Activities
Energy Transformation Demonstrations – Models of Stirling Engine
Students will observe a series of phenomena to better understand the intricacies associated with energy transformations. A heavy emphasis will be placed on comparing various models of Stirling engines with regards to their energy pathways. Students will individually identify and record in their science notebooks all forms of energy observed in the initial demonstration. After three to five minutes students will collaborate in small groups to determine the energy pathway for the whole group demonstration. Students will be given ten minutes to illustrate the energy pathway starting with the chemical potential energy. Each group will present on their initial observations to prepare for the independent work. In groups of four, students will identify the types of energy present within each system (i.e., model of Stirling engine). Each group will construct an energy pathway diagram and identify forms of energy and locations of energy transformation. Individually students will be asked to explain why Stirling engines will never achieve perfect efficiency using supportive evidence from their observations as well as content from their science notebooks. This activity is designed to familiarize students with multi-step energy transformations in preparation for the culminating project at the end of the unit. This activity can be scaffolded to accommodate middle and elementary students by simplifying the observed energy transformations.
Build A Flashlight
Students will be tasked with building their own flashlight(s) out of household supplies (i.e., rubber bands, paper towel cardboard, copper wire, aluminum foil, masking tape). Prior to this activity students will have been introduced to open and closed circuits, with circuit design experience. A flashlight will be disassembled to examine the functional elements need to construct the device. Every student will sketch the electrical elements within the circuit design. As a whole group, we will identify the parts of the flashlight and briefly discuss strategies for their own designs. In groups of four, students will sketch their own designs and identify the materials needed for assembly. Students will work in groups much of the class to construct their flashlights. At the end of class, students will present their prototype flashlight as a whole group and will be asked questions about their design and choice of materials. This activity is designed to bridge content from the circuits and design to energy. In addition, it will serve as an exemplar to prepare students for the culminating project.
Measure Bulb Efficiency – Comparing Incandescent and LED Bulbs
Students will compare the differences in battery efficiency for a variety of brands (i.e., Energizer, Duracell) by estimating the energy output in lumens by utilizing their custom flashlights from the prior lesson. This activity is designed for careful observations that elicit critical thinking with regards to the chemistry present within batteries cells that utilize different oxidation/reduction reactions. Students will assess both thermal and light energy output for each battery brand produced from the light bulb. Students will record their data in their science notebook as well as the class whiteboard. Students will discuss which is more efficient based on heat generation and connect observations to thermodynamics in their conclusions. This activity is designed to elicit critical thinking about measuring energy efficiency with students identifying improvements in experimental design.
Energy Pathway of a Household Appliance or Electric Device
The summative project will task students to examine and deconstruct a household appliance. Student will likely need to conduct research to determine the intricacies of their chosen appliance and electrical device. For each household device or appliance, students will identify and describe the types of energies present, the location of energy transformation as well as develop an energy-pathway diagram. Students will be given a rubric with several checkpoints over a two-week period. Ultimately, students will present to the class about the functionality and operation of their device, the energy required for operation, and the number of energy transformations. This project will provide an opportunity for students to gain a deeper understanding and appreciation for mundane devices that are used every day (i.e., microwave, washer, phone, tv, computer).
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