pud mini‐grant winners...new solar energy books from pud grant on display. actual solar panels of...

PUD MINI‐GRANT WINNERS

Snohomish County PUD 2009‐10 Mini‐Grant Winners 2

Solar Cars By William Catey and Karla Henning

Grade Level: 4th Grade School District: Archdiocese of Seattle Catholic Schools School Name: St. Mary Magdalen School School Address: 8615 Seventh Avenue SE, Everett, WA 98203 E‐mail Address: [email protected] Phone: 425‐353‐7559

Project Description The solar cars project is a project for the entire 4th grade. There were 41 students who participated in the project. We studied about alternative energy sources and how they can benefit our world.

Learning Objectives The students researched various sources of energy and, in particular, the uses of renewable solar energy. Journals were used to document their research and findings. Before construction of the solar cars, students hypothesized how the cars would work, detailing the benefits and challenges facing the use of solar energy.

Grade Level Expectations Science 2.1 The student knows and applies the skills and processes of science and

technology. Science 3.2 Science in the Social Context – Although people using scientific inquiry

have learned much about energy in nature, more remains to be understood.

Materials Needed Sunny Side Up solar car kits from SunWind Solar Industries for each student.

Method/Design of Project After investigating and learning about renewable energy, we focused on the benefits and challenges we would face using solar energy for automobiles. Solar car kits provided by SunWind Solar Industries were distributed to the students. We inventoried our supplies and read the directions. Using a document camera, I modeled the steps to begin the project. Each student built his or her own car. The directions were very helpful but it required the students to follow the steps carefully and in order.

Evaluation/Assessment The assessment was done by having a quiz that reviewed the benefits/challenges with the use of renewable energy and focused on the solar cars specifically.


Challenges Some of the items provided by the vendor were difficult to work with. I found it very helpful to build one ahead of time to learn where challenges might arise. It required very precise instructions and I had to allow the students to make their own mistakes and evaluate when and how to correct them. Having some spare parts from the previous year was helpful. It would be nice if the vendor could supply extra parts, especially the dowels used for the axles.

Successes/Strengths of Project This was a high interest project. The students were enthusiastic about having the opportunity to build their own car and to test them. Overcoming challenges in building the cars gave each student a chance to experience success. All cars were operational and we raced them on the basketball courts. At the end we had a discussion about how to make the cars more efficient and discussed some of the problems with solar cars as a practical alternative to gas or electric cars.

Budget This project was made possible by receiving 2 Mini‐Grants through Snohomish County PUD. The entire cost of the project was $829.05 for 45 solar car kits.

Photos


Solar Power and EcoFest By Laura Denovan

Grade Level: Kindergarten – 5th grade School District: Arlington School District School Name: Eagle Creek Elementary School Address: 1216 E. Fifth ST, Arlington, WA 98223 Email Address: [email protected] Phone: 360‐618‐6270

Project Description We celebrated Solar Power and hosted an Ecofest at our elementary school. With the PUD mini grant, we purchased solar power books for the library, a solar oven, UV beads and solar paper. The EcoFest was an all‐day event during which the classes rotated around to various ecology‐related stations throughout the school where they learned about clean energy, salmon, watersheds and other environmental issues.

Learning Objectives During EcoFest, the students will learn about a variety of environmental issues, including clean energy, energy conservation, recycling, native plants, salmon and the global impact of a single human being. More specifically the requested materials will be used to teach the students:

• The sun is a powerful energy source. • There are different ways to harness the Sun’s energy. • How the Sun’s energy can be used. • How a solar oven works, including ways to make it more efficient. • How to make a solar oven out of a pizza box. • The effects of the Sun’s position in the sky.

Grade Level Expectations Science 1.1.4 Understand that energy comes in many forms. Science 1.2.5 Know daily changes of the position of the Sun.

Materials Needed With our grant from the PUD, we purchased solar power books for the library, a solar oven, UV beads and solar paper. Other items for EcoFest were funded through donations and a second grant.

Method/Design of Project We put together a committee to plan the EcoFest. We asked local experts to help with some of the stations. We came up with the following stations:


Solar Race Cars Students will learn about solar energy by experimenting with the energy the cars receive from the sun. They will learn how modifying the cars can alter their performance. The will also play with inclines and varying surfaces to find out how the cars are affected. Age: all levels Time: 15‐30 minutes

Now We’re Cooking with Solar Try nachos cooked with only energy straight from the sun. Students will also get a chance to make their own mini solar oven with a pizza box. Age: All levels Time: 30 minutes

Energy Zone in Science Room Fossil Fuels What are they and how were they formed?

Greenhouse Gases Students make their own greenhouse gas molecules with gum drops, while learning where these gases come from and how they contribute to global warming.

Converting Cow Poop to Power Students will find out how taking cow manure from the dairies and turning it in to electricity can save the salmon. They will also learn about the process the manure goes through before it becomes energy.

Wind Energy Students will observe a small wind turbine in action, which will demonstrate how we can capture clean energy from the wind.

Solar Energy New Solar Energy Books from PUD grant on display. Actual solar panels of all sizes lent to us by Outback Solar of Arlington.

Age: 3rd to 5th grade Time: 30 minutes

Salmon Life Cycle Bracelet Students create a salmon life cycle bracelet using eight to twelve beads of their choice. Each bead stands for a part of the cycle in a story they construct. Age: All levels Time: 30 minutes

Folding Paper and Funny Smells Students learn about the salmon lifecycle and create origami animals that salmon meet along the way. They will also learn how salmon find their way around by using their fantastic sense of smell. Age: Grades 2 – 5 Time: 30 minutes


Salmon Anatomy with Gyotaku, Fish Hats and Microscopes Students will practice reading fish scales to determine the age of a salmon. The Japanese art of fish printing is call Gyotaku (Gyo means fish, Taku means print). The Chinese began making fish prints over 600 years ago as a means of recording fish catches. It was developed into an art form by the Japanese. Students will combine science and art as they practice a traditional means of recording data. The fish prints are done with rubber fish. Age: Grades 2 – 5 Time: 30 minutes

Hooks and Ladders Game Students simulate Pacific salmon and the hazards faced by salmon in an activity portraying their life cycle. Students go through an obstacle course and role play salmon, predators, fishing boats and turbines of dams. Age: All levels Time: 30 minutes

Composting and Worm Bin Demonstration An instructional board is shown with directions on how to make a compost pile. Students will get a chance to experience an actual compost pile and will have a chance to turn the pile over, to learn how to care for compost. Students will learn how to make and use a worm bin. They will also find out what worms can do for us. Kids will get a chance to hold a worm. Age: All levels Time: 30 minutes

Native Plants Lurking in the Woods Mr. Waite’s students and 3rd grade classes will lead other classes on a tour of the treasures in the woods next to the playground. Students will learn how to identify native plants and why they are important. Age: Grades 2 – 5 Time: 30 minutes

Watershed Demonstration Presented by Danilo Rodriguez with the Snohomish Conservation District. The interactive EnviroScape model provides opportunities for two demonstrations: How water pollution occurs and how you can prevent water pollution in a watershed. Through hands‐on activities and brainstorming, students are given the chance to indicate what types of pollution occur during different activities (farming, timber harvesting, residential, industrial, etc) in a watershed. Then it rains!...and they can see how all these activities can contribute to the demise of the water bodies that drain the watershed. The opportunity then arises for the students to fix the pollution problems and to see, when it rains again, if their ideas actually help or if there is more that needs to be done. Age: all levels Time: 30 minutes (10 minutes needed between sessions for cleanup and prep)


All About Recycling By participating in a relay race, students will learn which items can be recycled and which items belong in the trash. Participants will race to sort a pile of items into their appropriate bins. They will discover what happens to the plastic bags that are recycled and just what is a “Super Sandwich Bale”. Students will also learn what can be recycled and where. They will play a matching game to find out what products can be made from recycled materials. Age: All levels Time: 30 minutes

Recycled Art We provide the students with plastic tub lids, sharpie markers, recycled strips of material and a small cut‐out picture of the world, sun, light bulb, water drop. Using the materials they can create a hanging decoration by coloring the world, gluing it to the plastic lid and writing a slogan such as "Take Care of your Planet" or Make Every Day Earth Day" with the Sharpie's. Age: All levels Time: 15 ‐ 30 minutes

Down At the Creek Fourth graders will have the opportunity to take a walk down to Eagle Creek. They will learn about the creek and the animals that live in the vicinity. They will also have a chance to learn about the restoration project and plant a tree. Age: 4th graders Time: 60 minutes

Evaluation/Assessment We asked for feedback from students, teachers and parent volunteers. They told us what were the best parts and the worst parts of EcoFest.

Challenges The main challenge of this project was getting volunteers to help with the event. The date for the event (Earth Day) presented another challenge, in that many of the experts were busy with their own events. We also should have scheduled EcoFest for later in the year so that we would have a higher chance for sun. As it was, the sun didn’t come out until the afternoon, so the morning sessions weren’t able to make full use of all of the solar items.

Successes/Strengths of Project The biggest success of this event was that the teachers and students loved it. The students had fun learning about solar power and the environment. The UV Beads may have been the most popular item of the entire day! Many of the teachers incorporated the subjects of EcoFest into their lesson plans surrounding the event.


Budget

Material(s) or services to be purchased Vendor/Merchant Price (including tax & shipping)*

Sport Solar Oven & Reflector Solar Oven Society $190.91 UV Beads ‐ 3000 Beads Assorted Colors 54.95

Educational Innovations Inc. $60.45

Nature Print Paper 7.5" x 5.5" sheets (Pkg of 40) x 10


Press Print Frame Holder (pkg. of 4) x 2 6.95 before tax and ship


Clean energy by Peggy Hock Follett $15.16 Energia solar by Tea Benduhn Follett $17.92 Energy alternatives by Robert Snedden Follett $23.85 Harnessing Power from the Sun by Niki Walker

Follett $21.67

Solar power by Tea Benduhn Follett $17.92 TOTAL $483.61

Photos


Looking at Energy with Electric Snap Circuits By Kitten Vaa

Grade Level: 3rd and 4th Grade School District: Edmonds School District School Name: Beverly Elementary School Address: 5221 ‐ 168th ST SW Email Address: [email protected] Phone: 425‐431‐2023

Project Description Students built electrical circuits and other battery‐powered projects using snap circuits to enrich their learning on the concept of energy and energy transformation. Students built projects such as a fan motors, alarm, and activated sound. Students discovered how electrical energy moves and can change into other forms of energy. Students demonstrated their understanding by creating a diagram and description of energy and how energy transforms in their project. These projects were shared at Open House at Beverly.

Learning Objectives Students will:

• Explore and create a variety of different circuits and devices. • Understand that electric circuits require a complete loop through conducting

materials in which an electric current can pass. • Build their own circuit project • Describe how electrical energy is transferred from one place to another, and

how it is transformed from electrical energy to different kinds of energy in the circuit created.

Grade Level Expectations 2‐3 PS3A Heat, light, motion, electricity and sound are all forms of energy. 4‐5 PS3A Energy has many forms, such as heat, light, sound, motion and electricity. 4‐5 PS3B Energy can be transferred from one place to another. 4‐5 PS3E Electrical energy in circuits can be changed to other forms of energy,

including light, heat, sound and motion. Electric circuits require a complete loop through conducting materials in which an electric current can pass.

Materials Needed 25 Science Notebooks 10 Snap Circuits SC‐300 40 AA Batteries – Alkaline 25 Safety Goggles


Method/Design of Project

Investigation Objective Lesson Exploring Snap Circuits

*To get familiar with materials *Understand safety guidelines * Understand that electric circuits require a complete loop through conducting materials in which an electric current can pass

‐Focus Question: What do you already know about electricity? ‐Students were shown an example of a snap circuit project as a model ‐Students explored the 101 Project book and discussed what they noticed: *Names of the Projects *Warning signs *Notes *Materials *101 Projects ‐Students pasted in Do’s and Don’t of Building a Circuit and discussed safety ‐Student pasted the Project #1 diagram and wrote a list of materials needed ‐Students set up Project #1 ‐Reflection: Students discussed how energy moved in the circuit. Review open/closed circuits ‐Science Notebooks Reflection: Today we explored snap circuits. I learned… I am wondering…

Circuit Diagram

*Students learn the symbols used in circuit diagrams *Students practice creating a circuit diagram

‐Focus Question: How do electricians communicate their plans to others in an easy to understand way? ‐Glossary: Circuit diagram ‐Paste in Circuit Diagram Symbols and Meanings ‐Look back at Project #1‐ Do you see any circuit diagram symbols? Discuss. ‐Paste in Project #2 ‐Create the circuit diagram for Project #2 ‐ List materials needed for the next day.

Project #2: DC Motor and Switch

* Energy is transformed from electrical energy to different kinds of energy

‐Focus question: How does energy change? ‐Discuss materials needed‐We also discussed the need for safety goggles in this experiment. ‐Build Project #2 ‐Reflection: Today we made a motor and switch. When I turned on the switch…then…I think this happens because… When I turned the switch off…then…I think this happened because… I am still wondering…


Activating Sound with a circuit (Project #3)

* Energy is transformed from electrical energy to different kinds of energy in the circuit created

‐Focus Question: How do the components turn sound on in this electric circuit? ‐Prediction: I think…because I know… ‐List materials needed ‐ Build Project #3 ‐Reflection: Today we activated sound. We activated sound by…I learned …I am still wondering ‐Questions for Norm

Exploring Series and Parallel Circuits

*Students build a series and a parallel circuit *Students discuss the similarities and differences in the way energy moves

‐Focus Questions: How do series and parallel circuits affect a lamp and a fan circuit? ‐Prediction: I think… ‐Build Project 5 and 5‐ Divided class in half. Half the students build 5 and half with 6. Students then teamed up and compared. ‐Data: Box and T‐chart ‐Conclusion: When the lamp and the fan were arranged in a series circuit… When the lamp and the fan blade were arranged in a parallel circuit This is important because… I still wonder…

Choosing a Project Part 1

*Chose a project *List materials needed *Write questions *Predictions

‐Focus Question: What project would you like to do? ‐What components do you need to learn more about? ‐What do you think will happen? ‐What materials will you need?

Choosing a Project Part 2

*Create project * Write a conclusion about their learning

‐Focus Question: What did you learn about the new components? ‐Reflection: I learned…I am still wondering ‐Questions for Norm

Evaluation/Assessment • Student’s Final Project • Student Notebook Reflections


Challenges My first challenge was the timing of when the materials came. I was hoping to use the snap circuits at the end of my Electric Circuits STC kit, but found that we finished early and the materials came later. However, it still worked out well. We reviewed energy and the students were excited to be working with electricity again. Another challenge was when I realized how little I understood about electronics. I discovered that I needed to do some more learning with the kids. The snap circuits have resistors and capacitor that I needed to learn about to help students. I also needed to learn more about the IC units in the kit. However, with this challenge I discovered a great resource at school‐ our custodian, Norm Austin. He is an expert in electronics. So I created a poster for the kids that said “Ask Norm”. When I couldn’t answer a question, Norm would visit our class during our reflection time and help answer students’ questions. This was a great learning opportunity for the students and myself.

Successes/Strengths of Project The snap circuits were very engaging. Students had great questions about electronics and how things work. I think students walked away with an appreciation for electricity and its complexity. I think students now look at their own electronics in a different way.

Budget

Quantity Item Cost Source 5 Snap Circuits SC‐300‐ Elenco Electronics

Inc $221.25 Amazon.com

5 Snap Circuits SC‐300‐ Elenco Electronics Inc

$233.42 Kiddie Toys

100 UltraLast ULA100AAB AA Size General Purpose Battery ‐ Alkaline

$28.88 Amazon.com

Total $483.55

Additional advice for a successful project This is a great addition to the STC Electric Circuit kit. It is helpful if students have science notebooks to record their thinking. In addition, students will need safety goggles for some of the projects with moving parts.


Photos

Students record their thinking in their notebooks. Students recorded their materials, questions, predictions, learnings and wonderings.

Students creating a snap circuit project by following the diagrams in the project books.


Students discovered that when they turned the motor off, the fan would fly like a helicopter. This was a great teachable moment in discussing energy forms and how energy can transfer.

Open House presentation: Students picked a project and wrote a description of what they learned and what they were still wondering.


What ARE Wind and Hydro Powers? What do they DO? Are they GOOD for Washington State?

By Marilyn Hall

Grade Level: 4th Grade School District: Edmonds School District School Name: Terrace Park School School Address: 5409 ‐ 220th ST SW, Mountlake Terrace, WA 98043 Email Address: [email protected] Phone: 425‐431‐3699

Project Description In our class, we completed the regular energy lessons and used extension lessons from the Science and Technology for Children (STC) kit on Electricity. We extended our students’ learning by showing them the use and the technology of a renewable energy source such as wind and water (hydro‐power). Using wind/water energy allowed us to discuss kinetic energy, and how, using technology, we can begin to transfer the energy of the wind and water, into electrical energy that could be sold back to power companies, and that can be used in our homes, classrooms and businesses.

Learning Objectives 1. Students will explore the use of wind/water technology as an alternative to

other sources that produce electricity. 2. Students will become familiar with simple wind/water technology through use. 3. Students will learn vocabulary related associated with wind/water technology. 4. Students will plan and conduct a simple investigation to build a wind or water

turbine and use the storage units to hold the energy generated. 5. Students will employ simple equipment and tools to build each turbine and

measure output. 6. Students will record experiences, and data collected in journals. 7. Students will communicate investigations and explanations to other students in

school through posters and other classroom demonstrations of the wind energy. 8. Students will demonstrate their learning at the school’s Science Night Feb 26th.

Grade Level Expectations 4‐5 PS3B: Energy can be transferred from one place to another. Draw and label

diagrams showing several ways that energy can be transferred from one place to another (e.g., sound energy passing through air, electrical energy through a wire, heat energy conducted through a frying pan, light energy through space).

2. 4‐5 INQF: Models: A scientific model is a simplified representation of an object, event, system, or process created to understand some aspect of the natural world. When learning from a model, it is important to realize that


the model is not exactly the same as the thing being modeled. Create a simple model to represent an event, system, or process. Use the model to learn something about the event, system, or process. Explain how the model is similar to and different from the thing being modeled.

Materials Needed • Wind Power Kit Item #Y810105 by Thames & Kosmos • BOOK: Wind Power Whiz Kid: A Buzz Beaker Brainstorm (Cartoon, Graphic Story)

Kids LOVED this book!!! • Hydropower Science Kit ASIN: B001TGAYU0 by Thames & Kosmos

Method/Design of Project Most of our students are unlikely to be exposed to wind or water technology or these energy concepts through their families. Also, our district does not provide resources for alternative energy source instruction. Our PTA has purchased a weather station for our school this year, and by combining our emerging understanding of the effects, power, and availability of the wind our students will complete this energy study by exploring the other renewable energy source, water power energy. All the classroom groups of students will grow in their presentation skills when they explain and display the generators and wind farms to parents and other students at the science night. They will also demonstrate their learning through the posters they will create to explain and promote renewable energy and post throughout our school. Steps for this project:

Make sure that teachers have the resources (websites, video links, books and kits) and we have discussed the content to be presented.

Introduce wind/water energy and it’s issues to students through an educational video from United Streaming (an online, educational video source our district has a license with for content enrichment)

Take students through the books collected and begin building the concepts of what renewable energy is

Use journals to list questions about wind/water energy Work with kit to build the wind and water power generators

o measure the energy output o explore how to increase the output o use journals to record questions, learning and process used o use journals as assessment for content understanding

Compare information between classes o give students time to talk with each other about success/failure/learning

between the classes o give students time to improve energy output performance

Prepare posters for display throughout the school about renewable energy and its importance and potential

Have students present their turbines (wind and water) at Science Night where families come to see the science fair projects done by students and classes.


Review of information with students Review the journals We will keep the turbines here for next year’s use, and have parent (engineers)

take them apart

Evaluation/Assessment ASSESSMENTS will be in 5 basic areas:

1. When the building of the turbines is done: assessment: Do they work? How well? 2. Teacher anecdotal notes about students work: journals, experiments, final

projects, posters. 3. Journal entries made during the project.

will reflect the questions, learning, outcomes of different ideas presented will also show diagrams reflecting the understanding of the project will show vocabulary gained during the project will show the growth in understanding from the beginning of the project to

its end 4. Posters will reflect the ideas learned during the project

will highlight the main points of building wind/water turbines will be used as talking points throughout the school in preparation for

science night 5. Written test reflecting the academic understanding of the project.

Challenges 1. The number of parts and the directions initially seemed intimidating.

a. Solutions i. Have students work in pairs ii. Have students report out during and at end of work sessions

about successes and solutions iii. Have students show group how to put pieces together (they

watched a student closer than when I did the demo) b. Options

i. Have students read/discuss the directions as a group prior to assembly of that step

ii. Have students write up “clearer” directions for assembly 2. The length of time needed to assemble

a. Students got so excited to try the small sequential types of turbines that they wanted to work longer than the hour I’d planned.

b. Good News/Bad News: There are several different steps to building the hydro turbines that allowed students to experience success sooner than waiting till the end, hence those building the hydro turbines really wanted to keep working.

Storage space of the partially assembled wind turbines needed a “bump” free space so they wouldn’t break.


Successes/Strengths of Project SUCCESSES!! During the project:

1. At the end of the year, in a reflection where I asked the students to name their favorite project, they named the turbines as their favorite project by a large majority. When I asked them why, they said: • We liked getting to put it together and see it work! • We liked the differences between the hydro and the wind turbines…they are

really different, but do the same thing: they use force to create power. • It was fun to put together.

2. When we had all the hydro and the wind turbines together, we really could do some amazing comparisons and contrasts. These comparisons were made with concrete observations, not just reading about them. • Students saw that they both moved by the power of their medium: wind and

water in a concrete way • Students saw through the different ways to build the hydro turbines that

there were different applications • Students saw how clearly the angles of the blades for the wind, really could

change the power output There is an engineering aspect to this project also…both girls and boys enjoyed the construction.

Budget

Material(s) or services to be purchased

Vendor/Merchant Price (including tax & shipping)*

Wind Power Kit Item #Y810105 by Thames & Kosmos

Young Explorers Creative Educational Products $29.99 each $19.95 shipping

$ 281.46 (for 8)

BOOK: Wind Power Whiz Kid: A Buzz Beaker Brainstorm (Cartoon, Graphic Story) Kids LOVED this book!!!

Amazon.com

$ 9.90 New (2)

Hydropower Science Kit ASIN: B001TGAYU0 by Thames & Kosmos

Amazon.com $37.85 each free shipping

$ 206.34 (5)

TOTAL $ 497.70


Additional advice for a successful project Students found the hydro turbines to be more satisfying because they had a number of smaller projects along the way, prior to the big water turbine.

Photos

1. 2.

3.

1. Water driven sawmill: students saw how the water moved the saw converting force of water into power.

2. Students made the water wheel. They first needed to understand the construction steps and gain the skills for the more complex structures, like the sawmill.

3. Students completed the wind turbine. They got the LED light at the end to light up when put in front of a fan.


Hydrogen Fuel Cell Cars By Diane Westfahl, Beth Burns, Laura Nelson, Gail Walters, Stacey Hall

Grade level: 9th grade School District: Everett School District School Name: Henry M. Jackson High School School Address: 1508 ‐ 136th ST SE, Mill Creek, WA 98012 E‐mail Addresses: [email protected] [email protected]

[email protected] [email protected] [email protected]

Phone: 425‐385‐7000

Project Description Our goal was to enhance our energy resources unit by teaching about hydrogen fuel cell technology using model fuel cell cars that are charged by solar panels, allowing students hands on experience with two different alternative sources of power, neither dependant on the power grid. These cars illustrate a new technology and a non‐polluting alternative to burning fossil fuels. This is a very hands on and engaging part of the unit and also is a good platform for teaching energy transfers, transformations, and electrolysis.

Learning Objectives • Students will be able to describe how a hydrogen fuel cell works • Students will be able to describe how a photovoltaic cell works • Students will be able to describe how the solar panel and the fuel cell interact to

make a functioning car • Students will be able to explain the benefits to the local and global environment

and economy in using alternate sources of energy in this energy hungry world that has finite resources

Grade Level Expectations 9‐11 ES2D Identify renewable and nonrenewable resources in the Pacific Northwest

region. Explain how human use of natural resources stress natural processes and link that use to a possible long term consequence

9‐11 LS2F The concept of sustainable development supports adoption of policies that enable people to obtain the resources they need today without limiting the ability of future generations to meet their own needs. Sustainable processes include substituting renewable for nonrenewable resources, recycling, and using fewer resources

Materials Needed Dr Fuel Cell Model Car demo packs sufficient for reasonable sized lab groups. Each demo 5 pack comes with 5 each of the following: car base, reversible PEM fuel cell, solar panel, 2 leads, bottle of distilled water, and stop watch. The demo 5 pack also includes


two measurement boxes and a binder of instructions and lessons. Additional materials from the same source, which proved useful, but were not part of this grant included two hand crank generators, two more single car packs and an additional measurement box. Any meter that can measure amps and volts will work, but the meters from this manufacturer have a couple additional features that make them desirable.

Method/Design of Project Our first step was to review the extensive instructions and lessons included with these materials. We tried out the cars so that we knew how they work and the basics of how to use them. We selected three lessons to pilot. We coordinated among our schedules to share our class set of materials. The three lessons were:

1. Measuring the current produced by a solar panel as the angle at which light hits the panel is varied, supplemented with reading on how solar panels work, and a video on using solar energy.

2. Using the reversible fuel cells for electrolysis to produce hydrogen and oxygen from water and then using that hydrogen to power the cars. (We used solar panels and hand generators as a source of electricity to generate the gases.) We timed how long each car ran on one load of hydrogen using two different surfaces, and measured the distance they traveled so we could calculate an average speed. This lab was supplemented with reading and video on fuel cells and how they work.

3. Determining the efficiency of the process of generating hydrogen and then powering a car using that hydrogen. This lesson was done as a demo in our honors classes. First we measured the voltage, current and time to produce a known amount of hydrogen, allowing us to calculate the energy used to make the hydrogen. Next, we used the same amount of hydrogen to send a current through a simulated electrical load, again noting voltage, current and time, and calculating the energy produced while consuming that same known amount of hydrogen. From these values it is possible to calculate the overall efficiency of the system.

Evaluation/Assessment Formative assessments included reviewing and discussing questions that accompany these labs. These questions allow students to express their understanding of the workings of solar panels, electrolysis, fuel cells, efficiency and implications for future real life applications of each. Summative assessment will consist of questions on the Energy Resources unit test. As we (teachers) gain experience in using these materials, we imagine using these materials in the future as a springboard for projects where students will show their understanding by designing (or imagining) ways of applying alternative energy sources such as solar and hydrogen fuel cells to their everyday lives.


Challenges These materials work well and are durable. After one cycle of use by multiple teachers, all the parts still work! We did have some nervous moments. When the fuel cells are stored with water in them, the fuel cell membranes become water logged, stop working, and need several days to dry enough to function. We had this problem, and are experimenting to see how many hours of being filled with water it takes to impair performance so we can avoid this problem in the future. The directions clearly warn against storing the fuel cells with water in them, so it is (as usual) important to read and follow the directions. Another challenge has to do with how attractive and interesting these materials are to students. Students were tempted to start experimenting with the components, so it is very important to be clear about expectations and consequences. The single power supply purchased in addition to the demo 5 pack seemed to work very well as a fast alternative to the solar panel, but as we were preparing to purchase more, the manufacturer alerted us to problems customers encountered from using these power supplies and recommended against using them with the fuel cells.

Successes/Strengths of Project Students found the fuel cell cars fascinating. They were eager to use them and found it astonishing that the cars essentially ran on water. These activities were engaging because they were hands‐on, very visual, and because they worked. Students could measure the current coming off the solar panels, and if that didn’t convince them that electricity was being generated, they could route it through a light or a motor, and watch those things change as the angle the light hit the solar panels changed. When they hooked the solar panels up to the fuel cell, they could see the gas bubbles forming as electrolysis proceeded, and measure how much hydrogen and oxygen there was. When they hooked their fuel cell with full gas tanks to the car, it went and they could watch the gas amount decrease as the car used it up. Students were amazed at the distance the car would travel on very small amounts of gas. Coupled with explanations of how fuel cells work, these events go from the realm of “magic” to down to earth examples of technology that may be available to us all in the near future.

Budget The following materials were purchased through the Snohomish PUD Energy Grant Program: DrFuelCell Model Car SKU#80040 Fuel Cell Store $ 1,125.00 (it is a 5 pack) Power Supply X1 Fuel Cell Store $ 25.00 TOTAL AMOUNT $ 1,150.00

After getting to know the materials purchased through the Snohomish PUD Energy Grant Program, we realized it would be easier to implement this project if we had a few more things. Our science department purchased the following additions using a PTSA grant and department funds:


Dr Fuel Cell Model Car – Demo #80038 two of these single car sets $ 398.00 Dr Fuel Cell Hand Generator #80048 two of these $ 164.00 Dr Fuel Cell Load Measurement Box one of these $ 97.00 Seven 100 watt PAR light bulbs $ 41.93 Shipping and handling plus tax $ 62.00 Total for additional materials $ 762.93 Total for the entire project: $ 1912.93

Additional advice for a successful project The solar panels work best with the kind of bulbs recommended by the manufacturer, 100‐120 watt PAR bulbs, pricey but hopefully long lived. You will also need lamp bases that can support the weight of these bulbs. The solar panels in conjunction with the recommended bulbs take approximately 10 minutes to generate a full tank of hydrogen gas. The hand crank generators available from the same source actually do the same job more quickly. We purchased two and they have been useful, both as a source of electricity for electrolysis, and also as an example of energy transformation. In order to do some of the lessons included with these materials, three more leads with banana jacks are required per car than are included with the demo kits. We will probably make or purchase more.

Photos


Raising Salmon By Heidi Finley

Grade Level: 5th Grade School District: Lake Stevens School District School Name: Glenwood Elementary School Address: 2221 – 103rd Avenue SE, Everett, WA 98205 E‐Mail Address: [email protected] Phone: 425‐335‐1510

Project Description We studied the lifecycle, behaviors, and structure of many animals relating it to the new science standards. We brought salmon eggs into our classroom to watch the lifecycle of salmon, recorded our observations and studied the ecosystem in which salmon live.

Learning Objectives • To give students an opportunity to see firsthand the lifecycle of a salmon. • Identify the characteristics of salmon, their local ecosystem, and lifecycle. • Monitor the salmon tank and understand the factors affecting the salmon. • Understand how individual decisions and actions impact the environment.

Grade Level Expectations 4‐5 LS1B Each animal has different structures and behaviors that serve different

functions. * List parts of an animal’s body and describe how it helps the animal meet its basic needs (e.g., the bones support the body so it can move; the blood carries food and oxygen throughout the body). *Describe the function of a given animal behavior (e.g., salmon swim upstream to spawn, owls hunt at night when prey are vulnerable).*a

4‐5 LS2D Ecosystems can change slowly or rapidly. Big changes over a short period

of time can have a major impact on the ecosystem and the populations of plants and animals living there. * Apply knowledge of a plant or animal’s relationship to its ecosystem and to other plants and animals to predict whether and how a slow or rapid change in the ecosystem might affect the population of that plant or animal.*a


Materials Needed • Lee’s Aquarium & Pet Products – Premium Under‐gravel filter for 40/55 gallon

tank • Whisper Air pump 100 – up to 100 gallons • 50 lbs of grey gravel (2 bags) • Prime ‐ Dechlorinator 16.9 oz bottle • Lee’s Gravel vacuum siphon • Digital Horizontal LCD Aquarium thermometer • 2 dip nets – 5” width • Elite Battery operated air pump • 55 Gallon Aqueon Tank • Lee’s Air Line Tubing 25 ft • Versa Tops Hinged Aquarium cover (need 2) 24”top • Aquatic Fundamentals 55 Gallon Upright Aquarium Stand

Method/Design of Project 1. Students conducted research to learn what is needed to raise salmon in the

classroom and the students assisted in setting up the tank. 2. Students learned about local salmon species and their ecosystem through

reading, research, and hand on activities that the teacher learned about at the Project Wet Teacher Workshop and Salmon in Your Backyard Teacher Workshop.

3. We raised the salmon eggs to fry in the tank. This includes the day‐to‐day monitor and maintenance of the environment. Students kept a class graph of this information to assist in the monitoring.

4. With the help of Surface Water Management, we took a field trip to release our salmon. Our field trip included a stop at Catherine Creek where we tested water quality with traditional chemicals, bugs, and learned about the stream ecosystem. We then traveled to Spencer Island to observe the Estuary. From there we traveled to Legion Park to view and observe Puget Sound. This field trip allowed us to follow and understand the trip that salmon make to the sea.

5. Students created a Salmon investigation to portray all the information that they learned about Salmon. This included information about salmon lifecycle, ecosystem, cultural and historical significance, human environmental interactions, and how the choices that they make affect salmon.

6. Participation in the Social Studies CBA: You Decide. 7. Thank you letters to all that helped make this project possible.

Evaluation/Assessment • Final Salmon Investigation • Social Studies CBA: You Decide • Evaluated on their knowledge of the salmon’s lifecycle, ecosystem, behaviors,

and structure on traditional assessments


Challenges • Keeping the Salmon alive during spring break. (I have learned that we will release

the salmon before spring break from now on.) • Changing out the water as soon as they start eating. It took some trial and error to

see how much needs to be taken out and how often.

Successes/Strengths of Project • Students gained a great appreciation for salmon. • Students also enjoyed raising the salmon. Watching the salmon grow from eggs to

swimming eating fish was highly interesting to them. • The opportunities to see local places and understand how everything works

together and affects the salmon.

Budget Lee’s Aquarium & Pet Products – Premium Under‐gravel filter for 40/55 gallon tank

Bridges Pet $48.86

Whisper Air pump 100 – up to 100 gallons

Bridges Pet $35.83

50 lbs of grey gravel (2 bags) Bridges Pet $36.90 Prime ‐ Dechlorinator 16.9 oz bottle Bridges Pet $18.45 Lee’s Gravel vacuum siphon Bridges Pet $27.14 Digital Horizontal LCD Aquarium thermometer

Bridges Pet $2.16

2 dip nets – 5” width Bridges Pet $3.24 Elite Battery operated air pump Bridges Pet $11.95 55 Gallon Aqueon Tank Bridges Pet $135.74 Lee’s Air Line Tubing 25 ft Bridges Pet $5.42 Versa Tops Hinged Aquarium cover (need 2) 24”top

Bridges Pet $32.58

Aquatic Fundamentals 55 Gallon Upright Aquarium Stand

Petco Online (offers free shipping) http://www.petco.com/product/101396/Aquatic‐Fundamentals‐55‐Gallon‐Upright‐Aquarium‐Stand.aspx

$108.59

TOTAL AMOUNT $466.86

Additional Advice for a Successful Project Make sure to release your salmon prior to a long break.


Photos


Books and Audio Visual Materials to Support Foss Air and Weather and Solids and Liquids Science Kits

By Jo Anne Bedlington

Grade Level: 1st grade School District: Lake Stevens School District School Name: Highland Elementary School Address: 3220 – 113th Avenue NE, Lake Stevens, WA 98258‐9573 E‐mail Address: [email protected] Phone: 425‐335‐1585

Project Description A classroom library of read aloud books, a DVD, a VHS video, and leveled books for independent reading were purchased to support our two Foss Science kits: Air and Weather and Solids and Liquids.

Learning Objectives Using the books, our science kits, and the audio‐visual materials, the students will learn that:

1. Water comes in three forms: a liquid, a solid, and a gas. 2. Water is a natural resource that all living things need. 3. The children will learn about the properties of a liquid. 4. Children will learn that the snow they see on a mountain may one day be the

water that they drink. 5. Children will learn that clouds are made up of water droplets. They will learn

how this is part of the water cycle. 6. The children will learn why they may see a rainbow when it rains. 7. The children will learn about the versatility of water and its many uses. 8. The children will learn that by cooling water it can become a solid and by heating

water it can become a gas. This will give them an understanding of the transformation of water.

9. The children will learn ways to conserve our water. 10. Lakes, rivers, and oceans are a habitat for a variety of animals, plants, and sea

life. They will learn ways to protect these habitats from being polluted.

Grade Level Expectations K‐1 EALR 4 Physical Science‐Students are expected to predict the shape that water

will take in a variety of different containers. K‐1 EALR 4 Life Science‐Students are expected to communicate ways that humans

protect habitats and/or improve conditions for the growth of plants and animals that live there.


Materials Needed Water Books, VHS tape and DVD

Method/Design of Project I sent an e‐mail to my team members listing the materials and letting them know they were available for their use. I put all of the books in a tub for the students’ availability to use. My students use these books for independent reading. These materials support our Foss Science Units on Air and Weather and Solids and Liquids.

Evaluation/Assessment My students made a Science Journal for their Air and Weather Unit and they completed experiments for their Solids and Liquids Unit. These were used for evaluating their understanding to help meet the GLE’s for science.

Successes/Strengths of Project The additional books and audio‐visual materials were added to our classroom library. By having an independent reading time using the books, the students were able to do some exploration on their own by looking at the pictures and reading books at their level. I believe that children need different materials and activities to learn. These new materials gave the students a better understanding of the uses of water, its importance, and ways to conserve this valuable resource.

Budget Books: The Magic School Bus, Wet all Over $3.99 Water, by Christin Ditchfield $6.95 Water Everywhere (Level 2), by Jill Atkins $3.99 Water, Water Everywhere (Reading Rainbow) by Mark J. Rouzon and Cynthia Overbeck

Bix $6.95 Water Pollution, by Rhonda Lucas Donald $6.95 Where do Puddles Go? (Rookie Read) by Fay Robinson $5.95 Solids, Liquids, and Gases (Rookie Read) by Ginger Garrett $5.95 Follow the Water from Brook to Ocean, by Arthur Dorros $5.95 Rain, by Robert Kalan $3.99 Water, Frank Asch $3.99 Turtle Splash! Countdown at the Pond by Cathryn Falwell $5.95 The Science Book of Water by Neil Ardley $2.50 The Everything Kids Science Experiments Book by Tom Robinson $7.95

VHS Tape: The Magic School Bus Makes a Rainbow $6.95

DVD: The Magic School Bus Catches a Wave $9.95

The approximate TOTAL cost of the project was about $104.00


NLMS 6TH Grade Solar Cars By Robin Burn, Derek Drube and Anne Wicklund

Grade Level: 6th grade School District: Lake Stevens School District School Name: North Lake Middle School School Address: 2202 ‐ 123rd Avenue NE, Lake Stevens, WA 98258 Email Addresses: [email protected],

[email protected], [email protected]

Phone: 425‐335‐1530

Project Description After teaching 6th graders about energy, energy transfers, friction and work they were put into design teams and challenged to build a solar car that maximized power produced and minimized power used.

Learning Objectives At the end of this lesson students should be able to:

1. Connect a photovoltaic panel to a motor and run the motor forwards and backwards.

2. Identify factors that affect the performance of a solar car including friction, position of the axles, and weight of the car.

3. Define and correctly use the following vocabulary words: voltage, current, photovoltaic cell, chassis, conductor, and axle.

4. Identify the optimum angle of the sun’s rays to a photovoltaic cell and explain why.

5. Understand that the transportation systems that emerge in the 21st century will be defined largely by the choices, skills and imaginations of their generation.

6. Demonstrate the ability to design, test, redesign, problem solve and follow through on developing a competitive solar sprint race car.

7. Explain why a solar photovoltaic panel is like a battery.


Grade Level Expectations

Content Standards Performance Expectations Students know that: Students are expected to: 6‐8 INQA Question

Scientific inquiry involves asking and answering questions and comparing the answer with what scientists already know about the world.

Generate a question that can be answered through scientific investigation. This may involve refining or refocusing a broad and ill‐defined question.

6‐8 INQE Model

Models are used to represent objects, events, systems, and processes. Models can be used to test hypotheses and better understand phenomena, but they have limitations.

Create a model or simulation to represent the behavior of objects, events, systems, or processes. Use the model to explore the relationship between two variables and point out how the model or simulation is similar to or different from the actual phenomenon.

6‐8 APPA People have always used

technology to solve problems. Advances in human civilization are linked to advances in technology.

Describe how a technology has changed over time in response to societal challenges.

6‐8 APPC Science and technology are

interdependent. Science drives technology by demanding better instruments and suggesting ideas for new designs. Technology drives science by providing instruments and research methods.

Give examples to illustrate how scientists have helped solve technological problems (e.g., how the science of biology has helped sustain fisheries) and how engineers have aided science (e.g., designing telescopes to discover distant planets).


Content Standards Performance Expectations Students know that: Students are expected to: 6‐8 APPD The process of technological design

begins by defining a problem and identifying criteria for a successful solution, followed by research to better understand the problem and brainstorming to arrive at potential solutions.

Define a problem that can be solved by technological design and identify criteria for success. Research how others solved similar problems. Brainstorm different solutions.

6‐8 APPE Scientists and engineers often work together to generate creative solutions to problems and decide which ones are most promising.

Collaborate with other students to generate creative solutions to a problem, and apply methods for making trade‐offs to choose the best solution.*a

6‐8 APPF Solutions must be tested to determine whether or not they will solve the problem. Results are used to modify the design, and the best solution must be communicated persuasively.

Test the best solution by building a model or other representation and using it with the intended audience. Redesign as necessary. Present the recommended design using models or drawings and an engaging presentation.*b

6‐8 PS1A Average speed is defined as the

distance traveled in a given period of time.

Measure the distance an object travels in a given interval of time and calculate the object’s average speed, using S = d/t. (e.g., a battery‐powered toy car travels 20 meters in 5 seconds, so its average speed is 4 meters per second).*a Illustrate the motion of an object using a graph, or infer the motion of an object from a graph of the object’s position vs. time or speed vs. time.


Content Standards Performance Expectations Students know that: Students are expected to: 6‐8 PS1B Friction is a force that acts to slow

or stop the motion of objects. Demonstrate and explain the frictional force acting on an object with the use of a physical model.

6‐8 PS1C Unbalanced forces will cause changes in the speed or direction of an object's motion.

Determine whether forces on an object are balanced or unbalanced and justify with observational evidence. Given a description of forces on an object, predict the object’s motion.*c

6‐8 PS1D The same unbalanced force will change the motion of an object with more mass more slowly than an object with less mass.

Given two different masses that receive the same unbalanced force, predict which will move more quickly.

6‐8 PS3A Energy exists in many forms: heat,

light, chemical, electrical, motion of objects, and sound. Energy can be transformed from one form to another and transferred from one place to another.

List different forms of energy (e.g., thermal, light, chemical, electrical, kinetic, and sound energy). Describe ways in which energy is transformed from one form to another and transferred from one place to another (e.g., chemical to electrical energy in a battery, electrical to light energy in a bulb).

6‐8 PS3E Energy from a variety of sources

can be transformed into electrical energy, and then to almost any other form of energy. Electricity can also be distributed quickly to distant locations.

Illustrate the transformations of energy in an electric circuit when heat, light, and sound are produced. Describe the transformation of energy in a battery within an electric circuit.


Materials Needed Purchased by grant:

• Solar powered car kits from SunWind

Provided by teacher: • Sand paper • Drill • Various tools: needle nose, pliers, saw • Hot glue gun • Rubber bands

Method/Design of Project 1. Introduce the concept of alternative energy resources and the need to develop

them. 2. Teach the “From Sunlight to Electric Current” lesson that introduces to the

students to Ohm's law, how photovoltaic cells work, and conservation of energy. 3. Put students into design teams and assign jobs and roles for each member. 4. Present a power point that explains their challenge of building a solar sprint car.

Show a video(s) about the Junior Solar Sprint contest http://www.youtube.com/watch?v=12mAEyebxnQ, http://www.youtube.com/watch?v=G‐GTIovDoCQ, http://www.teachertube.com/viewVideo.php?video_id=107115&title=Junior_Solar_Sprint_Program and the college solar car competition http://www.cstv.com/cstv/programming/solarcar/ to motivate students for the project.

5. Use the step by step 14 class lessons from the website Chimacum School District No. 49 Junior Solar Sprint, http://eagle.csd49.org/middle/jss/Course_Instr.htm , to guide students through the brainstorming, design, prototyping, test runs and presentation of their solar sprint car.

6. Students present their project journals and car to the class. 7. Culminating event: North Lake Middle School Solar Sprint Car Race. Each class

will race their cars and each class winner will compete in the final Solar Sprint Car Race.

Evaluation/Assessment 1. Performance of student groups cars 2. See attached quiz.

Challenges 1. Some weather issues. 2. Coordinating among all the 6th grade science teachers to determine best time to

build cars. 3. Some common group project issues, such as absent student.


Successes/Strengths of Project 1. Students were highly motivated by the project. 2. Great culminating hands on activity for our Energy, Machines and Motion unit. 3. Students became problem solvers, learned the design process and really enjoyed

it.

Budget SunWind solar car kits: $1500.00

Solar Quiz 1) Energy Transfer in the Solar Car System: (energy types: chemical, nuclear, motion, sound, light, electrical, thermal)

The sun transfers ________ energy to ________ energy

The photovoltaic cell transfers ________ energy to ________ energy

The motor transfers ________ energy to ________ energy

The transmission transfers ________ energy to ________ energy


2) Write a conclusion based on the tests of your solar car. • What happened? (Which car went fastest) • Include Evidence (Fastest Time, Slowest Time) • Compare Data (How much faster did the faster car go than the slower car)

3) Write a discussion based on the tests of your solar car

• Make a claim (Which car went fastest and why) • What are some possible errors in your tests? • What future test would you want to do if you could?

4) Why is using a photovoltaic cell better than using a battery to power the car? 5) Why would using a battery be better than using a photovoltaic cell to power the car?


Solar Energy Pros: • No Pollution — Solar power does not release carbon dioxide, sulfur dioxide, nitrogen

oxide nor mercury into the atmosphere. It does not burn fuel and generates no emissions.

• The Noise Factor — They are silent and have no moving parts. The production of energy from the use of fossil and some renewable fuels (e.g. wind turbines) can be noisy, yet solar energy produces electricity very quietly.

• Remote Locations ‐ One of the great pros of solar energy is the ability to harness electricity in remote locations that are not linked to a national grid. A prime example of this is in space, where satellites are powered by high efficiency solar cells.

• The installation of photovoltaic cells in remote locations is usually much more cost effective than laying the required high voltage wires.

• Saves you Money — After the initial investment, since you’ll be using less energy, your utility bills will be much lower and often times there won’t be an amount due at all.

• It’s Sustainable and Renewable — Fossil fuels such as coal, oil and natural gas are non‐renewable and dwindling. Solar energy will never run out.

Solar Energy Cons: • Cost ‐ The major con of solar energy is the initial cost of solar cells. Currently, prices of

highly efficient solar cells can be above $1000, and some households may need more than one. This makes the initial installation of photovoltaic cells very costly.

• Not 24 hours ‐ Solar energy is only able to generate electricity during daylight hours. This means for around half of each day, photovoltaic cells are not producing energy for your home.

• Climate Variability — Although solar energy can be used in most climates, the number of hours of sunlight will determine the number of panels you’ll need and what the wattage of power will be.

• Weather and pollution ‐ The weather can affect the efficiency of solar cells. Pollution levels can affect a solar cells efficiency, this would be a major con for businesses or industry wishing to install photovoltaic cells in heavily polluted areas, such as cities

• Aesthetics — Photovoltaic cells take up quite a bit of roof space and to some and aren’t pleasant to look at.


Water Quality Testing By Autumn Morrison

Grade Level: 4th and 5th grade School District: Lake Stevens School District School Name: Skyline Elementary School Address: 1033 ‐ 91st Avenue SE, Everett, WA 98205 E‐mail Address: [email protected] Phone: 425‐335‐1520

Project Description This project allowed students to make scientific observations while testing the quality of water from a variety of sources near their homes. Students made connections about the impact that humans can have on the environment while improving their scientific inquiry skills.

Learning Objectives • Students will collect water samples from a variety of local sources • Students will test the samples for pollutants and other dissolved materials • Students will learn where our local water sources are • Students will understand their impact on local water resources • Students will learn ways in which to keep water clean as well as how to conserve it

Grade Level Expectations 2‐3 ES2A Water plays an essential role in earth systems, including shaping landforms 4‐5 LS2F People affect ecosystems both positively and negatively

Materials Needed • Investigating Water Pollutants Kit • Hand Lenses • Plastic Dual Scale Thermometers • Plastic Vials with Lids • Delta Science Readers – The Water Cycle (24) • What’s It Like Living Green • Projects for a Healthy Planet • Just Add Water Science Projects • Water Pollution • Pollution Problems and Solutions • The Water Cycle


Method/Design of Project 1. Students collected water samples from a variety of sources close to their homes, then

observed and described the color, clarity, and temperature of the water. 2. We used those samples to perform a variety of investigations such as testing for

dissolved solids, checking the pH, and checking for dissolved oxygen. While we were testing for these substances, we used the curriculum to understand what our test results meant.

3. Students read and discussed curriculum materials about the location of our local water sources, possible pollution sources in our area, and ways to conserve our local water resources. We supplemented with materials obtained through the PUD such as the “Let’s Learn About Using Water Wisely” activity book and shower timers. We also scheduled a classroom presentation on Hydropower through the PUD.

4. Students read and discussed curriculum materials about ways in which to improve local water quality.

5. Students took a field trip to Kayak Point and did a water quality investigation on water sources located during the trip.

6. Students returned from the field trip and continued water quality testing from water sources from the field trip.

7. Students worked in teams to write proposals on ways in which to clean up and conserve local water sources.

Evaluation/Assessment • Students have been responsible for keeping a science notebook to record all activities • Students have been assessed on the quality of their observations as well as the use of

the scientific method in their notebook • Students will be assessed with a quiz at the end of the unit to check for understanding • Students will be assessed on their understanding of the subject as evidenced through

their final water quality proposal

Challenges • Finding a wide variety of water sources • Using the chemical analyses in the kits • Students have a hard time relating observations to their own lives/activities

Successes/Strengths of Project • Students are proficient observers • Students have more awareness of their own impact on the environment • Students have developed a love for scientific inquiry


Budget

Investigating Water Pollutants Kit $ 70.54 Hand Lenses $ 31.92 Plastic Dual Scale Thermometers $ 40.15 Plastic Vials with Lids $ 5.04 Delta Science Readers – The Water Cycle (24) $ 141.12 What’s It Like Living Green $ 14.99 Projects for a Healthy Planet $ 9.85 Just Add Water Science Projects $ 7.95 Water Pollution $ 6.95 Pollution Problems and Solutions $ 11.01 The Water Cycle $ 8.95 TOTAL $ 348.47


What Happens When the Oil Runs Out? By Mike Fitzpatrick: Manufacturing – engineering ‐ robotics

Team Tarra Patrick Math / District Stem team Katherine Jordan Science / Robotics Paul LaGrange World History – Website Design – Building IT Tech Matt Chonka Science ‐ Robotics Starr Yocum Manufacturing para‐pro Grade Level: 9‐12th School District: Marysville School District #25 School Name: Arts and Technology High School School Address: 7204 ‐ 27th Avenue NE, Marysville 98270 E‐Mail Address: [email protected] Phone: 360‐653‐0664

Project Description To be upfront ‐ as we progressed in this STEMM project, (new to our school), it grew well beyond the original grant goals. When we applied we intended to explore generating electricity by building permanent magnet dynamos then have volunteer students invent new ways to power them in our community (on exercise equipment, or home‐made wind generators and so on). It was a start‐up activity. For a final event we would have outside judges come and choose meritorious projects for prizes.

But it soon became obvious that what we had a gem of a project with amazing learning opportunities reaching far beyond the original vision. While it began with energy awareness it became a project to ready our students for the future and to enmesh them in their entire education. We foresaw these activities in our original planning but they weren’t supposed to occur this year.

The PUD grant was originally intended to fund the project in entirety, buying wire, power supplies and other hardware (which we did purchase) but it morphed into the seed of a much bigger inquiry learning activity. In summary, the essential question – “What happens to society when the oil runs out?” has turned into a multi‐year theme for our budding STEMM efforts at our High School. We are so grateful for the turbo‐boost that the PUD grant provided. A member of our team, Paul LaGrange said it best, “The future won’t become an apocalypse if we prepare students now”.

Learning Objectives Original 1. Learn about electrical generation ‐magnetism and induction.

2. Awareness of future rate paying conservation citizenship. Final 1. Awareness of future issues regarding dwindling energy resources 2. Future citizens ready to adapt

3. Create a STEMM project that involves entire school (2011) in the social as well as technical issues of energy in the future.


Grade Level Expectations Reading EALR 3: GLE 3.1 Read to Learn New Information – Technical Science EALR 2: GLE 2.1 Inquiry: Develop knowledge and skills to do scientific inquiry Math EALR 5: GLE 5.1 Relate concepts & procedures within mathematics (technical data) Writing EALR 2: GLE 2.3 Writes in a variety of forms 2.3.1 Persuasion (public display)

Materials Needed • Enameled magnetic wire (PUD Grant) • Magnets (program budget) • EMF experimental kits (2) (PUD Grant) • Posters presentation boards (Provided by Future of Flight Foundation) • Various implements to demo inventions (Program budget and student provided) • Power supplies – scientific (program budget)

Method/Design of Project 2009 – Our team met with Future of Flight’s Innovative thinking team 2010 – October – November

Bought supplies – wrote rubric for generators – Discussed brush and brushless devises Began testing student generators December

• Team meetings revealed greater potential • Began planning conservation and adaptation projects with students. The Tesla motors

company brought two Tesla roadsters to our school. • ITT Tech joined the project with scholarship money awards for student ideas to be

judged in May! At this point we have three partnerships ITT Tech, Future of Flight and PUD, the project continues to grow.

• Two students enter their invention (paperless fast food process) in national Igniting Creative Energy contest. Made early bird first cut awards – did not win final prize.

• Note – at this point it became pretty free‐wheeling, non‐structured as to objectives: We told the students there were no bad ideas as long as they addressed the question and they either conserved or created energy in a new way. Students could use an existing technology but applied in a new way.

• With 35 students, we visited the Future of Flight for a presentation by Barb Salo, their Director of Innovative Thinking, about an invitation to come and present our ideas for Earth Day.

• We began creating college level posters, brochures and models of our ideas. February – March

• The STEMM team broke out groups to work on their posters, construction, impact and presentation.

• Wind breakers were funded for each student participating in the activity (photo) April 22– 17

• Displays were the central feature for Earth Day at the Future of Flight’s Gallery.


April 30 • David Redding LEED certified architect speaks to student body about Sustainable

Architecture. May 14

• Final judging of invention displays.

Evaluation/Assessment There was no grade or assignment associated with this activity which would be the typical benchmark. All students and faculty were volunteers. We did this to demonstrate to the district and our entire faculty, how well inquiry and hands on learning works to engage students and to begin Co‐Op STEMM activities at our school. Jenni Lamarca PUD Ed. Department came and saw the result. We received many compliments.

The student posters represent the benchmark outcome both for reading and writing. Many but not all ideas also required math and science inquiry. I offer them as the final assessment – students were engaged and I am positive what they each learned, although different for each student, will last a life‐time. Real learning occurred.

Again – as the project evolved, objectives became a moving target. We did teach the students about electrical generation and conservation but the greater result became awareness of a major issue facing future generations – how can we ready ourselves to adapt to the day when the oil runs out?

Challenges Doing a project of this nature had three hurdles:

1. Student follow through. Students require a lot of checking‐in and scaffolding. 2. Time for teaching team to meet. We have a pretty good forum on our domain but it’s

not the same as face‐to‐face. By their nature, each teacher had a club or other activity that pretty well made it impossible to meet during or after school. The only way we could regularly meet was early mornings on our own time.

3. Finding student cross‐over between teachers. Ultimately we choose manufacturing students as the core members, then they found which team teacher they had.

Budget • Enameled magnetic wire (PUD Grant $46) • Additional magnetic wire $98 • Ceramic Magnets $100 (Lowes) • EMF experimental kits $250. • Posters presentation boards (Provided by Future of Flight Foundation) • Various implements to demo inventions (Program budget and student provided) • Power supplies (2) – $270 total (could do with one)

Additional advice for a successful project • I would strongly recommend the original project – making permanent magnet

generators (they can be motors as well) would be an ideal science class project in 5‐7


grade. I even got thrill when mine worked. Making a pinwheel driven by a blow‐dryer, ours made electricity.

• You could also expand the greater question in higher grades. • Nearing the end we discovered that some of the most powerful magnets made (rare

earth) are in computer hard drives – our IT department has stacks of outdated computers ready to go to the recycler – we were able to get them.

• Next year we are looking at creative block scheduling whereby we team up in twos, I get the kids one day for a block and my STEMM team‐mate gets them the next day.

Awards • “What happens when the oil runs out?” had its final activity Saturday May 22, at the

Future of Flight Gallery at Paine Field. 1st and 2nd prize awards were given in 5 categories by Mr. Kent Moeller – Program Leader for GE Aviation at Boeing, and the Exhibits Chair for the Future of Flight’s Foundation and by Ann Averil on their Education Committee.

• Culminating a yearlong investigation all by volunteer students, 18 impressive student presentations were on display for Earth Day April 22 and then at Arts and Tech High on May 14th. Judges from Boeing and the Future of Flight, made self‐described, “very difficult decisions” in each category, while all student and faculty visitors from two schools, selected the Lunch on Tesla award by popular vote.

• First prize awards were donated by the Future of Flight and second place funds were donated by Mr. Gary Willhight and Arthur Jackson of ITT Tech. The Peoples award was donated by Tesla Motors of Seattle and Tool awards by Lowes Home Improvement of Smokey Point. This successful project was launched with an energy grant from PUD administered by Jenni Lamarca, and will continue next year as we explore the deeper aspects of the day when cheap energy is gone!

Visual Appeal 1st, Michael Calkins $200.00 2nd, Stevie Berry $200.00 Originality 1st, Greg Evensen $200.00 2nd, Alan Cook/Dianna Martlew $200.00 ($100.00 each) Organization 1st, World History Class, $200.00 2nd, Austin Chrisman $100.00 Content 1st, Zac Pontrantolfi $200.00 2nd, Kelci Rogers Lowes tool box Most Innovative with Potential 1st, Amada Vitcovitch/ Kim Wagner $200.00 ($100.00 each) 2nd, Charles J Cote / Zach Sczchenyi Lowes tools Peoples Award Michael Calkins – Lunch on Tesla


Energy Discovery By Roxanne Sappingfield

Grade Level: 5th Grade School District: Marysville School District School Name: Shoultes Elementary School School Address: 13525 ‐ 51st Avenue NE, Marysville, WA 98270 E‐Mail Address: [email protected] Phone: 360‐653‐0640

Project Description I received a grant to purchase guided reading book sets so my class could study energy and electricity. Students gained valuable information, which will enable them to become informed citizens who value the resource of electricity and understand the need for conservation. They learned about the different kinds of energy available and how the energy can transfer from one form to another.

Learning Objectives • Energy has many forms, such as heat, light, sound, motion, and electricity. • Energy can be transferred from one place to another. • Heat energy can be generated a number of ways and can move (transfer) from one

place to another. Heat energy is transferred from warmer things to colder things. • Electrical energy in circuits can be changed to other forms of energy, including light,

heat, sound, and motion. Electric circuits require a complete loop through conducting materials in which an electric current can pass.

Grade Level Expectations 1. Identify different forms of energy (e.g., heat, light, sound, motion, and

electricity) in a system. 2. Describe how electrical energy is transferred from one place to another and how

it is transformed from electrical energy to different kinds of energy in a circuit.

Materials Needed • Leveled Reader 6 pack Changing Forms of Energy • Leveled Reader 6 pack How Energy Changes • Leveled Reader 6 pack Generating Power • Leveled Reader 6 pack Electricity • Leveled Reader 6 pack Electricity and its Uses • Leveled Reader 6 pack the Light Bulb • Leveled Reader 6 pack Heat • Leveled Reader 6 pack Electric and Magnetic Power • Leveled Reader 6 pack Poles Apart • Electricity and Magnetism • Leveled Reader 6 pack Energy From Heat


• Leveled Reader 6 pack How Hot? • When Energy Changes • Magnetism • Motion and Energy at Play

Method/Design of Project 1. Select students for strategy groups depending on their pre‐determined reading levels. 2. Meet with each group of students once a week and read the leveled reading books with

them. 3. Design experiments to go with the concept in the books (i.e., build a simple circuit). 4. Students write up the experiment in their science notebook using the scientific method. 5. Students share their experiment with a class of younger students

Evaluation/Assessment Students were required to take a teacher made test following each guided reading book. We also generated charts from what they learned from the books. They were also required to write up their science experiments in their science notebooks. They will be taking the science MSP on May 20.

Challenges Utilizing the materials bought with the grant money was easy. The only challenge has been finding the time to do science at least 3 days a week.

Successes/Strengths of Project Students were very excited to learn about the various forms of power and their uses. They especially enjoyed and are enjoying doing experiments which enforces their learning.

Budget The books from Northwest Text Depository were $471.99.


Water Cycle By Karen Benjamin

Grade Level: 2‐3 grade School District: Marysville School District School Name: Sunnyside Elementary School Address: 3707 Sunnyside BL, Marysville, WA 98270 E‐mail Address: [email protected] Phone: 360‐653‐0645

Project Description The students used a Delta Science Kit to learn about the nature of the water cycle, the states of water, and how the water cycle influences the weather. This knowledge forms the basis for understanding how our PUD uses the water cycle to produce clean energy for our homes and businesses.

Learning Objectives 1. Students found that almost three‐fourths of Earth’s surface is covered by water and that

most of Earth’s water is the salt water in oceans and seas 2. Students discovered that fresh water is found on Earth’s surface, in the ground, in plants

and in the atmosphere 3. Students understood the relationship between temperature and how water changes

form through freezing, melting, evaporation, and condensation 4. Students learned the stages of the water cycle and the role that water plays in the

weather

Grade Level Expectations 1.3.6 Hydrosphere and Atmosphere

Understand weather indicators and understand how water cycles through the atmosphere.

1.2.1 Structure of Physical Earth/Space and Living Systems Analyze how the parts of a system go together and how these parts depend on each other.

1.1.5 Nature and Properties of Earth Materials Understand physical properties of Earth materials including rocks, soil, water, and air.

Materials Needed Delta Science Module and Student Readers (Delta Modules provide all materials, plans, and evaluation.) I did purchase additional mediums to experiment with ground water, looking at what types of soils held the most water.


Method/Design of Project Hands on Activities

• Investigate water properties in its three states • Investigate the ability of water to hold water • Observe the loss of water in fruits and plants through the drying process • Observe evaporation • Observe condensation/humidity • Observe that plants and soil give off water

Science Reading Comprehension Activities:

• Fresh water thinking map o Where is fresh water found?

• Salt water thinking map o Where is salt water found?

• Salt Water/Fresh Water/Drinking Water graph o % found on Earth

• Cause and Effect: Dew • Cause and Effect: Frost • Water Cycle diagram • Changing state of water

o melt/freeze o deposition/sublimation o evaporation/condensation

Evaluation/Assessment The science kit’s unit test includes key vocabulary and science concepts for both the hands‐on activities and the reader.

Challenges None

Successes/Strengths of Project: • The activities and reading were carefully crafted to match the abilities of third graders.

Students had ample opportunities to learn by doing. • Reading skills were embedded within the context, improving students’ ability to develop

their language and science skills.


Budget DSM III Water Cycle ‐ Complete Kit #WW738‐6023

Delta Education 80 Northwest Blvd. P.O. Box 3000 Nashua, NH 03061‐3000

$345.00

2X Delta Science Readers ‐ Water Cycle ‐ Reader (Set of 8) WW538‐6089 $42.00

Delta Education 80 Northwest Blvd. P.O. Box 3000 Nashua, NH 03061‐3000

$84.00

SHIPPING $51.48 SALES TAX 8.5 $36.47 TOTAL $500.00


Energy Unit By Stacy Lawler

Grade Level: 8th Grade School District: Marysville School District School Name: Totem Middle School School Address: 1605 Seventh Street, Marysville, WA 98270 E‐mail Address: [email protected] Phone: 360‐653‐0610

Project Description My project supported state GLE’s for the Physical Science 3 standard. The project focused on energy transformations and alternative energy sources. My focus was to provide hands on activities for the students.

Learning Objectives • To make energy transformations very clear and concrete for the students. This project

provided the students an opportunity to explore and experiment with many types of energy conversions.

• The second objective was for students to explore possible solutions and future usages of energy types. Students had the opportunity to explore sustainable living resources and technological advances in energy sources.

Grade Level Expectations 6‐8 PS3A: Energy exists in many forms. Energy can be transformed from one form of

energy to another. 6‐8 PS3E: Energy from a variety of sources can be transformed into electrical energy, and

then to almost any other form of energy. 6‐8 SYSC: The output of one system can become the input of another system. 6‐8 SYSF: The natural and designed world is complex. Scientists and students learn to

define small portions for the convenience of investigation. 6‐8 INQE: Models are used to represent objects, events, systems, and processes. Models

can be used to better understand phenomena. 6‐8 APPA: People have always used technology to solve problems. Advances in human

civilization are linked to advances in technology. 6‐8 APPC: Science and technology are interdependent. Science drives technology by

demanding better instruments and suggesting ideas for new designs. Technology drives science by providing instruments and research methods.

6‐8 APPE: Scientists and engineers often work together to generate creative solutions to problems and decide which ones are most promising.


Materials Needed • Energy Conversion Kit/batteries/electrical outlet/lamp/hair dryer • Powerhouse Renewable Energy Kit 3x – wood glue/sandpaper/poster board/screwdriver

Method/Design of Project Energy Conversion Kit – I ran this investigation as stations. I set up three different stations that contained energy conversions to investigate and one work station focusing on background information. The lesson was completed over two days. One day students were at the investigation stations and one day students were at the work stations. Students were given a written task at each of the four areas. I was able to meet with each of the three groups at the investigation stations to ask probing questions to ensure students were on the right track and also to answer any questions. I was also able to pop over to the work station when a student had a question their group members could not answer. Powerhouse Renewable Energy Kit – This project was implemented with intentional grouping based upon ability level. The kits were differentiated by skills, difficulty and length of assembly time. I planned on having my higher capable students work on the more challenging models and my lower level students work on the easier to assemble models. The group sizes were either three or four students. I gave each student the directions to build the model and three class periods to complete the BUILD IT stage. Then students were given an article with a related science concept to read. Groups then proceeded with the RESEARCH stage of the project and each group was assigned a student computer station to research online. Over two days, students were given the task to learn more about sustainable living, the model, and the science concept. A few groups that were given the more complex models were still able to build. The class then began the PRESENT stage of the project. I gave them three days to work as a team to place their research and models on a poster board. Their target audience was other students and people that came into the building. We put our models and boards on display in the library and window showcase in the 8th grade wing.

Evaluation/Assessment The assessment for the Energy Conversion Kit started with the meetings I held with each group during the investigation. I asked questions and held discussions with each group to check for understanding. I also used the written responses to evaluate understanding. Students explained which energy conversion took place, illustrated the set up, and explained the real world connection for the conversions. Concepts were tested again at the end of the unit. The assessment for the Powerhouse Renewable Energy kit involved observation throughout the process of building, researching and presenting. I constantly cycled through the groups to check in on their progress. The completed model and poster board were also used to determine understanding of the skills and concepts taught. A student reflection of 3rd quarter clearly showed that students enjoyed the challenge of the activity as a huge majority declared this assignment their favorite.


Challenges A few challenges did occur during this process. It would have been great to have three Energy Conversation Kits. If I had enough kits for all students to complete the investigation process, I would not have had to create a work station for students waiting to go to the lab stations. I had nine lab groups all year so three kits would have allowed for smaller groups completing the task on the same day. The Powerhouse Renewable Energy Kit was challenging to implement. It was awesome, yet challenging. The biggest problem was that the kit was advertised as having 40 different renewable models to build. However, many of the models required pieces used multiple times. For example, the rail car, sail car, wind turbine, refrigerator, and air conditioner required the motor. Well, there was only one motor per kit so only one of these models was used per kit. I ended up needing a kit for each class instead of a kit between two classes. I also had to not do the wind turbine for some classes so we could make the car. The BUILD it stage also required high organization for distributing materials and storing them from day to day for each of the classes.

Successes/Strengths of Project Both parts of the projects were huge successes. I had twenty‐six out of twenty‐seven groups complete all aspects of the project to a level deemed high quality. The students loved the project during the activity and showed high level of engagement and also in reflection as a great way for them to learn and motivating them to learn. I saw it as a huge success because students completed a model with complex directions and multiple steps. Students also worked in a collaborative way that allowed them to work at their own ability level. Plus the models are just so cool and can be used to conduct investigations for many years to come.

Budget Energy Conversion Kit – Frey Scientific ‐ $77.28 + tax Powerhouse Renewable Energy Kit 2X – Frey Scientific $333.76 + tax Total Grant Awarded $488.32

Additional advice for a successful project The Powerhouse Renewable Energy Kit is awesome. It was tricky to use with one hundred 8th graders even though it was a huge success (so very worth it). I think this kit would be more useful for a smaller class size or group and highly successful for home school students.


Leveled Reader Library By Angie Georgeadis

Grade Level: K‐5 School District: Mukilteo School District School Name: Challenger Elementary School Address: 9600 Holly DR, Everett, WA 98204 E‐mail Address: [email protected] Phone: 425‐356‐1250

Project Description Provide leveled reading material in the area of energy and electricity. These would be lower leveled books and appeal to my older grade students.

Learning Objectives • To expand comprehension by analyzing, interpreting and synthesizing information and

ideas using non‐fiction text. • To allow students the opportunity to engage in thoughtful conversation.

Grade Level Expectations 1.1.4 Energy comes in many forms 1.3.1 Understand forces in terms of strength and direction

Materials Needed Scholastic books

Method/Design of Project Realizing the need for interesting leveled science material, I contacted Scholastic Books. Together a representative and I worked to find books that fit the PUD requirements, my leveling preferences and potential classroom content.

Evaluation/Assessment There was no formal assessment. These books were designed to be available to students especially those interested in learning about energy and electricity. There are many students who rotate through my classroom and groups, but when given the chance to select material at their independent reading level these books were chosen as often as many others.

Challenges The greatest challenge was finding the time away from focused, small group instruction for independent reading. I have the students for such a short period of time.

Successes/Strengths of Project The students enjoy having choice. Providing materials on sometimes hard to understand topics, at a very basic level, has given the students an additional strategy for learning.


Budget

Book Author Price Quantity Total Cost

Item Number

Energy is Everywhere:Guided Set 20.5 1 20.5 NTS506274 Energy from the Sun:Guided Set 22 1 22 NTS384979 Magnetism & Electricity: 8 Titles Various 38 1 38 NTS961253 Energy, Movement & Forces 4 Books 40 1 40 NTS961220 Energy is Everywhere Young, June 4.95 1 4.95 NTS898167 Sound Monolis, Kay 14 1 14 NTS135682 Magic School Bus & Electrical Field Cole, Joanna 6.99 1 6.99 NTS44683 Magic School Bus & Electrical Storm Cole, Joanna 4.99 1 6.99 NTS931434 Sound, Heat & Light: Energy at Work Berger, Melvin 4.5 6 27 NTS46103 Physical Science Energy in Motion Stewart, Melissa 4.95 6 29.7 NTS895995 Rookie‐What is Electricity? Trumbauer 4.95 6 29.7 NTS383450 My Light Bang, Molly 6.95 6 41.7 NTS975116 What Makes Light Bright, Mr. Edison? 4.99 1 4.99 NTS983380 It's Science Full of Energy 6.95 1 6.95 NTS383815 Physical Science: Grades 2‐3 10 titles 34 1 34 NTS933957 All about Light Trumbauer, Lisa 4.95 1 4.95 NTS438277 How Things Work 7.95 1 7.95 NTS43530 Clean Energy Hock, Peggy 6.95 1 6.95 NTS141153 Saving Energy Hock, Peggy 6.95 1 6.95 NTS141155 Making Less Trash Hock, Peggy 6.95 1 6.95 NTS141154 Keeping it Clean Hock, Peggy 6.95 1 6.95 NTS141152 Saving Water Hock, Peggy 6.95 1 6.95 NTS141156 Helping Out Hock, Peggy 6.95 1 6.95 NTS141150 Is it Hot Enough For You? 7.95 1 7.95 NTS156011 Down to Earth…Global Warming David, Laurie 15.99 1 15.99 NTS902494 Scholastic Classroom Books & Libraries Total $406.01 1‐800‐724‐6527 #3 Shipping 36.54 Grand $442.55

Additional advice for a successful project It was extremely helpful to itemize book titles and have one location/company from which the order was placed.


Tour of Henry M. Jackson Powerhouse By Jim Sparks

Grade Level: 8th School District Mukilteo School District School Name: Voyager Middle School School Address: 11711 Fourth Avenue W, Everett, WA 98012 Email Address: [email protected] Phone: 425‐356‐1730

Project Description Eighth graders in Washington State learn a great deal about energy and how it is converted from one form to another. A tour of the powerhouse at the Jackson Project gives our students a firsthand look at how our electricity is generated, how our water supply is secured and how the environment is preserved in these processes. The PUD provides experts in engineering, conservation, fisheries and wildlife, to name a few, to speak to our students as they tour the facility.

Learning Objectives • Students will see electrical generators in use. • Students will see how gravitational potential energy is utilized in the design of the HMJ

project. • Students will see from where we get our drinking water. • Students will understand why we need to use resources wisely as they are not without

limit and are not free. • Students will understand all the environmental considerations that must be addressed

when building a project of this nature.

Grade Level Expectations 1.1.4 Understand that energy is a property of matter, objects, and systems and comes

in many forms (i.e., heat [thermal] energy, sound energy, light energy, electrical energy, kinetic energy, potential energy, and chemical energy).

Compare the potential and kinetic energy within a system at various locations or times (i.e., kinetic energy is an object’s energy of motion; potential energy is an object’s energy of position).

1.2.1 Analyze how the parts of a system interconnect and influence each other.

Describe the interactions and influences between two or more simple systems.

1.2.2 Understand how various factors affect energy transfers and that energy can be transformed from one form of energy to another.

Explain the transfer and transformations of energy within a system (e.g., conduction and convection of heat [thermal] energy).


1.3.2 Know that pushes and pulls can change the motion of common objects.

Observe and show that objects fall toward the ground because of the pull of Earth’s gravity.

Observe and show that magnets can make some objects move without touching the objects.

1.3.1 Understand factors that affect the strength and direction of forces.

Describe pressure as a force (e.g., pressure increases result in greater forces acting on objects going deeper in a body of water).

3.1.1 Analyze common problems or challenges in which scientific design can be or has been used to design solutions.

(6, 7, 8) Describe how science and technology could be used to solve all or part of a human problem and vice versa (e.g., understanding erosion can be used to solve some flooding problems).

(6, 7, 8) Describe the scientific concept, principle, or process used in a solution to a human problem (e.g., understanding of the relationship between electricity and magnetism has been used to make electric motors and generators).

3.2.3 Analyze the use of science, mathematics, and technology within occupational/career areas of interest.

Examine scientific, mathematical, and technological knowledge and skills used in an occupation/career.

Materials Needed • HMJ Powerhouse • Speakers provided by PUD (electrical/mechanical engineer, environmental/biological

scientists, etc… • Transportation from Voyager Middle School to HMJ Project

Method/Design of Project Prior to our field trip, students will be well versed in

• energy ‐ how it is produced/converted and transported • gravitational potential energy of water and how it is converted into mechanical energy

and then into electrical energy • the electromagnetic effect/ how electricity and magnetism are related • how an electrical generator operates • the weather of the region and why Culmback Dam is so ideally located • how the dam affects the environment and wildlife

When touring the facility, students will be looking for examples of what they already know about. They will have with them an outline for note taking (see evaluation/assessment below)


in order to record and focus their observations. They will rotate between the speakers made available by the PUD that day.

Evaluation/Assessment Students will take with them the document, HMJ Field Notes (see below), for note taking. It is general as the specific speakers available that day will not be known until then. Upon return to school, there will be class discussion of what was learned. As we continue to study energy, the trip to HMJ will continually be referenced. There will be a paper due that simply presents their notes formally. Also, I will be looking for the students to emphasize something that they learned on the trip that was new information or of particular interest to them.

Challenges The challenge of this project is student safety and all the logistics of a field trip, for us at school and certainly for the staff at HMJ! Also, a challenge for me is that I want my students well prepared to understand the concepts of electromagnetic induction, water pressure, power distribution and energy conversion, to name a few, so they can appreciate what they are seeing. I want them to recognize, in the field, what we have studied in the classroom. I also hope they come away with new enthusiasm to study more science and pursue it in their education.

Successes/Strengths of Project Having taken students on this field trip, I can say that it leaves a lasting memory and has tremendous impact. Aside from the knowledge gained from first‐hand viewing of the site, getting out in a natural setting is valuable for those who would not get a chance otherwise. Also, when they see the complexity of electrical generation and what it takes to provide a clean and abundant water supply, they will hopefully become more mindful of their electrical and water use and less reluctant rate payers one day!

Budget The cost of transportation is approximately $685.00. This $500 mini‐grant from the PUD leaves the school and students with a minimal and affordable payment. The trip otherwise would be cost prohibitive.

Additional advice for a successful project Have students prepared to understand what they are seeing on the tour.


Photos


HMJ Field Notes

Square Science Name

HMJ Powerhouse Field Notes Date Per

Collected after the tour! Stay close (not too close!) to your speaker so you can hear.

Speaker’s Name

Speaker’s Job Title

What are the speaker’s responsibilities at the facility?

Name something you learned from the speaker.

Speaker’s Name




Speaker’s Name





Solar Car Project By Serena Lindley

Grade Level: 4, 5, and 6 School District: Northshore School District School Name: Canyon Creek Elementary School Address: 21400 ‐ 35th Avenue, Bothell, WA 98021 E‐Mail Address: [email protected] Phone: 425‐408‐5729

Project Description For our weekly Science Club, we determined it would be a useful learning experience to learn about the sun and its energy. We found the solar car kits and thought it would be valuable for students to learn how to build these cars and learn about how the cars work. Students also created posters displaying their new knowledge and taught other students, parents and members of the community how the solar cars worked at the Science Extravaganza (a once a year community event to display student learning about a variety of different science concepts).

Learning Objectives • Students will ask questions about solar energy and research answers to these questions

or conduct experiments using the completed solar car to answer their questions. • Students will work together to build a solar car by reading the directions and will work

together to figure out problems. • Students will work together to create a poster displaying what they have learned about

solar energy.

Grade Level Expectations 4‐5 PS3A Energy has many forms, such as heat, light, sound, motion, and electricity. 4‐5 PS3B Energy can be transferred from one place to another. 4‐5 APPD Scientists and engineers often work in teams with other individuals to generate

different ideas for solving a problem.

Materials Needed • Solar Car kits • Posters • Sun

Method/Design of Project (We completed this project in 5 meetings and met for 30 minutes each time. Students met during their recess).

• Meeting 1: Students think of questions about solar energy and how the solar car works. Students begin building cars using the solar car kits and directions.

• Meeting 2: Students continue to build cars and work together to solve problems.


• Meeting 3: Students complete the solar cars and run tests to answer their questions from the first meeting.

• Meeting 4: Students design posters to display their work new understanding of solar energy.

• Meeting 5: Students finish designing their posters.

Successes/Strengths of Project Working together to build the cars was a success for all students. Students learned about solar energy and how it can make a car work. Students were able to teach others about solar energy by the research they completed and by experimenting with the cars. Students presented their cars at the Science Extravaganza and were able to display their work for their parents and the community. It was a huge success!

Budget The kit cost was approximately $150 per 10 cars. We bought 2 kits, so we had 20 cars and students worked in team of 3 or 4 to build their cars.

Photos


Planetary Relocation By Janell Fullen, Diana Laws and Kathie Robertson

Grade Levels: 6 ‐ 8, 10 ‐ 11 School District: Stanwood School Name: Saratoga Parent Partnered Program School Address: 9307 ‐ 271st ST NW, Stanwood, WA 98292 E‐mail Address: [email protected] Phone: 360‐629‐1372

Project Description Students in the Middle School grades (6‐8) were assigned in groups to study a planet or moon in our solar system for relocation of the population. They would then develop a plan for relocation to that planet or moon including energy sources, waste management, food and water resources, and transportation utilizing current or scientifically viable technology. Students in the High School grades (9‐10) we assigned to become “experts” on energy efficient wastewater treatment and teach that information in a classroom presentation to the Middle School students.

Learning Objectives Students will:

• research a major object in the solar system, either a planet or moon, for human relocation.

• write an individual paper with his or her proposal for planet relocation, including: • work in groups to produce power point or keynote presentations on relocation of

humans to their chosen planet or moon. • explain the challenges facing humans in their environment, and in other, more hostile

environments.

Grade Level Expectations SCIENCE Grades 9‐10 EALR 3 Application: Transfer and apply abilities in science and technological design to develop

solutions to societal issues. SCIENCE Grades 6‐8 EALR 1: Systems ‐‐Core Content: Inputs, Outputs, Boundaries and Flows 6‐8 SYSB, C, D, E, F 6‐8 INQC Investigate EALR 3 Application: Work with other members of a team to apply the full process of

technological design and relevant science concepts to solving a problem. 6‐8 APPA, B, C, D, E, F, G, H EALR 4 Domains: Physical Science: Atoms and Molecules, Interactions of Energy and

Matter 6‐8 PS2C, E, F; 6‐8 PS3 A, B, C, F; EALR 4 Domains: Earth Science: The Solar System, Cycles in Earth Systems


6‐8 ES1 A, B, C, D, E; 6‐8 ES2 A, B, C, D; EALR 4 Domains: Life Science: Flow of Energy Through Ecosystems 6‐8 LS1 F; 6‐8 LS2 B, C, D;

Materials Needed • trip to Everett Wastewater Treatment Plant • solar powered car kits • wind turbine • classroom materials (paper, pencils, calculators) • computers with spreadsheet, word processor & presentation programs (one per group)

Method/Design of Project Phase 1. Planning:

a. All three teachers met to decide on goals for this project. This part is crucial, and should included EALRs and Learning Objectives from each teacher. We could have done this better.

b. All three teachers met again, to discuss evaluation rubrics and expected evidence of learning. We decided on:

i. Research per a completed form and science journals for science ii. Individual papers and power point group presentations for language arts iii. Graphs and solar system related assignments for math

4. Middle school students at Saratoga School attend the same math, language arts and science classes. All students were divided by teachers into work groups of 3‐4 students.

Phase 2. Students were given the assignment to research their chosen planet. a. Language arts time was spent in research and note taking. b. Math time was spent learning to make comparison graphs, by hand and on Excel. c. Science took the lead on this part of the assignment. Students learned about the solar

system, planetary characteristics, and environmental challenges. Other science instruction included characteristics of matter and methods for separating impurities in substances.

Phase 3. Students were assigned to compile a group power point/keynote presentation with information from their research.

a. Language arts became the spearhead of this portion, with composition and compilation of the specific presentations.

b. Math time was spent in a NASA pre‐algebra unit, doing graphing, proportional reasoning, and problem solving.

c. Science instruction continued with properties of matter. Additional instruction on solar and wind as alternative energy sources, transfers of energy, and conservation of resources also fits here.

Phase 4. Student groups prepared and gave an oral presentation before students, teachers and parents.


Evaluation/Assessment • Phase 2: Student research was evaluated by science teacher for adequacy to answer the

requirements of the project and for correctness of information. • Phase 3: The math instructor graded Math assignments on graphing, Excel, and

proportional reasoning. The science instructor graded Science journals on an ongoing basis. Language arts instructor graded individual papers.

• Phase 4: All 3 collaborating instructors sat on the President’s Council for Relocation. Math and science instructors graded presentations according to a pre‐agreed rubric. Language Arts instructor graded power point/keynote assignments for spelling, layout, required elements according to a pre‐agreed rubric. Certificates were given for participation “with the thanks of a grateful nation.”

Challenges • Collaboration across the disciplines (science, math, and language arts) required much

communication. Expectations of teachers needed to be negotiated, adjusted, and communicated consistently to the students in the various classes.

• Opportunities in the PUD grant process provided us with a different direction for the project than we had originally envisioned. This led to a better project in the long run (and re‐useable supplies) but it seemed a bit disorganized in the middle.

• We were not able to utilize the solar physics workshop, so it will be in use in elementary classrooms at Saratoga next year.

Successes/Strengths of Project Students’ imaginations were caught on several levels, which spurred them above and beyond the requirements of the project.

• The high school students researched and presented a power point and poster, then two went ahead with a working model of an efficient wastewater treatment plant including fake sludge, UV sterilization, and running water.

• The middle school students utilized their research on the science of energy generation, wastewater treatment, and conditions on the various planets and moons to imaginatively create innovative solutions to problems we face here in Earth’s environment.

Budget 1 Stanwood Camano School Bus School District $164.90 1 Full Kit Basic PVC Turbine Kidwind $113.00 8 Basic Solar Motor Kits Cuisinaire (Item No 25220) $133.95 TOTAL $411.85

Additional advice for a successful project • Map out due dates and expectations in detail for each participating teacher at the

beginning of the project. • Take the students to an electrical generating plant instead, or as well, so they get an

idea of the scope of the generating project.


• Precede the project with an entire unit on alternative energy, more completely utilizing the solar motor kits and PVC turbine experiments.

• NASA has an extensive set of Pre‐Algebra units utilizing Solar System Math. Pre‐planning these in as math journal activities throughout the collaborative unit for 8th graders would be a great benefit. That link is here: http://quest.nasa.gov/vft/docs/

• We were delighted to find that the Pacific Science Center had the Mars exhibit, and were able to scrounge funds for a field trip to cap our project. This is not crucial, may not be possible, but was VERY fun.

Student work: Excel Spreadsheet (done in math class): Temperature Comparison: Earth to Moon

‐200

‐150

‐100

‐50

0

50

100

150

High Low High Low

Moon Earth

127

‐173

58

‐88

Moon High

Moon Low

Earth High

Earth Low


Atmosphere Composition of Neptune

74.00% hydrogen

25.00% helium

1.00% methane

74%

25%

1%

pud mini‐grant winners...new solar energy books from pud grant on display. actual solar panels of...

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