7th grade science unit: it’s electric! · pdf file7th grade science unit: it’s...

Columbus City Schools

Curriculum Leadership and Development Science Department June 2013

1

7th Grade Science Unit:

It’s Electric! Unit Snapshot

Topic: Conservation of Mass and Energy

Grade Level: 7 Duration: 13 days

Summary The following activities engage students in exploring energy transfer

related to forces and electricity, through various investigations

involving electric circuits and devices, as well as a small research

activity related to the transfer of energy and electricity generation

using renewable energy sources (solar, wind, water, wind).

CLEAR LEARNING TARGETS

“I can”…statements

____ explain the relationship between mechanical energy transferred, forces and

resulting motion.

____test and experiment with electric circuits to evaluate the energy transfers,

resistance, current, and changes in voltage.

Activity Highlights and Suggested Timeframe

Days 1-2

Engagement: The objective of this activity is to engage students and formatively

assess their knowledge related to mechanical energy, energy transfer, flow of

electricity, voltage, and current through a GIZMO simulation and/or an energy bike

demo (an electric hand-crank generator may be used as well).

Day 3 Exploration: The objective of the following activities is to give students the

opportunity to work with and begin to develop a basic understanding of electrical

energy transfer through CPO Investigation 8A using CPO Electrical Circuit Boards.

Days 4-5 Explanation: The objective of the following activities is to give students the

opportunity to develop their knowledge of circuits and energy flow through an

inquiry investigation related to circuits, voltage, current, and resistance.

Days 6-11

Elaboration: The objective of the following activity is to give students the

opportunity to gain deeper understanding of energy transfer and electricity

generation by applying knowledge to the real-world through the creation of a

renewable energy device/powerplant model and explanation of electrical energy

generation processes (solar, geothermal, wind, hydropower).

Day 12

and on-going

Evaluation: Formative and summative assessments are used to focus on and assess

student knowledge and growth to gain evidence of student learning or progress

throughout the unit, and to become aware of students misconceptions related to

energy transfer related to forces and electricity. A teacher-created short cycle

assessment will be administered at the end of the unit to assess all clear learning

targets (Day12).

Day 13 Extension/Intervention: Based on the results of the short-cycle assessment, facilitate

extension and/or intervention activities.



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LESSON PLANS

NEW LEARNING STANDARDS: 7.PS.3 Energy can be transferred through a variety of ways.

Mechanical energy can be transferred when objects push or pull on each other over a distance.

Electrical energy transfers when an electrical source is connected in a complete electrical circuit to

an electrical device.

Note 1: Energy transfers should be experiential and observable. This builds upon PS grade 4 and is directly

connected to ESS grade 7 (thermal energy transfers in the hydrologic cycle).

Note 2: Electricity can be measured through current, voltage and resistance. In addition, renewable energy

systems should be included (such as wind, geothermal, water or solar).

SCIENTIFIC INQUIRY and APPLICATION PRACTICES: During the years of grades K-12, all students must use the following scientific inquiry and application practices with appropriate

laboratory safety techniques to construct their knowledge and understanding in all science content areas:

Asking questions (for science) and defining problems (for engineering) that guide scientific

investigations

Developing descriptions, models, explanations and predictions.

Planning and carrying out investigations

Constructing explanations (for science) and designing solutions (for engineering)that conclude

scientific investigations

Using appropriate mathematics, tools, and techniques to gather data/information, and analyze and

interpret data

Engaging in argument from evidence

Obtaining, evaluating, and communicating scientific procedures and explanations

*These practices are a combination of ODE Science Inquiry and Application and Frame-work for K-12

Science Education Scientific and Engineering Practices

COMMON CORE STATE STANDARDS for LITERACY in SCIENCE: *For more information: http://www.corestandards.org/assets/CCSSI_ELA%20Standards.pdf

CCSS.ELA-Literacy.RST.6-8.3 Follow precisely a multistep procedure when carrying out experiments, taking

measurements, or performing technical tasks.

CCSS.ELA-Literacy.RST.6-8.7 Integrate quantitative or technical information expressed in words in a text with

a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table).

CCSS.ELA-Literacy.WHST.6-8.7 Conduct short research projects to answer a question (including a self-

generated question), drawing on several sources and generating additional related, focused questions

that allow for multiple avenues of exploration.

CCSS.ELA-Literacy.WHST.6-8.8 Gather relevant information from multiple print and digital sources, using

search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the

data and conclusions of others while avoiding plagiarism and following a standard format for citation.

STUDENT KNOWLEDGE: Prior Concepts Related to Energy Transfer

PreK-2: Temperature changes are observed. The sun is the principal source of energy. It affects the

temperature of Earth (ESS) and supplies life’s energy (LS).

Grades 3-5: Objects with energy have the ability to cause change. Electrical, heat, light and sound energy

are explored. Earth’s resources can be used for energy (ESS). Energy is transferred and transformed by

organisms in ecosystems (LS).

Grade 6: Energy is identified as kinetic or potential and can transform from one form to another

(gravitational, potential, kinetic, electrical, magnetic, heat, light, sound). Density depends on the mass and

volume of a substance. Thermal energy is related to the motion of particles.

Future Application of Concepts

Grade 8: Gravitational, chemical and elastic potential energy and seismic waves (ESS) are explored.

High School: Energy and work are explored mathematically.

http://www.corestandards.org/assets/CCSSI_ELA%20Standards.pdf



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MATERIALS: Engage

Computer/Internet/Projector

Energy Bike (optional)

Explore

CPO Investigation 8A WS

CPO Investigation 8A Electric Circuit Kit

D Batteries

Explain

Science Journals or Circuitfic Inquiry WS

CPO Electric Circuit Kit materials, Multimeters

or Voltmeters & Ammeters

D Batteries

Elaborate

Research materials and resources for

students: computer/internet, books, article,

etc.

Model building supplies (student driven)

VOCABULARY: Primary

Mechanical Energy

Energy Transfer

Forces

Electric Circuit

Closed/Open Circuits

Electric Potential

Voltage

Voltmeter

Current

Ammeter

Resistance

Conductors

Parallel Circuits

Series Circuits

SAFETY

All lab safety rules and laboratory procedures should be adhered to

(see CCS lab safety contract)

If using the energy bike, see the energy bike safety guide.

Caution when using circuit equipment as batteries, wires, and lightbulbs

may generate

ADVANCED

PREPARATION

Contact Science Department regarding energy bike training and

reservation/check-out.

Reserve computers for explore learning GIZMO.

Gather and prepare materials for CPO Investigation lab 8A, and

electricity inquiry investigation lab.

ENGAGE (1-2 days)

(What will draw students into the

learning? How will you determine

what your students already know

about the topic? What can be

done at this point to identify and

address misconceptions? Where

can connections be made to the

real world?)

Objective: The objective of this activity is to engage students and formatively

assess their knowledge related to mechanical energy, energy

transfer, flow of electricity, voltage, and current through a

www.explorelearning.com GIZMO simulation and/or an energy bike

demonstration(an electric hand-crank generator may be used as

well)

What is the teacher doing?

GIZMO simulation and/or ENERGY

BIKE:

GIZMO: Circuit Builder (Day 1)

Log on to:

www.explorelearning.com and

project the GIZMO: Circuit

Builder.

Facilitate a class formative

assessment using the

simulation GIZMO. (Do not use

explore learning WS) See

teacher page for simulation

tasks, and teacher-led

questions.

What are the students doing?

GIZMO simulation and/or ENERGY

BIKE:

GIZMO: Circuit Builder (Day 1)

1. Students are engaged in a class

interaction with the GIZMO

simulation: Circuit Builder, based on

teacher-led tasks and questions.

http://www.explorelearning.com/




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OPTIONAL: Based on your

formative assessment related

to circuits and flow of

electricity, and depending on

student ability levels, choose

either the Circuit Builder

GIZMO (lower-level), or Circuits

GIZMO (higher-level)

investigations for students to

complete.

-This activity can be

completed as a class demo or

on individual

laptops/computers.

Consider using the prior-

knowledge questions as a bell-

ringer before beginning the

simulation.

and/or

Energy Bike (Day 2)

Or electric hand-crank

generator/flashlight can also

demonstrate mechanical

energy transfer.

The CCS Science Department

currently has 3 energy bikes

that are available for

reservation and check-out,

after appropriate training has

been completed through a

CCS Energy Bike Workshop.

Please contact the CCS

Science Department at 365-

5297 for more information.

There are also several energy

bikes located throughout the

CCS district.

Teachers set-up and prepare

the energy bike for use. Proper

safety guidelines and

procedures should be

explained.

Teachers facilitate as student

volunteers pedal the energy

bike. Teachers will manipulate

the switches and lead a

discussion based on the

demonstration. (see teacher

page for more information)

OPTIONAL: Facilitate a read-

aloud or close reading of the

article: A Hotel Where Guests

Can Pedal For Their Dinner.

2. OPTIONAL: Students use the

appropriate GIZMO simulation to

explore circuits.

and/or

Energy Bike (Day 2) or electric hand-

crank generator/flashlight.

3. Students take turns riding the energy

bike, as the teacher manipulates

the switch board.

4. Students engage in a meaningful

discussion about the effects of

pedaling and the generation of

electricity based on teacher-led

questions.

5. OPTIONAL: Students perform a close

reading of the article: A Hotel Where

Guests Can Pedal For Their Dinner.



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EXPLORE (2 days)

(How will the concept be

developed? How is this relevant

to students’ lives? What can be


address misconceptions?)

Objective: The objective of the following activities is to give students the

opportunity to work with and begin to develop a basic

understanding of electrical energy transfer through CPO

Investigation 8A using CPO Electrical Circuit Boards. What is the teacher doing?

CPO LAB INVESTIGATION 8A

(Days 3-4)

Gather CPO Circuit Kit

materials.

Facilitate CPO Investigation

8A: Electricity

-see textbook resources for

more information

Facilitate a discussion related

to lab results and answers in

order to assess student

knowledge and

misconceptions.


CPO LAB INVESTIGATION 8A

(Days 3-4)

1. Students engage in the CPO Lab

Investigation 8A, with the use of the

CPO Circuit kit materials.

EXPLAIN (3 days)

(What products could the

students develop and share?

How will students share what they

have learned? What can be


address misconceptions?)

Objective: The objective of the following activities is to give students the

opportunity to develop their knowledge of circuits and energy flow

through an inquiry investigation related to circuits, voltage, current,

and resistance.


Circuitific Inquiry Part I

(Day 5)

Facilitate a close reading of

pp. 192-193 in the CPO

textbook.

Have students create a

foldable that defines the

following terms using Textbook

Chapter 8. Students can also

draw a diagram that

represents the term.

1. Electric Current

2. Ampere

3. Volt

4. Electric Circuit

5. Conductor

6. Resistance

Show the following interactive

simulation of electron flow

through the circuit

http://phet.colorado.edu/en/s

imulation/circuit-construction-

kit-dc

-Use this to model measuring

voltage(volts) and

current(amperes) within a

closed circuit using a voltmeter

and ammeter.


Circuitific Inquiry Part I

(Day 5)

1. Using the CPO textbook pp. 192-193,

students either read the sections

aloud or silently.

2. Using CPO textbook, Chapter 8,

students create a foldable that

defines: electric current, ampere,

volt, electric circuit, conductor,

resistance. In addition student may

also draw a diagram representing

the term.

3. Students are engaged in a teacher-

led discussion surrounding an

electric circuit simulation.

http://phet.colorado.edu/en/simulation/circuit-construction-kit-dc





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-Add a resistor to show the

change in voltage and

current.

(see teacher example page)

Information related to how to

use a multimeter to measure

voltage and current can be

found in CPO textbook p. 202

Circuitific Inquiry Part II

(Days 6-7)

-It is suggested that students

work in pairs or small groups, or

this can be completed as a

class investigation.

The teacher facilitates an

inquiry-based investigation

related to circuits.

The teacher should assist

students with

development/choice of

questions, hypotheses, setting

up the investigation

procedures, running tests,

collecting data, and forming

conclusions.

(see example worksheet)

Circuitific Inquiry Part II

(Days 6-7)

-It is suggested that students work in

pairs or small groups, or this can be

completed as a class investigation.

1. Students develop or choose an

investigation question related to

circuits.

2. Students develop an investigation

based on their question and either

record information on the provided

worksheet or in a science journal.

ELABORATE (4 days)

(How will the new knowledge be

reinforced, transferred to new

and unique situations, or

integrated with related

concepts?)

Objective: The objective of the following activity is to give students the

opportunity to gain deeper understanding of energy transfer and

electricity generation by applying knowledge to the real-world

through the creation of a renewable energy device/power plant

model and explanation of electrical energy generation processes

(solar, geothermal, wind, hydropower).


Electricity Generation from Renewable

Energy Sources (Days 8-11)

Teachers introduce the topic

of Renewable Energy by

showing the Energy World

Clock:

http://www.worldometers.info/

-Compare the amount of

energy used from non-

renewable vs renewable

-Observe the days left of oil,

gas left, and coal left. Convert

to years.

-Summarize the importance of

integrating renewable

resources

Teachers explain the activity

and discuss rubric with

students.


Electricity Generation from Renewable

Energy Sources (Days 8-11)

1. Students observe the Energy World

Clock as the teacher projects the

website.

-Compare the amount of energy

used from non-renewable vs

renewable sources

-Observe the days left of oil, gas left,

and coal left. Convert to years.

-Summarize the importance of

integrating renewable resources

2. Students receive activity overview

and rubric from the teacher.




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Teachers facilitate grouping

procedures and topic choice

distribution.

-It is recommended that

students work in pairs or small

groups.

Example choices of topics:

-Solar panels

-Hydroelectric Power plants

(Hoover Dam)

-Wind Turbines

-Geothermal Power plants

Teachers facilitate student

background research by

providing resources

(internet/computer access,

articles, books, etc.)

–A great resource for

information is Project NEED:

www.NEED.org and

http://www.need.org/curriculu

m-guides

Teachers facilitate model

creation

Teachers facilitate

presentations of model and

explanations.

3. Students choose or are assigned a

topic:

-Solar panels

-Hydroelectric Power plants (Hoover

Dam)

-Wind Turbines


4. Students research information about

their topic to determine the process

of how electricity is generated.

5. Students develop a model of their

choice to show the process of

electricity generation and energy

transfer. Examples can include but

are not limited to:

-Diorama

-Labeled diagram on poster board

-3-D model

-Computer generated model

5. Students present their model to the

class accompanied by a thorough

explanation through the energy

transfer/electricity generation

process.

http://www.need.org/

http://www.need.org/curriculum-guides




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EVALUATE (on-going)

(What opportunities will students

have to express their thinking?

When will students reflect on

what they have learned? How

will you measure learning as it

occurs? What evidence of

student learning will you be

looking for and/or collecting?)

Objective: The objective of the assessments is to focus on and assess student

knowledge and growth to gain evidence of student learning or

progress throughout the unit, and to become aware of students

misconceptions related to energy transfer, electricity flow and

generation.

Formative

How will you measure learning as it occurs?

Consider developing a

teacher-created formative

assessment.

1. Teacher-led GIZMO simulation

discussion questions will formatively

assess student knowledge of

electric circuits.

2. Energy Bike Demonstration and

discussion will formatively assess

student knowledge related to

mechanical energy transfer,

voltage, and current.

3. CPO Investigation 8A will assess

student knowledge progression

related to basic electrical circuits

set-up.

4. Circuitific Inquiry Investigation will

assess students ability to investigate

variable relationships related to

electrical circuits, voltage, and

current.

Summative

What evidence of learning will demonstrate to

you that a student has met the learning

objectives?

1. Renewable Energy Project model

and presentation will assess student

ability to apply knowledge related

to energy transfer and electricity

generation to a real-life scenario.

2. Teacher-created short cycle

assessment will assess all clear

learning targets.

EXTENSION/

INTERVENTION (1 day or as needed)

EXTENSION

1. www.explorelearning.com GIZMO:

Circuits

2. Students research Ohio’s renewable

energy resources and determine

the advantages and

disadvantages of each resource.

3. Fruit Batteries:

http://www.sciencefairadventure.co

m/ProjectDetail.aspx?ProjectID=154

4. Potato Clock: http://www.kidzworld.com/article/472

6-how-potato-batteries-work

5. Project NEED activities:

www.NEED.org and

http://www.need.org/curriculum-

guides

INTERVENTION

1. www.unitedstreaming.com related

videos

2. PhET circuit simulations: http://phet.colorado.edu/en/simulatio

ns/category/physics/electricity-

magnets-and-circuits

3. Project NEED activities:

www.NEED.org and

http://www.need.org/curriculum-

guides


http://www.sciencefairadventure.com/ProjectDetail.aspx?ProjectID=154

http://www.sciencefairadventure.com/ProjectDetail.aspx?ProjectID=154

http://www.kidzworld.com/article/4726-how-potato-batteries-work

http://www.kidzworld.com/article/4726-how-potato-batteries-work




http://www.unitedstreaming.com/

http://phet.colorado.edu/en/simulations/category/physics/electricity-magnets-and-circuits








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COMMON

MISCONCEPTIONS

Current flows from a battery (or other source of electricity) to a light

bulb (or other item that consumes electricity), but not from the light bulb

to the battery.

Current flows out of both terminals of a dry cell or both connections in

an electrical outlet.

Current flows around a complete circuit, but it is used by objects like

light bulbs so less current returns than leaves the source of the

electricity.

All the charges that make up an electrical current are initially contained

in the battery or generator that is the source of the electricity.

Electricity is produced in the wall socket.

Charges change into light when a lamp is turned on.

Wires are hollow like a water hose and charges move inside the hollow

space.

Batteries have electricity inside them.

Strategies to address misconceptions:

Misconceptions can be addressed through the use of unitedstreaming video

clips, pictures/diagrams of circuits, electrical circuit simulations, as well as

through the use of models.

DIFFERENTIATION

Lower-level: Provide additional text resources (tradebooks, articles) that are

appropriate for the reading level of the student. For the

Investigation Labs consider mixed grouping strategies. For the

research activity, consider putting students in groups and assigning

specific research categories to each student. Also, give students a

focus for gathering information – specific websites or books, pages.

Higher-Level: Consider having students create their own circuit investigation

question instead of providing choices. Allow students to use

unlimited number of circuit supplies. For the research project,

consider having students go beyond the required research

categories, such as a deeper investigation into Ohio’s resources

ELL Learners: Project NEED curriculum (http://www.need.org/curriculum-guides)

is available in Spanish.

Strategies for meeting the needs of all learners including gifted students, English

Language Learners (ELL) and students with disabilities can be found at the

following sites:

ELL Learners: http://www.ode.state.oh.us/GD/DocumentManagement/DocumentDownload.aspx?DocumentID

=105521

Gifted Learners: http://www.ode.state.oh.us/GD/DocumentManagement/DocumentDownload.aspx?DocumentID

=105522

Students with Disabilities: http://www.education.ohio.gov/GD/DocumentManagement/DocumentDownload.aspx?Docume

ntID=105523


http://www.ode.state.oh.us/GD/DocumentManagement/DocumentDownload.aspx?DocumentID=105521




http://www.education.ohio.gov/GD/DocumentManagement/DocumentDownload.aspx?DocumentID=105523

http://www.education.ohio.gov/GD/DocumentManagement/DocumentDownload.aspx?DocumentID=105523



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ADDITIONAL

RESOURCES

Textbook Resources:

CPO Physical Science Textbook

Chapter 8.1: Electricity pp.190-195

Chapter 8.2: Electric Circuits and Electrical Power pp. 196-202

Websites:

PhET simulations: http://phet.colorado.edu/en/simulations/category/physics/electricity-

magnets-and-circuits

Project NEED: www.need.org – Provides teacher and student resources,

curriculum, lessons, and activities related to energy sources, energy

transformation, and electricity.

U.S. Energy Information Administration: http://www.eia.gov/electricity/ -

provides information related to national trends and analysis related to

electricity (for adults)

Energy Kids: http://www.eia.gov/kids/ - provides information and

activities for kids related to U.S. energy information.

Discovery Kids: How Do Electric Circuits Work -

http://kids.discovery.com/tell-me/curiosity-corner/science/how-do-

electric-circuits-work

BBC KS2 Bitesize Electrical Circuits:

http://www.bbc.co.uk/bitesize/ks2/science/physical_processes/electric

al_circuits/read/1/ - simulations/modules

Discovery Ed:

Series and Parallel Circuits [2:02]

Current Electricity: Circuits, Conductors, and Insulators [4:30]

Overloading a Circuit [2:53]

Electrical Engineer [3:51]

Literature:

Dreier, David Louis. (2008). Electrical Circuits: Harnessing Electricity.

Compass Point Books.

Monroe, Ronald. (2012). What are electrical circuits?. Crabtree

Publishing.

Bow, James. (2013). Electrical Engineering and the Science of Circuits.

Mullins, Matt. (2012). Electricity. Children’s Press.

Parker, Steve. (2005). Electricity. DK Eyewitness Books.

Saunders, Nigel; Chapman, Steven. (2006). Renewable Energy. Raintree

Publishers.

Leveled Text: Electrical Circuits

Movies/Videos:

Safety Smart Science. Renewable Energy. Bill Nye. (2013). Bill Nye

explores the science of renewable energy and demonstrates how to

use science and technology to engineer a brighter tomorrow. Using his

trademark blend of hands-on demos and humor, Bill explains Newton's

First Law. Then, he's off to Renewable Energy Lab at UL to compare

renewable and non-renewable energy sources like fossil fuels, solar,

wind, and hydroelectricity. Includes bonus features.




http://www.eia.gov/electricity/

http://www.eia.gov/kids/

http://kids.discovery.com/tell-me/curiosity-corner/science/how-do-electric-circuits-work

http://kids.discovery.com/tell-me/curiosity-corner/science/how-do-electric-circuits-work

http://www.bbc.co.uk/bitesize/ks2/science/physical_processes/electrical_circuits/read/1/

http://www.bbc.co.uk/bitesize/ks2/science/physical_processes/electrical_circuits/read/1/



11

www.explorelearning.com GIZMO: Circuit Builder: Teacher Page

Questions and Student Tasks:

1. What is needed to make a light bulb work?

Energy Source (battery), Wires, Light Bulb

2. Using the Gizmo simulation and based on the items needed, have a student

make the light bulb light up by manipulating the simulation.

Examples:

3. Have students use both battery types. What difference do you see? Why?

The light bulb is brighter when using the stronger battery, because there is more

electrical potential(volatage) in a 9V battery vs. a 1.5V battery.

3. Is this a closed or open circuit?

Closed circuit

4. Have a student create an open circuit.

5. What happens when the circuit is open?

The light bulb is not lit.

6. Which materials on the simulation do you

predict will conduct electricity, and allow

electricity to run through them re-creating

the closed circuit?

-Have students test each material

Good Conductors: Iron, Silver, Brass, Copper




12

Energy Bike – TEACHER PAGE

The Energy Bike is a bike in which the rear wheel is stabilized so that the bike is

stationary. A 12-volt motor is mounted against the rear wheel. The motor acts as

a generator when driven by the roller that rests on the bike’s rear tire. A cable

runs from the generator to a display board with volt and amp meters and

sockets and outlets where light bulbs and small appliances can be attached.

The Energy Bike is designed to demonstrate fundamental concepts of electricity,

including current, voltage, wattage, resistance, capacitance, and power.

Students take active roles in pedaling the bike to produce electricity for different

explorations.

CCS owns several energy bikes. 3 energy bikes and kits are housed at Northgate

Center and are available to CCS teachers for reservation and check-out

through the science department. Teachers must attend a CCS professional

development workshop prior to reserving and checking-out an energy bike.

See the CCS Science Website for Energy Bike Video Tutorials, Project

NEED Manual and Lessons, and the Pedaling Power Activity Book.

http://www.columbus.k12.oh.us/applications/Departments.nsf/(ccs_pa

ges)/Science-Energy%20Bike?opendocument

Electric Hand-Crank Generator/Flashlight examples:

http://www.columbus.k12.oh.us/applications/Departments.nsf/(ccs_pages)/Science-Energy%20Bike?opendocument

http://www.columbus.k12.oh.us/applications/Departments.nsf/(ccs_pages)/Science-Energy%20Bike?opendocument



13

Name____________________________________________Date______________________Period_____

A Hotel Where Guests Can Pedal For Their Dinner! http://www.dogonews.com/2010/5/8/a-hotel-where-guests-can-pedal-for-their-free-supper

By Meera Dolasia on May 8, 2010

While we have heard of people singing for their dinner, pedaling for one, is a new concept - Especially, when you are a guest at a four-star hotel. But that is apparently what guests at the recently opened Crowne Plaza in Copenhagen, are being offered in exchange for a free dinner!

The program, which started on April 19th, entails bikers to pedal on stationary bikes that have been hooked to the hotel's electricity generators. An iPhone attached to each bike displays the energy output or wattage, which is first stored in a battery in the bike and then distributed to the hotel's main electricity supply.

The hotel awards the biker a $44USD meal voucher for every 10watt hours of electricity generated (approx 10-15 minutes of biking) - A very generous offer given that it takes about 100watt hours to power a 100W light bulb for an hour!

While the hotel chain has only set aside two bikes for this fun experiment, they plan to add more and even expand the program to their other hotels all across Europe, if it is successful.

This is not the only 'green' initiative at this Crowne Plaza, which opened its doors in November 2009. One of a handful of certified 'green' buildings in Denmark, all the energy utilized in this 25 story, 366 room hotel, is derived from renewable energy sources.

Groundwater based heating and cooling systems helps reduce energy consumption, by 90%. In addition, the building's sunny surfaces are fitted with solar panels, estimated to generate 170,000KW of power every year. Also, everything in the hotel ranging from lights to hand dryers, has been selected, based on its energy consumption. Another great example of a corporation doing its share, to help our environment!



14

CPO Lab Investigation: 8A Electricity – TEACHER PAGE

Worksheet and other resources related to this laboratory investigation can be found on the CPO Teacher Resource CD, or in the CPO Lab Investigation Workbook.



15

Name___________________________________Date________________________Period________

CIRCUITIFIC INQUIRY! In order to answer one of the following questions, you must create an experiment and gather data, which you can then use to support your answer to that question.

You may develop your own questions (must be approved by the teacher) or choose from the following questions:

Does the number of light bulbs affect the voltage output? If so, how?

Does the number of batteries affect the voltage output? If so, how?

Does the number of light bulbs affect the current (amps)? If so, how?

Does the number of batteries affect the current (amps)? If so, how?

Does the position/order of the bulbs, batteries, and wires affect the voltage output? If so, how?

Does the position/order of the bulbs, batteries, and wires affect the current(amps)? If so, how?

Does a resistor affect voltage output? If so, how?

Does a resistor affect current(amps)? If so, how? DIRECTIONS

1. Develop or choose a question. 2. Make a hypothesis(guess) about the question. 3. Create an experiment using the circuit boards, materials, and measurement devices that will

help you to answer the question. 4. Draw circuit diagrams and take data using voltage or current sensors 5. Answer the question using full sentences and data from the experiment.

Resistor



16

Name______________________________________Date_______________Period__________ QUESTION: ___________________________________________________________________

_____________________________________________________________________________ Hypothesis: ____________________________________________________________________

______________________________________________________________________________ Materials: Procedure: Describe the experiment. ________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

Data: Circuit Diagrams and Voltage(volts) or Current(amps) Data

CIRCUIT DIAGRAM A CIRCUIT DIAGRAM B

Voltage Output: ____________volts Voltage Output: ____________volts

Current: ________________ amps Current: ________________ amps



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Conclusion:

1. Restate your original investigation question.

2. Describe your investigation procedures.

3. Answer the original question using supporting data and evidence from your experiment.

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

Present your results to the rest of the class.



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TEACHER PAGE - Example

QUESTION: ___________________________________________________________________

_____________________________________________________________________________ Hypothesis: ____________________________________________________________________

______________________________________________________________________________ Materials: Procedure: Describe the experiment. ________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

Data: Circuit Diagrams and Voltage(volts) or Current(amps) Data

CIRCUIT DIAGRAM A CIRCUIT DIAGRAM B

Voltage Output: ____________volts Voltage Output: ____________volts

Current: ________________ amps Current: ________________ amps

Does the number of batteries affect the voltage output? If so, how?

If we add batteries to the circuit, then the voltage will increase.

1 Circuit Board, 4 Wires, 2 Battery Holders, 2 D Batteries, Voltmeter/Multimeter

Create a closed circuit using a circuit board, 4 wires, and 1 D battery. Using the

voltmeter, measure and record the voltage within the circuit. Next, add a battery to the

circuit. Using the voltmeter, measure and record the voltage within the circuit.

+

- -

+

+ -

1.5 3.0



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Conclusion: TEACHER PAGE 1. Restate your original investigation question.

2. Describe your investigation procedures.

3. Answer the original question using supporting data and evidence from your experiment.

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

Present your results to the rest of the class.

To investigate the original question, “Does the number of batteries affect the overall

voltage output?”, I developed an experiment to test this question using 4 wires, two D

batteries, a circuit board, and voltmeter. First, I created a simple series circuit using

only one D battery, and measured the voltage within the circuit. Next, I added another D

battery to the circuit and measured the voltage again. The voltage increased from 1.5

volts with one battery, to 3.0 volts using 2 batteries. Therefore, my hypothesis was

correct. Increasing the number of batteries will increase the voltage output.



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Name___________________________________________Date________________________Period_____

It’s Electric! - Generating Electricity from Renewable Energy Sources

The United States currently relies heavily on coal, oil, and natural gas for its energy. Fossil

fuels are nonrenewable, that is, they draw on finite resources that will eventually dwindle,

becoming too expensive or too environmentally damaging to retrieve. In contrast,

renewable energy resources—such as wind and solar energy—are constantly replenished

and will never run out.

http://www.worldometers.info/ - Energy

1. Compare the use energy from non-renewable sources and renewable sources

2. Convert the # of days to the end of Coal into years.

3. Convert the # of days to the end of Natural Gas into years.

4. Convert the # of days to the end of Oil into years.

5. Why do you think renewable energy is important?

Solar

Most renewable energy comes either directly or indirectly from the sun.

Sunlight, or solar energy, can be used directly for heating and lighting

homes and other buildings, for generating electricity, and for hot water

heating, solar cooling, and a variety of commercial and industrial uses.

Wind

The sun's heat also drives the winds, whose energy is captured with wind

turbines. The Earth's rotation also contributes to the winds, particularly

through the Coriolis effect.

Geothermal

Not all renewable energy resources come from the sun. Geothermal

energy taps the Earth's internal heat for a variety of uses, including

electric power production and the heating and cooling of buildings.

Hydropower

Flowing water creates energy that can be captured and turned into

electricity. This is called hydroelectric power or hydropower. NREL doesn't

perform any research in hydroelectric power technologies. For more

information on hydroelectric power, see the Hydropower Basics from the

U.S. Department of Energy’s Water Power Program.




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Name: _____________________________

Topic: _____________________________

It’s Electric! - Generating Electricity from

Renewable Energy Sources

Research Exceeds

Expectations

Meets

Expectations

Does Not Meet

Expectations

1. Research:

-Use various resources to

gather relevant

information about your

topic.

Used multiple sources

from various media types

Used multiple

sources from one

media type

Used very few or

insufficient varied

resources.

Information is relevant,

encompasses an overall

perspective related to the

energy source, and goes

in-depth into the current

use of this resource around

the world, US, or Ohio.

Information is

relevant and

encompasses an

overall perspective

related to the

energy source.

Not all

information is

relevant and only

encompasses the

basic information

related to the

energy source.

2. Model:

-Develop and construct a

model of a device or

power plant that shows

how your energy resource

is transformed into

electricity.

-include labels and

explanations of

components

Model is to scale;

represents the energy

source and its function

through detailed

construction components;

contains labels and

explanations

Model generally

represents the

energy source and

its functions;

contains labels

and explanations

Model does not

represent the

energy source;

poorly

constructed; does

not include labels

and explanations

3. Presentation:

-Explain the process of

how the energy resource is

used to generate electricity

with the help of the model

Clearly explains the

process of how the energy

resource is used to

generate electricity with

the help of the model, and

presents other relevant

information gathered from

research.

Clearly explains

the process of how

the energy

resource is used to

generate

electricity with the

help of the model

Does not clearly

explain the

process of how the

energy resource is

used to generate

electricity with the

help of the model

Teacher Comments:



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Electricity Generation from Renewable Energy Sources – TEACHER PAGE

1. Teachers explain the research project and discuss rubric with students.

2. Teachers facilitate grouping procedures and topic choice distribution.

-It is recommended that students work in pairs or small groups.

3. Example choices of topics:

-Solar panels

-Hydroelectric Power plants (Hoover Dam)

-Wind Turbines


4. Teachers facilitate student background research by providing resources

(internet/computer access, articles, books, etc.)

–A great resource for information is Project NEED: www.NEED.org and


5. Teachers facilitate model creation and presentations of model and explanations.

Models can include but are not limited to:

-diorama

-paper/cardboard/foamboard models

-legos

-clay/playdoh models

-computer simulated models

-poster models

-wood models

-paper mache models





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Example diagrams:

Solar Panels Hydropower Plant

Geothermal Power Plant Wind Turbine

Student Work Examples:

7th grade science unit: it’s electric! · pdf file7th grade science unit: it’s...

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