Activities
Energy Transformation Demonstrations – Modeling Stirling Engine and Flashlights
Like last year, we will begin the energy unit by deconstructing a flashlight and Stirling engine to refine our knowledge of energy types and their subsequent transformations. 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.
Systems Thinking of Transportation Assessment utilizing LCA Data
The summative project will ask students to examine the energy efficiency (per passenger) of public transportation in the District of Columbia. This will occur in two phases, through the introduction of lifetime cycle analysis. As a whole group or in teams, students will research a standard dockless electric scooter to determine distribution, raw materials, maintenance, and end of life processes involved. A flow model will be constructed using systems thinking through the application of concept mapping. Each group may have variation on their systems boundaries and process that are included but the overall product should be comprehensive within our time constraints. Systematically thinking about a relatively simple product will build the necessary capacity for complex modes of public transportation. The second phase of the project ask students to compare three modes of public transportation with regards to energy and greenhouse gas emission per passenger. Student will utilize the impact factor table in Figure 5 generated from LCAs and local public transit dataset to conduct their assessments of a standard car, metrobus, and metro rail. Lastly, students will determine which mode of transportation would be most efficient for them based on their home residence. This project will provide an opportunity for students to gain a deeper understanding and appreciation for the complexities associated with public transportation as well as the importance of energy systems. It is my hope that a simple question of how you should get to school will illuminate students into thinking deeply about other aspects of everyday life as well.
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