SummaryThrough nine lessons, students are introduced to a range of energy types — electrical, light, sound and thermal — as well as the renewable energy sources of wind, hydro (water) and solar power. Subjects range from understanding that the movement of energy at the electron level creates electricity that powers our world, to recognizing the Sun as our ultimate energy source. Through numerous hands-on activities, students explore a wide range of scientific topics related to the fundamentals of energy: kinetic and potential energy, light waves, reflection, refraction, convection, sound waves, volume, pitch, frequency, radiation, heat capacity, heat transfer, specific heat. These concepts are presented in the context of engineering applications pertinent to our everyday lives. Other aspects of energy are explored, including energy consumption and conservation, batteries, simple circuits, conduction and insulation, polarization, power grid and blackouts. As they delve into details about wind, water and solar power, students learn about thermometers, anemometers, wind and water turbines (windmills and waterwheels), and even direct solar heating and cooking. See the Unit Overview section for topics by lesson.
We use energy in all its forms almost every day. In uncountable ways, engineers build upon their scientific knowledge of energy and electricity concepts to provide us with electricity to meet our basic needs of food, shelter, safety, heating and cooling, as well as luxuries of comfort and entertainment. Engineers work with energy and electricity in all its forms, from tiny electrons to nation-spanning electrical grids to the design of everyday appliances.
As we use great amounts of electricity to run our lives, engineers are concerned about the way this energy is produced and its impact on our environment. We are facing many issues with conventional energy sources (fossil fuels, hydropower) that are leading engineers to develop innovative alternative energy sources (wind, solar, biomass, nuclear) and ways to conserve energy (material properties, appliance efficiencies). Yet, no one energy source works for all situations. So engineers design technologies to overcome the inherent disadvantages and obstacles that exist with every energy source.
Engineers apply their understanding of energy principles and behavior to solving real-world problems, resulting in everyday products (cell phones, computer software, electronic music, batteries, radio and television broadcasting, air-land-sea travel, household appliances, sunglasses, cameras, circuitry) as well as specialty technologies and applications (medical diagnostics and treatment, sonar, lasers, solar cells, power plants, transmission lines, the electrical energy grid, HVAC systems, microscopic technologies, weather prediction, space travel). When designing, engineers keep in mind the needs of the application, and optimize characteristics such as power output, ability to recharge, reliability, size, safety, heat generation, length of life cycle, abuse tolerance, cost and ability to be recycled.
More Curriculum Like This
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This lesson provides students with an overview of the electric power industry in the United States. Students also become familiar with the environmental impacts associated with a variety of energy sources.
Each TeachEngineering lesson or activity is correlated to one or more K-12 science,
technology, engineering or math (STEM) educational standards.
All 100,000+ K-12 STEM standards covered in TeachEngineering are collected, maintained and packaged by the Achievement Standards Network (ASN),
a project of D2L (www.achievementstandards.org).
In the ASN, standards are hierarchically structured: first by source; e.g., by state; within source by type; e.g., science or mathematics;
within type by subtype, then by grade, etc.
Each TeachEngineering lesson or activity is correlated to one or more K-12 science, technology, engineering or math (STEM) educational standards.
All 100,000+ K-12 STEM standards covered in TeachEngineering are collected, maintained and packaged by the Achievement Standards Network (ASN), a project of D2L (www.achievementstandards.org).
In the ASN, standards are hierarchically structured: first by source; e.g., by state; within source by type; e.g., science or mathematics; within type by subtype, then by grade, etc.
- Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem. (Grades 3 - 5) Details... View more aligned curriculum... Do you agree with this alignment? Thanks for your feedback!
- Make observations to provide evidence that energy can be transferred from place to place by sound, light, heat, and electric currents. (Grade 4) Details... View more aligned curriculum... Do you agree with this alignment? Thanks for your feedback!
- Obtain and combine information about ways individual communities use science ideas to protect the Earth's resources and environment. (Grade 5) Details... View more aligned curriculum... Do you agree with this alignment? Thanks for your feedback!
- Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one- and two-step "how many more" and "how many less" problems using information presented in scaled bar graphs. (Grade 3) Details... View more aligned curriculum... Do you agree with this alignment? Thanks for your feedback!
- Solve multistep word problems posed with whole numbers and having whole-number answers using the four operations, including problems in which remainders must be interpreted. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding. (Grade 4) Details... View more aligned curriculum... Do you agree with this alignment? Thanks for your feedback!
- Represent real world and mathematical problems by graphing points in the first quadrant of the coordinate plane, and interpret coordinate values of points in the context of the situation. (Grade 5) Details... View more aligned curriculum... Do you agree with this alignment? Thanks for your feedback!
Overview of topics by lesson: 1) an introduction to the types and sources of energy, 2) energy consumption and conservation, and renewable vs. nonrenewable energy sources, 3) light energy, including wavelengths, visible spectrum, reflection and refraction, 4) electrical energy, including charge, voltage, current, resistance, circuits, conduction and power plants, 5) sound energy, including sound waves, pitch, volume, frequency and transmission, 6) the nature of thermal energy, temperature and heat capacity, including the difference between conduction, convection and radiation, 7) the advantages and disadvantages of wind as a renewable energy source, 8) the pros and cons of hydropower, and its potential-to-kinetic energy transformation as seen in waterwheels and modern turbines, and 9) passive and active solar energy, including radiation and convection, thermal energy storage capacities and solar ovens.
- Day 1: What is Energy? lesson
- Day 1-2: What Is Energy? Short Demos activity
- Day 2-3: Energy Detectives at Work activity
- Day 4: Energy Conservation lesson
- Day 5: Wasting Energy at Home activity
- Day 6: Stop Heat from Escaping activity
- Day 7: Greenewables activity
- Day 8: The Energy of Light lesson
- Day 8-9: Stations of Light activity
- Day 10: Get Charged! lesson, The Path of Electrons activity
- Day 11: Potato Power activity
- Day 12: Conductivity activity
- Day 13-14: Blackout! activity
- Day 15-16: The Grid activity
- Day 17: The Energy of Music lesson
- Day 18: Seeing and Feeling Sound Vibrations activity
- Day 19: Traveling Sound activity
- Day 20: Pitch and Frequency activity
- Day 21: Sound Visualization Stations activity
- Day 22: How Hot Is It? lesson
- Day 23: Make Your Own Temperature Scale activity
- Day 24: How Much Heat Will It Hold? activity
- Day 25: Thar She Blows! lesson
- Day 26: Build an Anemometer activity
- Day 27-28: Wind Power! Designing a Wind Turbine activity
- Day 29-30: Windmill of Your Mind- Distributed Energy Goes to School activity
- Day 31: A River Ran Through It lesson
- Day 32: Falling Water activity
- Day 33: Waterwheel Work activity
- Day 34-36: A Case of Innovation activity
- Day 37: Let the Sun Shine! lesson, Capturing the Sun's Warmth activity
- Day 38: Capturing the Sun's Warmth activity
- Day 39-40: You're in Hot Water activity
- Day 41-42: Cooking with the Sun activity
- Day 43: Power to the People activity
- Day 44-45: Design a Solar City activity
Pre-Unit Test or Quiz: To conduct an overall pre/post content assessment of this curricular unit (nine lessons, with associated activities), administer the attached pre/post test/quiz to the class before beginning any discussion on energy, electricity and renewable energy. Then, after completion of the final lesson, administer the same (now post-unit) test/quiz to the same students and compare pre- to post- scores. In addition, these short exams are suitable to administer to a control group of students who have not completed the unit, to comparatively evaluate the impact of the curricular unit on learning. The attached test and quiz were developed by TE users. One is for fifth-grade students about energy and renewable energy (All About Energy Pre/Post Test-Elementary) and another is for lower elementary-level students about energy, electricity, renewable energy and energy conservation (Energy Pre/Post Quiz-Fifth-Grade).
Post-Unit Test or Quiz: If you administered a pre-unit test or quiz before beginning this curricular unit, conclude the overall pre/post assessment of the unit (nine lessons, with associated activities), by administering the same test or quiz again (now a post-unit test/quiz) to the class after concluding the final lesson and its activity. Compare pre- to post- scores to gauge the impact of the curricular unit on students' learning.
ContributorsSee individual lessons and activities.
Copyright© 2005 by Regents of the University of Colorado
Supporting ProgramIntegrated Teaching and Learning Program, College of Engineering, University of Colorado Boulder
The contents of this digital library curriculum was developed under grants from the Fund for the Improvement of Postsecondary Education (FIPSE), U.S. Department of Education, and the National Science Foundation (GK-12 grant no. 0338326). However, these contents do not necessarily represent the policies of the U.S. Department of Education or National Science Foundation, and you should not assume endorsement by the federal government.
Last modified: June 28, 2016