TE Activity: Energy Sources Research
Contributed by: Office of Educational Partnerships, Clarkson University, Potsdam, NY
Winner - 2009 Premier Curriculum Award for K-12 Engineering
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The USA use of wind power is rapidly growing. click for copyright |
Summary |
Engineering Connection |
| Engineers must always decide on what solutions are best in a given situation. Engineers who are developing alternative energy systems must consider a variety of different constraints and criteria for choosing which source might be best for the particular application. The technical effectiveness is one way to chose the best (e.g., need a lot of sunny days for solar energy), but environmental and economic criteria are also important. |
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| Grade Level: 8 (6-8) | Group Size: 3 |
| Time Required: 120 minutes 3 40-min classes (less class time is required if done as homework instead of in-class activity with presentation) |
Activity Dependency  :Energy Resources and Systems |
Expendable Cost Per Group
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Not defined |
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| Keywords: biomass energy, fossil fuel, geothermal, nuclear, photovoltaic, renewable, solar energy, wind turbine | |
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Related Curriculum
:
| subject areas | Data Analysis and Probability Physical Science Physics |
| curricular units | Energy Systems and Solutions |
| lessons | Energy Resources and Systems |
Learning Objectives (Return to Contents)
Students will be able to:
- identify at least five sources of energy.
- explain why an increased dependence on renewable energy sources is an inevitable part of our future.
- state that the depletion of fossil fuels is a serious global issue.
Materials List (Return to Contents)
Per group:
- research packet (fact sheets - each group gets all of the fact sheets)
- Worksheet (for each student)
- Access to internet (optional)
Introduction/Motivation (Return to Contents)
Who remembers what our unit project is all about? (be prepared to state this again) One of the necessary steps in our problem solving spiral is "gather information." We've been gathering information about energy sources and why we might want to consider using some energy sources more than others. One way to change is to consider a different source of energy. But we need to learn more! If you were to consider implementing a different energy source and conversion process, what would you want to know about it? (class brainstorm)
- How it really works
- Cost
- Environmental impact
- How it can be used in your home
- Others?
In the next couple of classes we will learn more about these sources so that we can evaluate if any of them might be suitable recommendations for our energy project. Think about how these various energy alternatives might be utilized in your project as we go through this research.
Procedure (Return to Contents)
- Split the students into groups of 3 students
- Hand out the research packets and activity sheets (note - two versions available, one as HW and one as in-class group activity)
- Each group will answer that one question for all 7 energy sources
- Assign each group one of the 7 research questions ( If there are less than 7 groups, choose just a few questions, preferably how it works, one economic question, one environmental question, etc.). The "how things work" question might warrant a few groups assigned to it with each group just answering the question for a few of the sources.
- Explain to the students that they will become experts on the specific aspect of energy sources (for example, they will be experts on the environmental effects of energy sources)
- Each group will make a decision based on the specific aspect they researched, as to which source is best.
- This may take more than one day, students who finish early can move on to the next step outlined in the following day
- Have each group prepare a one page handout summarizing their findings
- Give each group a blank piece of regular printer paper and markers
- Give each group a blank piece of regular printer paper and markers
- In preparation for next day class, make copies of each handout for each student. Make a transparency of hand out for the group to use for their presentation
- Have each group present their handout to the class.
- Write on the board which energy source each group felt was best.
- Discuss the pros and cons as a class and decide which ones are most feasible for a home.
- Closure:
- Relate this to semester project - how might you use this information to address the question posed at the beginning of this energy unit?
- Tell them that in the next class we will look at the systems for those sources.
- If there is extra time you can use the Energy Trivia PowerPoint to review the facts they researched.
Attachments (Return to Contents)
- Energy sources research activity student worksheet (doc)
- Optional - Energy research homework (doc)
- Energy Source Fact Sheets (doc)
- Powerpoint File with Energy Source Photos (ppt)
- Energy Sources Trivia (ppt)
- Energy sources research activity student worksheet (pdf)
- Energy research homework (pdf)
- Energy Source Fact Sheets (pdf)
Assessment (Return to Contents)
Student presentations and completed worksheets should be collected and graded. The students' ability to answer questions about their question and their ability to participate in the discussion after the research should provide an indication that the students understand the various aspects of these systems and weigh their pros and cons.
Other Related Information (Return to Contents)
This lesson was originally published by the Clarkson University K-12 Project Based Learning Partnership Program and may be accessed at http://www.clarkson.edu/highschool/k12/project/energysystems.html.
Contributors
Susan Powers, Jan DeWaters and a number of Clarkson and St. Lawrence University students in the K-12 , Project Based Learning Partnership ProgramCopyright
© 2008 by Clarkson University, Potsdam NY 13699.This unit was developed under National Science Foundation grants No. DUE-0428127 and DGE-0338216. However, these contents do not necessarily represent the policies of the Department of Education or National Science Foundation, and you should not assume endorsement by the federal government.
Supporting Program (Return to Contents)
Office of Educational Partnerships, Clarkson University, Potsdam, NYLast Modified: August 12, 2009