Download Learning Cycle 1 - People Server at UNCW

Author: Ms. Barbara Glover and
Dr. Sue Kezios
Instructors:
Ms. Beth Brampton, New Hanover County Schools
Dr. Dennis Kubasko, UNC Wilmington
 Karen Shafer – Director, Science and Mathematics
Education Center
 http://www.uncw.edu/smec/
 SITE: 3-5 Science is a five-day institute that focuses on
the two-three major science themes that run through
the NC Science Standard Course of Study for Grades 35.
Instructors
Ms. Beth Brampton
 Gregory School of Mathematics, Science, and
Technology, New Hanover County Schools
 http://www.nhcs.k12.nc.us/gregory/
Dr. Dennis Kubasko, Jr.
 Watson School of Education, UNC Wilmington
 http://people.uncw.edu/kubaskod/
Agenda
 Introductions
 SITE 3-5 Initiative
 PowerPoint Presentation
 Instructional Strategy – Learning Cycle
 Content Background - Electromagnetism
 Activity - Building a Galvonometer
 Conclusion
Content Themes
 The institute content themes include:
 Rock Cycle (soil properties, composition/uses of rocks &
minerals, & landforms);
 Ecology (plant growth & adaptations, animal behavior &
adaptations, & interdependence of plants & animals)
 Energy/Forces/Motion (light, heat, magnetism &
electricity, forces & motion)
 Weather & Climate (water & water cycle, clouds &
climate, global climate change)
Energy, Forces and Motion (EFM) Topics
 The institute content topics include:
 Investigating Force and Motion
 Investigating Work and Simple Machines
 Investigating Heat and Energy Transformation
 Investigating Electricity – Circuits
 Investigating Magnetism
 Investigating Electromagnetism
 Investigating Light
Organizing Topics
 The understanding of energy in early grades is built
upon experiences with light, heat, sound, electricity,
magnetism, and the motion of objects.
 Each type of energy is viewed as a separate form.

http://tonto.eia.doe.gov/kids/index.cfm
Organizing Topics (Cont.)
 In the early grades of science education it is imperative to
provide an experiential approach to energy, forces, and
motion.
 http://www.physics4kids.com/index.html
 It is important to develop accompanying vocabulary as it
becomes relevant to the students through their
experiences.
 http://tonto.eia.doe.gov/kids/energy.cfm?page=about_home-basics
 A more in-depth theoretical understanding of energy,
forces, and motion need not be undertaken until middle
school.
 http://tonto.eia.doe.gov/energyexplained/
Relevant Content in the National Standards
Document
 Benchmarks for Science Literacy (AAAS, 1993), a
major source of the ideas in the NC SCOS provides
valuable perspective on learning about energy, force
and motion.
 Benchmarks is online at:

http://www.project2061.org/publications/bsl/online/bolintro.
htm
Relevant Content in the National Standards
Document

National Science Education Standards (NRC,
1996)
This nation has established as a goal that all students
should achieve scientific literacy. The National
Science Education Standards are designed to enable
the nation to achieve that goal.


http://www.nap.edu/readingroom/books/nses/
Relevant Goals and Objectives from the North Carolina
Standard Course of Study
 Grade 3 - Competency Goal 3: The learner will make
observations and use appropriate technology to build
an understanding of the earth/moon/sun system.
 Grade 4 - Competency Goal 3: The learner will make
observations and conduct investigations to build an
understanding of magnetism and electricity.
 Grade 5 - Competency Goal 4: The learner will conduct
investigations and use appropriate technologies to
build an understanding of forces and motion in
technological designs.
Instructional Strategy
 Engage – Make A Galvonometer
 Explore – Build a Circuit
 Explain – Vocabulary Intervention
 Elaborate – How do Coal-Powered Power Plants
Work?
 Evaluate – Build a Flashlight
 Making Connections – Future Energy Sources
without a Turbine
Introduction
 From the electromagnet experiment we know that
electricity can generate a magnetic field. The
reverse is also true. A magnetic field can be used to
generate electricity.
 http://www.howstuffworks.com/electromagnet.htm
 A coil moving in a magnetic field or moving
magnets around a coil will generate electric
current in the coil.
 In fact this is the principle that is used to generate
the electricity for our homes, schools, and
businesses.
Science Background
 A magnet is surrounded by a magnetic field.
 If the magnet moves, the magnetic field also
changes.
 Charges in a wire would move if the wire was
moved in an magnetic field.
 So if you move wire loops in a magnetic field or
move magnets around loops of wire, you cause an
electric current to flow.
 Such a devise is known as a generator.
 Electricity for our everyday use comes from
generators.
Science Background
 Usually the generator consists of many coils of wire
that are free to spin inside stationary magnets.
 http://new.wvic.com/index.php?option=com_content&t
ask=view&id=9&Itemid=46
 There needs to be an energy input to make the coils
spin.
 The device that transfers the motion is called a
turbine.
Engage
 Observe how a compass reacts to a magnet and a
wire connected to a battery.
 http://en.wikipedia.org/wiki/Compass
 Make the Galvanometer as described in Aims
activity (see appendix: Make a Galvanometer AIMS
Electrical Connections, p. 63).
 Change the direction of the battery, i.e. change in
direction of the current. It will change the
deflection of the compass.
 http://micro.magnet.fsu.edu/electromag/java/faraday2/
 http://www.kean.edu/~gkolodiy/physics/lenz/
Explore
 How do you generate electricity? How is
magnetism involved? Build the circuits on as
shown in Stop Faking it! Energy pp. 95-97 (see
appendix).
 This first circuit has no power source and the
compass shows no magnetic field.
 The second circuit adds a battery.
 Now there will be a magnetic field and the
compass needle will deflect.
 Why? (it is not making as strong a magnetic
field).
Explain
 What are the components needed to generate the
electricity?
 Coils and Magnetic Field.
 What other form of energy do you need to generate
electricity?
 Motion/ Mechanical
 How is work done in the generator? We have
explained work as the transfer of energy through
motion. The work done is in moving the coils or
magnet. The mechanical energy is transformed into
current (moving charge).
Elaborate
 What are generators used for? How do power plants
work?
 Most of the electricity generated comes from a turbine
driven generator. A turbine is a device that spins the coils or
magnet in a generator.
 In the case of coal-powered plants, burning coal heats
water into steam that is forced into a steam turbine
that rotates a magnet inside stationary coils of copper
wire.
 Other similar ways that electricity is generated.
 Nuclear reactors use heat to make steam which runs
turbines
 Wind driven turbines
 Geothermal
Evaluate
 At a hydroelectric power plant, water from a dam is
used to run a turbine.
 A turbine has a blade (like a propeller) which is turned by
the flow of water. What else is needed to generate the
electricity?
 http://people.howstuffworks.com/hydropower-plant1.htm
 Draw a diagram to indicate how you think this might be
accomplished.
 A resource for the discussion can be found at:




http://www.we-energies.com/educators/photos/building_electricity.pdf
http://www.we-energies.com/educators/photos/electmade_photo.htm
http://www.duke-energy.com/about-energy/generating-electricity/coal-firedhow.asp
http://www.tva.gov/power/coalart.htm
Evaluate
 Other similar ways that electricity is generated.
 Nuclear reactors use heat to make steam which runs
turbines


http://www.ehow.com/how-does_4565219_nuclear-reactors-work.html
http://www.nrc.gov/reading-rm/basic-ref/students/reactors.html
 Wind driven turbines


http://www.eia.doe.gov/kids/energy.cfm?page=wind_home-basics-k.cfm
http://www.energy.siemens.com/hq/en/energy-topics/videos/west-wind.htm
 Geothermal


http://tonto.eia.doe.gov/kids/energy.cfm?page=geothermal_home-basics
http://geothermal.marin.org/video/vid_pt1.html
Evaluate
 Students may also be interested in building
another flashlight.
 This one is a little bit more complicated than the
simple electric circuit flashlight, but it works by
building a very simple generator.
 It is called a “forever flashlight”.
 http://www.arborsci.com/CoolStuff/cool7.htm (see
appendix: using a generator to build a flashlight).
Summary
 How might electricity be generated without the use of a
turbine?
 Solar power (molecular)
 Batteries (chemical)
 Fuel cells (chemical)
 Lightening (static electricity)
 See appendix: Energy Fuel for Thought, Science and
Children, May 2002, p.35
 A Literature connection could be made by reading stories
about surviving during hurricanes and ice storms as
generators are used to supply power during power outages.
Author: Ms. Barbara Glover and
Dr. Sue Kezios
Instructors:
Ms. Beth Brampton, New Hanover County Schools
Dr. Dennis Kubasko, UNC Wilmington
Email: [email protected]