• 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 the production electricity by building a generator
• use technology and mathematics to organize data and communicate

• Excel

1. Materials for motor demonstration
2. Lab trays with lab materials on students' lists (below are some possible necessities)

• copper wire
• magnets (ceramic recommended)
• switches
• light bulbs and socket holders
• screw drivers
• wire stripper and wire cutter
• voltmeters and ammeters (or multi meters)
• electrical tape
• iron or steel nails

3. Demo materials for creating an electromagnet
4. Worksheet:  Power Equation Practice

Part 1:

1. Before lab begins prepare lab trays with required materials.
2. Review basic principles of generating electricity with the use of a magnetic field.
3. Show students the demonstration of an electric motor.  Ask them how the electric motor is similar to their generator? They should see that both use magnetic fields and coils of wire.  However, in a motor electricity is used to produce motion and in a generator motion is used to produce electricity.
4. Pass out the lab trays and allow students to construct their generator and check to see that their generators work.
5. Have students try to troubleshoot problems they encounter.  Be supportive as a sounding board for ideas.
6. Provide help using Excel and creating the data table. If you type in the formula =B2*C2 in cell D2 and then copy it to the rest of the column, as students plug in information then the computer will automatically calculate Power.

Part 2:

1. Once all groups have their generators working, Pose the question:  Can you make your generator produce more power?
2. Ask them what variables are involved in the mechanics of the generator (i.e. coils of wire, magnetic field, motion)? Demonstrate the electromagnet using 20 coils of wire, 40 coils of wire, and 60 coils of wire. Discuss how increasing coils, magnetic strength, or increased motion could affect their generator.
3. Have students proceed through the instructions in Part 2 of the student lab sheet.
4. When they graph in Excel have them Group the ammeter and voltmeter readings on their spreadsheets so that they have only the method and Power calculations showing.  If this is not done they will get some crazy graphs. See instructions on Data Grouping.

Part 3:

1. Students will research information about an engineer.
2. They will determine what type of engineer would be responsible for working with generators.  The following information will aid the student in determining type of engineer http://www.engineering-goforit.com/optionsfinal4.pdf
3. They will list a University closest to them that offers that type of engineering.

Part 4: Lab Activity

1. Pass 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.
2. Explain how current flows in a circuit.
3. Ask students how people can produce electricity?  What is a generator?
4. 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.