Activity Session 1

1.Energy System Poster
2.Kill A Watt Meter
3.Energy Source Flowchart

Transcript

1. ENERGY What do we use? How do we use it? Are there Better Options? Lecture Session No. 1 Thursday 8.22.19 2019 International Workshop on Energy Education Tainan, Taiwan
2. Welcome to Day Two of the Workshop! Energy in our Lives Carousel Please… 1. Choose a marker and respond to the questions that are around the room on the posters. 1. After responding to all of the questions, find two other people with the same popsicle stick code and sit in a group together. 1. These will be your partners for the remainder of the workshop.
3. What Are We Noticing About Responses?
4. The purpose of this activity is to measure students’ background knowledge prior to teaching, and then to later use the same activity to assess understanding after teaching (value added assessment). The ziplock bag at your table has cards that need to be arranged in a logical order. The cards show... 1. energy sources 2. sub-categories to energy sources 3. percentage of energy used on a global scale 4. energy type - kinetic or potential 5. greenhouse gases - produced/not produced/neutral Energy Source Flowchart Scramble
6. Energy Source Flowchart Scramble Directions: 1. Spread the cards out and then start organizing them into a flow chart. 1. Individual energy cards also have three locations to place smaller cards. a. Blue = Percentage of energy used on a global scale b. Green = Kinetic or Potential energy source c. Pink = Produces greenhouse gases, does not produce greenhouse gases, or is greenhouse gas neutral.
7. Energy Source Flowchart Scramble Directions: 1. Use a timer to see how long it takes for your group to complete the task 1. Take a picture when you are done and we will compare your flow chart (and time) now to one you complete later.
8. Energy Source Flowchart Scramble Activity guide can be found in the Google Classroom!
9. Pack up your Materials Be sure to write down your time and take your picture! Please pack up your cards in the ziploc bags for later.
10. Energy Consumption at Home or School Kill-A-Watt Meter Activity Activity guide can be found in the Google Classroom!
11. Energy Consumption at Home or School Kill-A-Watt Meter Activity Energy = Power x Time (kWh) = watts/1000 x hours - Watt meters measure power consumption - Power consumption can also be determined through the appliance rating stamped on the appliance
12. Energy Consumption at Home or School Kill-A-Watt Meter Activity - see the Google Doc lesson plan - https://docs.google.com/document/d/131VRf0H9VbPybLS-SybBht4RA6Zy0OG8zmo9b7Rbr98/edit - each group has a Watt meter and there are tables of various appliances 1. plug the Watt meter into the outlet on the floor 2. plug our appliances into the Watt meter and record the data on the data sheet
13. Energy Consumption at Home or School Kill-A-Watt Meter Activity Appliance Name Setting/comments Power or current specified on appliance Power (W) measured Estimated time used daily (h) Energy consumed daily (kWh)
14. Energy Consumption at Home or School Kill-A-Watt Meter Activity How did your measured power using the Watt Meter compare to any appliances that had known power rating or current? Which appliances did you expect to use the MOST power? Why? Based on the measurements of this activity, can you suggest a way that you can conserve energy in your home?
15. Clean up for Kill-A-Watt Meter Activity Please leave your Kill-A-Watt Meter on your desk. Please unplug any appliances and leave them on the tables.
16. Where does our Electricity Come From? Energy Systems Poster Activity Students explore 8 different Energy Systems for generating ELECTRICITY from different resources: Biogas Coal Nuclear Hydro Biomass Solar PV Wind Geothermal
17. Energy Systems Poster Activity Available on the teachengineering.org website Also included in the Google Classroom 8 energy systems: Biogas Hydro Biomass Nuclear Solar PV Wind Geothermal Coal
25. Energy Systems Poster Activity Includes: • Instructions • Student worksheet • Energy System posters, environmental impacts, and resources for each poster
26. Research Renewables Helping Students Explore Renewables Interactive Learning Experience -- Students conduct research and present to each other storyblocks, https://www.videoblocks.com/video/multi-ethnic-students-presenting-a-project-in-front-of-the-classroom-young-people-analyzing-a-diagram-and-showing-it-to-the-audience- on-study-course-classroom-activity-sw_2ceragj1p3q10q Activity guide can be found in the Google Classroom!
27. Types of Renewable Energy Assign the students one of the following: • Hydroelectric: dams in rivers • Run of the River turbines • Tidal turbines • Geothermal: for heat/electricity • Windmills • Solar panels: for heat/hot water/electricity
28. NYSSLS HS-ESS2-4. Use a model to describe how variations in the flow of energy into and out of Earth’s systems result in changes in climate. HS-ESS3-2. Evaluate competing design solutions for developing, managing, and utilizing energy and mineral resources based on cost-benefit ratios. HS-ESS3-4. Evaluate or refine a technological solution that reduces impacts of human activities on natural systems.* HS-ESS3-6. Use a computational representation to illustrate the relationships among Earth systems and how those relationships are being modified due to human activity. HS-ETS1-1. Analyze a major global challenge to specify qualitative and quantitative criteria and constraints for solutions that account for societal needs and wants. HS-ETS1-2. Design a solution to a complex real-world problem by breaking it down into smaller, more manageable problems that can be solved through engineering. HS-ETS1-3. Evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs that account for a range of constraints, including cost, safety, reliability, and aesthetics, as well as possible social, cultural, and environmental impacts. HS-ETS1-4. Use a computer simulation to model the impact of proposed solutions to a complex real-world problem with numerous criteria and constraints on interactions within and between systems relevant to the problem.
29. Type of Renewable Energy (your assigned type) Your name Your teacher’s name class period
30. How it works • Describe how it works to generate electricity 8 pts • good place for a video • To avoid plagiarism, copy the web address from which you copied the video, and include it as a caption.
31. How much electricity • How much electricity your type of renewable energy generates • Compare it to Coal, Oil and Natural Gas if possible 6 pts Photo or graph 2 pts To avoid plagiarism, copy the web address from which you copied the photo, and include it as a caption.
32. How much CO2 it releases which leads to BOTH Acid Rain AND Global Warming • How much CO2 your type of renewable energy releases • Compare it to Coal, Oil and Natural Gas if possible 6 pts Photo or graph 2 pts To avoid plagiarism, copy the web address from which you copied the photo, and include it as a caption.
33. How much SO2 /NOx it releases which causes Acid Rain • How much SO2 your type of renewable energy releases • How much NOx your type of renewable energy releases • Compare it to Coal, Oil and Natural Gas if possible 6 pts Photo or graph 2 pts To avoid plagiarism, copy the web address from which you copied the photo, and include it as a caption.
34. Cost to the customer • How much it costs the customer per Kilowatt-Hour • Compare it to Coal, Oil and Natural Gas if possible 6 pts • Photo or graph 2 pts • To avoid plagiarism, copy the web address from which you copied the photo, and include it as a caption.
35. Environmental advantages • Environmental advantages of your type of renewable energy 6 pts • (good place for a video) To avoid plagiarism, copy the web address from which you copied the video, and include it as a caption. • photo 2 pts • To avoid plagiarism, copy the web address from which you copied the photo, and include it as a caption.
36. Disadvantages • Disadvantages of your type of renewable energy • Ex: Costs, resources, health risks 6 pts • (good place for a video) • To avoid plagiarism, copy the web address from which you copied the video, and include it as a caption. • photo 2 pts • To avoid plagiarism, copy the web address from which you copied the photo, and include it as a caption.
37. Extra Info • List companies that sell this renewable energy source • photo • To avoid plagiarism, copy the web address from which you copied the photo, and include it as a caption.
38. Conclusion Summary of what was learned or what was interesting. 4pts
39. Works Cited • 1st web source: Author’s last name, first name. “Title of the Article.” Title of the Web Cite. Date updated. Web address. 2pts • 2nd web source: Author’s last name, first name. “Title of the Article.” Title of the Web Cite. Date updated. Web address. 2pts • 3rd web source: Author’s last name, first name. “Title of the Article.” Title of the Web Cite. Date updated. Web address. 2pts • 4th web source: Author’s last name, first name. “Title of the Article.” Title of the Web Cite. Date updated. Web address. 2pts • 5th web source: Author’s last name, first name. “Title of the Article.” Title of the Web Cite. Date updated. Web address. 2pts EXCR: • 1 book: Author’s last name, first name. Title of the Book. City of publication: Name of publishing company, date published. 2pts • 1 encyclopedia: Author’s last name, first name. “Title of the Article.” Title of the Encyclopedia. Date published. 2pts
40. Graphics Bulleted notes. Size 24 font. No paragraphs 3pts Font color easy to read against your background 2pts Animations the same throughout. NO SOUNDS! 3 pts Slide Transitions are the same throughout 2pts Informative Video 5pts
41. Presentation • Clarity of Content: 3pts – You pronounce words correctly and can explain what they mean. • Eye Contact: 3pts – You know your material well enough to look up at your audience while speaking . • Volume: 3pts – You are loud enough for your audience to hear you clearly. • Posture: 3pts – You stand up straight and professionally. • Listening Ability: 3pts – You listen quietly and take notes while your classmates present. • Bonus Points: – You impressed me with extra info that I didn’t ask for. Your slides are extra impressive. Your presentation is especially professional.
42. Helpful Research Links https://news.energysage.com/advantages-and-disadvantages-of-renewable- energy/ https://www.epa.gov/statelocalenergy/local-renewable-energy-benefits-and- resources https://www.solarschools.net/knowledge-bank/renewable-energy/advantages- disadvantages https://www.ucsusa.org/clean-energy
43. Two Similar Research Projects Activity guide can be found in the Google Classroom!
44. Eco-Friendlier Automobiles Assign the student one of the following topics: • SMART cars • Hydro fuel powered cars • Electric cars • Hybrid cars • Solar cars
45. Eco-Friendlier Fuels Assign the students one of the following: • Bio fuels E6… • Hydro fuel
46. Tea Break