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| WV State Standards: |
| Science:
SC.8.4.20, SC.9.4.18, AES.4.34, AP.4.19 |
Technology:
TEC
9-12.1.2, TEC 9-12.2.1, TEC 9-12.2.2, TEC
9-12.3.2, TEC 9-12.5.1, TEC 9-12.5.2
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| National Standards: |
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| Blooms Taxonomy:
Knowledge,
Comprehension, Analysis, Synthesis |
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21st Century Skills:
Creativity and intellectual curiosity,
Information and Media Literacy Skills
Self-Directional Skills |
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Objective(s):
Students will:
- apply the
conservation of energy theory to energy transformations (e.g.,
electrical/heat, heat/mechanical)
- understand the nature of
electricity and how it moves
- demonstrate the production
of electricity by building a generator
- use technology and mathematics to
organize and communicate data
Time Required:
One 45 minute class
period
Pre-Requisite Skills:
Students should
have a basic knowledge of electricity (i.e., static and non
static). Computer knowledge of Internet searching is
also necessary.
21st Century Tools (Technology Tools)
Internet
Access, EdVenture Island Web Page
Instructional Materials
- materials for
simple circuit activity (two wires, a D battery, and a bulb) for
each group of 3-4 students
- explanation of how current flows in a circuit
- Internet access for information on how a generator works and resources for students to access
Procedure:
- Give the
materials for constructing a simple circuit to each group
of 3-4
students. Have them sketch every way they were able to arrange
the battery, wires, and bulb to get the bulb to light up. They
should end up with at least three. Do not help them and let them
discover the designs that will work. Discuss why they worked or
did not work after you have given them enough time to
experiment.
- Explain how
current flows in a circuit and the difference between an open
and closed circuit. Discuss the operation of a switch and what
its function is in the circuit. You can also discuss fuses and
circuit breakers and their importance and function in a circuit.
- Ask students
how people can produce electricity? What is a generator?
- Tell the
students they are to find a simple generator on the Internet and
build it in class. By the end of the period they must
submit a detailed list of materials, detailed construction
procedures, and a schematic diagram of the generator.
- Students will
then determine what type of engineer will be needed to address
the issue of power generation. Use the following for research
http://www.engineering-goforit.com/optionsfinal4.pdf
Differentiated Instruction:
Author's Comments:
When determining the
groups, make sure to design the groups so students with a better
understanding of the lesson might help others in the class.
Be aware of possible power issues within your classroom.
21st Century Assessment/Evaluation:
- diagrams of simple
circuit arrangements
- detailed list of
materials, detailed construction procedures, and a schematic diagram
of the generator
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