Generators: Three Mile Island vs. Hoover Dam

http://www.teachengineering.org/view_lesson.php?url=collection/duk_/lessons/duk_powergen_tech_less/duk_powergen_tech_less.xmllessontext/xmlGenerators: Three Mile Island vs. Hoover DamTechtronics Program, PowerEnergyElectricityNuclearSolarWindmillHydroelectricCoalPhotovoltaicEnergyPowerRenewable resourceTurbine Fuel CellCatalystPhotovoltaic Cell

Students are given a history of electricity and its development into the modern age lifeline upon which we so depend. The methods of power generation are introduced, and further discussion of each technology’s pros and cons follows.

Understanding energy issues is an important part of engineering. The lesson and associated activity also develop the ability to explain technological concepts in simple terms. Students will be able to describe important discoveries leading to electricity. Students will be able to name the different sources of power generation and how they work. Students will be able to list the pro’s and con’s of each method of power generation. 3TeachEngineering.orgBrandon Jones (Primary Content Creator), Pratt School of Engineering, Duke Universityhttp://www.amasci.com/scied.htmlhttp://www.encyclopedia.com/doc/1E1-electity.htmlhttp://www.encyclopedia.com/doc/1E1-power-el.htmlhttp://www.physlink.com/Education/AskExperts/ae280.cfmS10284C4North_CarolinaScience1.08 Use oral and written language to: • Defend conclusions of scientific investigations.77S10284C5North_CarolinaScience1.09 Use technologies and information systems to: • Research.77S10284C9North_CarolinaScience1.10 Analyze and evaluate information from a scientifically literate viewpoint by reading, hearing, and/or viewing: • Scientific text.77S10284D0North_CarolinaScience2.02 Use information systems to: • Identify scientific needs, human needs, or problems that are subject to technological solution.77S10284D2North_CarolinaScience2.03 Evaluate technological designs for: • Application of scientific principles.77S10284E4North_CarolinaScience3.04 Evaluate how humans impact air quality including: • Air quality standards.77S1028546North_CarolinaScience1.08 Use oral and written language to: • Communicate findings.88S1028549North_CarolinaScience1.09 Use technologies and informations systems to: • Research.88S102854DNorth_CarolinaScience1.10 Analyze and evaluate information from a scientifically literate viewpoint by reading, hearing, and/or viewing: • Scientific text.88S1028554North_CarolinaScience2.02 Use information systems to: • Identify scientific needs, human needs, or problems that are subject to technological solution.88S1028556North_CarolinaScience2.03 Evaluate technological designs for: • Application of scientific principles.88S1028574North_CarolinaScience3.07 Describe how humans affect the quality of water: • Point and non-point sources of water pollution in North Carolina.88United StatesCopyright 2012 - Techtronics Program, Pratt School of Engineering, Duke Universityhttp://www.teachengineering.org/policy_ipp.phphttp://www.teachengineering.org/2008-09-268Teacher