor (°C)

1

2

3

4

5

6

7

8

9

10

HEAT TRANSFER – UPSIDE-DOWNTime (m)

Attic (°C)

1st Floor (°C)

1

2

3

4

5

6

7

8

9

10

ELECTRICAL ENERGY AND POWER Take a lightbulb, battery, and tin foil Try to get the lightbulb to light up

ELECTRICAL ENERGY AND POWER What did you have to do?

ELECTRICAL ENERGY AND POWER

A changing magnetic field generates an electric field. Likewise, a changing electric field generates a magnetic field. This helps produce electricity! This is the basis for generators and motors

Standards Met:9.2.3.2.4 - Explain and calculate current, voltage and resistance, and describe energy transfers in simple electric circuits.

9.2.3.2.5 - Describe how an electric current produces a magnetic force, and how this interaction is used in motors and electromagnets to produce mechanical energy.

CHANGING MAGNETIC/ELECTRIC FIELDS

Engineering Design Revisited:Where does electricity come from? (and “from the outlet” doesn’t count!)

Write at least five words that come to mind when thinking about oil, gas or coal

Engineering Design Revisited

When will fossil fuels run out? How can we delay this problem?

Engineering Design Revisited

What are renewable sources of energy? What makes the most sense for Minnesota?

Wind Energy Where should wind turbines be built?

What causes wind?

Wind Energy

How can we generate electricity using wind?

Wind Energy: Applying a Design Cycle

Wind Energy: Applying a Design Cycle

You are working for a power company that harnesses alternative forms of energy. Your boss has asked your team to design the wind turbine blade unit to get high power output.

Wind Energy: Applying a Design Cycle

What factors influence the power output of a wind turbine?

Step 2: How have others solved this?

Step 3: What are the design criteria and constraints? Brainstorm possible solutions

Wind Energy: Applying a Design Cycle You are working for a power company that

harnesses alternative forms of energy. Your boss has asked your team to design the wind turbine blade unit to get high power output.Step 3: What are the design criteria and constraints? Brainstorm possible solutions

However, there are costs involved in testing, so you must plan carefully! (Next slide has costs)

You must keep track of your expenses in a way that is easily understandable and explainable.

Wind Energy: Applying a Design Cycle You are working for a power company that

harnesses alternative forms of energy. Your boss has asked your team to design the wind turbine blade unit to get high power output.Step 3: What are the design criteria and constraints? Brainstorm possible solutions

Power = V2/R = I2R

Ohm’s Law: V = IR

Wind Energy: Applying a Design Cycle What aspects of the wind turbine might you

be able to manipulate given your tools? What are some physics concepts to consider

when thinking about the function of the wind turbines?

Wind Energy: Applying a Design Cycle Features of wind turbine to manipulate:

Blade length (by default – weight) Blade pitch Gears Blade shape Number of blades

Physics concepts to consider: Force and Motion Electricity and Circuits Drag (Fluid Dynamics) Mechanical Advantage Torque

Wind Energy: Gear Ratios

What happens when you change the gears you are using?

What can you say about the gear ratio (Nout/Nin)?

This comes from: v = rinωin = routωout

ωin/ωout = rout/rin = Nout/Nin

R = ωin/ωout = Nout/Nin

Wind Energy: Applying a Design CycleBudget: $10,000 for today’s testing Each test you run (turning on the fan and using multimeter) costs $800, Initial costs for each white plastic blade is $200 Initial costs for each balsa blade is $400 To change the shape of a set of blades costs

$100 for 1-3 blades in the set$200 for 4-6 blades in the set$300 for 7-9 blades in the set$400 for 10-12 blades in the set

Step 4: Which of the possible solutions do you choose?

Step 5: Build a prototype

Engineering Challenge Gallery Walk On a white board:

Summarize what you have learned so far about blade unit design. What would be your next steps?

Leave on your table Walk around to get ideas about how other teams addressed this engineering challenge

Step 6: How does it work? Try it and test again.

Step 7: How do you learn from the designs of others?

WIND ENERGY: APPLYING A DESIGN CYCLE What did you learn from other groups that

will be useful in improving your design? What is your hypothesis for improving design

(what will you change and why?)  What variable(s) will you keep constant for

this re-design process? What variable(s) will you investigate next?

Step 8: How can you use your new ideas to improve your design?

Wind Energy: Applying a Design Cycle (Budget Revision)Budget: $15,000 + leftover from 1st attempt Each test you run (turning on the fan and using multimeter) costs $800 Initial costs for each white plastic blade is $200 Initial costs for each balsa blade is $400 To change the shape of a set of blades costs

$100 for 1-3 blades in the set$200 for 4-6 blades in the set$300 for 7-9 blades in the set$400 for 10-12 blades in the set

Redesign Gallery Walk

On a white board: Include your data table Summarize what you have learned about optimizing the blade unit.

Discuss various methods that teams used to address the engineering challenge

Redesign Summary

Which turbine produced the largest power output? How do you think that design was able to produce more power than other designs? What is the “best design”?

Blades Fan Setting

Output

# blades Angle of blades

Shape of blades

Blade Material

Speed

HOW MUCH POWER CAN BE EXTRACTED FROM THE WIND? How does length of blades impact

power output? What does our data tell us? What does the physics tell us? Can you explain the discrepancy

between our data and the physics?

How much power can be extracted from the wind?

• How many blades are best?

• What does your data say?• Aerodynamic efficiency increases with number of blades but with diminishing return• So why do most turbines use three blades?

Redesign Summary

1) How is an engineering design cycle lesson similar to a scientific inquiry lesson?

2) How is an engineering design cycle lesson different to a scientific inquiry lesson?

IRONY?

1 2 3 4

Creativity

Student product and design remains conventional, showing no original thinking. The product does not use a variety of ideas, concepts, or materials.

Student product and design may be conventional, but shows some evidence of original thinking. The product exhibits a variety of ideas, concepts, or materials.

The student’s product design demonstrates creativity and shows original or unique thought processes. The product uses a variety of ideas, concepts, and/or materials.

The student’s product design demonstrates imaginative thinking and shows original and unique thought processes. The product uses unconventional ideas and concepts and uses a variety of materials. Product shows a sense of humor and adventurous thinking.

Design Process

The student did not complete the task. No evidence of the design process being used.

The student used some appropriate resources to complete the task. The student used some elements of the design process.

The student determined appropriate resources to complete the task. The product design shows awareness of resource limitations, time, or space. The student used the design process to complete the task.

The student effectively determined the appropriate resources to complete the task. The product design shows awareness of resource limitations, time, and space. The student used alternative design strategies to accomplish the task in an effective sequence.

Rocket Change & Modifications

The final product exhibits no modification of ideas, adaptations, or improvement of the original toy design. No change from the original design is evident.

The final product shows limited modification of ideas, adaptation, or improvement of the original toy design. A change from the original product may be present and is based on limited scientific understanding.

The final product shows modification or ides, adaptation, and improvement of the original toy design. Some change from the original product is evident and is based on grade level scientific understanding.

The final product shows several modifications of ideas, adaptation, and improvement on the original toy and a willingness to take risks. Change from the original product is evident and based on scientific understanding.

Explanation of scientific process &

Use of data

Scientific explanation of toy performance is not based on scientific evidence.

Scientific explanation of toy performance is based on some claims supported by scientific evidence. Limited data is expressed and may not be legible.

Scientific explanation of toy performance is based on claims supported by evidence. Data is expressed clearly and is legible.

Scientific explanation utilizes descriptive vocabulary of toy performance and is based on claims supported by evidence. Data is expressed in multiple formats and is legible.

Presentation & Performance

Presentation/performance delivery does not reflect understanding of the content. Presentation/performance is not appropriate length or suitable for the audience.

Presentation/performance delivery reflects some understanding of content. Presentation/performance may not be appropriate in length or suitable for the audience.

Presentation/performance delivery reflects appropriate understanding of content. Presentation/performance is the appropriate length and is suitable for the audience.

Presentation/performance and content represents a high level of understanding. Presentation/performance engages and/or captivates the audience. Presentation/performance is the appropriate lengths and is suitable for the audience.

INTRODUCTION TO PLC B

Session 1 • (Review) Reflection of small EDP lesson• Brainstorm

Session 2 • Develop Lesson Plans• Develop Student Assessment

Session 3 • Develop Lesson Plans• Develop Student Assessment

Implement Implement EDP/Physics Lesson in Classroom

Session 4 • Share and Discuss Student Work• Posters