Download Physics Energy - Region 11 Math and Science Teacher

ENERGY
Day 2 - Physical Science, Physics
MSTP Region 11 Teacher Center
April 11, 2013
Today's Trainers: Emily Dare, Josh Ellis, Gillian Roehrig
University of Minnesota
AGENDA
Discussion on PLC meetings
 Work, Energy, and Power
 Waves
 Energy and Heat Transfer
 Electricity and Magnetism
 Wind Turbines (circuits, electrical energy)

SHARE PLC PROGRESS
What happened during your meetings?
 Were you able to implement an EDP lesson with your
students?
 How did it go?
 What questions do you still have about integrating
EDP and physics?

THINKING ABOUT ASSESSING EDP
How do we assess a process?
 How can we assure that science content is not lost in
EDP?

WORK, ENERGY, AND POWER
Think back to working with carts from Day 1
 What can we measure when talking about work and
energy?
 Can think about this both quantitatively and
qualitatively

WORK, ENERGY, AND POWER
What You’ll Need
½ of a Styrofoam cup
 Marbles of various sizes
 White board
 Meter stick
 Masking tape
 Protractor
 Stop watch

h
d
θ
WORK, ENERGY, AND POWER
Basic Objective – roll marble into ½ cup placed at end
of ramp, measure traveled distance (d) of cup
 Test and make table of results when you change:

Ramp Angle (θ)
 Release Height (h)
 Size/mass of marble (m)


Remove cup and time how long it takes for marble to
travel some set distance (1m is good)
Multiple trials!
Controlled Experiments!
½ cup placed here
h
d
θ
WORK, ENERGY, AND POWER
Ramp Angle
Release
Height
(h)
Mass of
marble
(s, m, l)
h
Distance that
cup moves
(d)
d
θ
Time to travel
some known
distance
(seconds)
WORK, ENERGY, AND POWER
What can we take away from all of this?
 What connections to prior knowledge can we make?

h
d
θ
WORK, ENERGY, AND POWER
9.2.3.2.1 - Identify the energy forms and explain the
transfers of energy involved in the operation of
common devices.
 9.2.3.2.2 - Calculate and explain the energy, work and
power involved in energy transfers in a mechanical
system.

h
d
θ
WAVES
What are waves?
 What do you think of when you think of the word
“wave”?
 What do students think of when they hear the
word wave?

WAVES

Transfer of energy
Sound
 Light
  What are some differences between these two
types of energy?

WAVES

Transfer of energy
Sound
 Light
  What are some differences between these two
types of energy?

Different senses (student response?)
 Longitudinal vs. Transverse
 Different names of characteristics, properties

WAVES: EM SPECTRUM
WAVES




6.2.3.1.1 – Describe properties of waves, including speed,
wavelength, frequency and amplitude.
6.2.3.1.2 – Explain how the vibration of particles in air and other
materials results in the transfer of energy through sound waves.
9.2.3.2.3 – Describe how energy is transferred through sound
waves and how pitch and loudness are related to wave
properties of frequency and amplitude.
9.2.3.2.7 - Describe the properties and uses of forms of
electromagnetic radiation from radio frequencies through
gamma radiation.
ENERGY TRANSFER

What forms of energy transfer can we identify in this
room?
ENERGY CONSERVATION

Energy is neither lost nor created. In a closed
system, nothing happens spontaneously. Energy
is transferred!
THERMAL ENERGY
The more kinetic energy something has, the more
thermal energy it has. How does this translate into
everyday terms?
 How do we measure thermal energy?
 What is temperature?

THERMAL ENERGY
The more kinetic energy something has, the more
thermal energy it has. How does this translate into
everyday terms?
 How do we measure thermal energy?
 What is temperature?


Three Types of Heat Transfer:
Radiation
 Conduction
 Convection

HEAT TRANSFER
Demos adopted from Save the Penguins Engineering Teaching Kit from UVA
Tools:

2 Clamp Lamps with bulbs

Hot house

Mylar

Metal and Plastic Spoons

What to do:

Heat up hot house and note
temperature at top and bottom
over about 10 minutes. Remove
heat source and flip house over and
keep track of temperature. What
happens?

Place an ice cube in each a metal
spoon and a plastic spoon. Hold
both for a few minutes and take
note of what happens

Hold you hands under a lamp and
have someone else pull over a
sheet of Mylar between you hands
and the lamp. What happens?
Ice cubes
HEAT TRANSFER – RIGHT SIDE UP
Time
(m)
1
2
3
4
5
6
7
8
9
10
Attic (°C)
1st Floor
(°C)
HEAT TRANSFER – UPSIDE-DOWN
Time
(m)
1
2
3
4
5
6
7
8
9
10
Attic (°C)
1st Floor
(°C)
ELECTRICAL ENERGY AND POWER
Take a lightbulb, battery, and tin foil
 Try to get the lightbulb to light up

ELECTRICAL ENERGY AND POWER

What did you have to do?
ELECTRICAL ENERGY AND POWER
CHANGING MAGNETIC/ELECTRIC FIELDS

A changing magnetic field generates an electric field.
Likewise, a changing electric field generates a magnetic
field. This helps produce electricity!

This is the basis for generators and motors
Standards Met:
9.2.3.2.4 - Explain and calculate current, voltage and
resistance, and describe energy transfers in simple electric
circuits.
9.2.3.2.5 - Describe how an electric current produces a
magnetic force, and how this interaction is used in motors and
electromagnets to produce mechanical energy.
Engineering Design Revisited:
Where does electricity come from? (and
“from the outlet” doesn’t count!)
Write at least five words that come to
mind when thinking about oil, gas or coal
Engineering Design Revisited

When will fossil fuels run out?
 How can we delay this problem?
Engineering Design Revisited


 What are renewable sources of energy?
 What makes the most sense for Minnesota?
Wind Energy
 Where should wind turbines be built?
 What causes wind?
Wind Energy
How can we generate electricity using wind?
Wind Energy: Applying a
Design Cycle
Wind Energy: Applying a
Design Cycle
You are working for a power company that harnesses
alternative forms of energy. Your boss has asked your
team to design the wind turbine blade unit to get high
power output.
Wind Energy: Applying a
Design Cycle
Step 2: How have others
solved this?
Step 3: What are the
design criteria and
constraints? Brainstorm
possible solutions
What factors influence the power output
of a wind turbine?
Wind Energy: Applying a
Design Cycle
You are working for a power company that
harnesses alternative forms of energy. Your boss
has asked your team to design the wind turbine
blade unit to get high power output.
Step 3: What are the
design criteria and
constraints? Brainstorm
possible solutions
However, there are costs involved in
testing, so you must plan carefully! (Next
slide has costs)
You must keep track of your expenses in a
way that is easily understandable and
explainable.
Wind Energy: Applying a
Design Cycle
You are working for a power company that
harnesses alternative forms of energy. Your boss
has asked your team to design the wind turbine
blade unit to get high power output.
Step 3: What are the
design criteria and
constraints? Brainstorm
possible solutions
Power = V2/R = I2R
Ohm’s Law: V = IR
Wind Energy: Applying a
Design Cycle
What aspects of the wind turbine might you be able to
manipulate given your tools?
 What are some physics concepts to consider when
thinking about the function of the wind turbines?

Wind Energy: Applying a
Design Cycle

Features of wind turbine to manipulate:






Blade length (by default – weight)
Blade pitch
Gears
Blade shape
Number of blades
Physics concepts to consider:





Force and Motion
Electricity and Circuits
Drag (Fluid Dynamics)
Mechanical Advantage
Torque
Wind Energy: Gear Ratios
What happens when you change the gears you are
using?
 What can you say about the gear ratio (Nout/Nin)?
 This comes from:

v = rinωin = routωout
 ωin/ωout = rout/rin = Nout/Nin
 R = ωin/ωout = Nout/Nin

Wind Energy: Applying a
Design Cycle
Budget: $10,000 for today’s testing
 Each test you run (turning on the fan and using multimeter)
costs $800,
 Initial costs for each white plastic blade is $200
 Initial costs for each balsa blade is $400
 To change the shape of a set of blades costs
$100 for 1-3 blades in the set
$200 for 4-6 blades in the set
$300 for 7-9 blades in the set
$400 for 10-12 blades in the set
Step 4: Which of the
possible solutions do you
choose?
Step 5: Build a prototype
Engineering Challenge Gallery
Walk
 On a white board:
 Summarize what you have learned so far
about blade unit design.
 What would be your next steps?
 Leave on your table
 Walk around to get ideas about how other
teams addressed this engineering challenge
Step 6: How does it
work? Try it and test
again.
Step 7: How do you learn
from the designs of
others?
WIND ENERGY: APPLYING A DESIGN
CYCLE
What did you learn from other groups that will be
useful in improving your design?
 What is your hypothesis for improving design (what
will you change and why?)
 What variable(s) will you keep constant for this redesign process?
 What variable(s) will you investigate next?

Step 8: How can you use
your new ideas to
improve your design?
Wind Energy: Applying a
Design Cycle (Budget Revision)
Budget: $15,000 + leftover from 1st attempt
 Each test you run (turning on the fan and using multimeter)
costs $800
 Initial costs for each white plastic blade is $200
 Initial costs for each balsa blade is $400
 To change the shape of a set of blades costs
$100 for 1-3 blades in the set
$200 for 4-6 blades in the set
$300 for 7-9 blades in the set
$400 for 10-12 blades in the set
Redesign Gallery Walk
 On a white board:
 Include your data table
 Summarize what you have learned about
optimizing the blade unit.
Discuss various methods that teams used
to address the engineering challenge
Redesign Summary
Blades
# blades
Angle of
blades
Shape of
blades
Blade
Material
Fan
Setting
Speed
Output
 Which turbine produced the largest power
output?
 How do you think that design was able to
produce more power than other designs?
 What is the “best design”?
HOW MUCH POWER CAN BE
EXTRACTED FROM THE WIND?
 How
does length of blades impact power
output?
 What does our data tell us?
 What does the physics tell us?
 Can you explain the discrepancy between our
data and the physics?
How much power can be
extracted from the wind?
• How many blades are best?
• What does your data say?
• Aerodynamic efficiency increases with number
of blades but with diminishing return
• So why do most turbines use three blades?
Redesign Summary
1) How is an engineering design cycle
lesson similar to a scientific inquiry lesson?
2) How is an engineering design cycle
lesson different to a scientific inquiry
lesson?
IRONY?
Creativity
1
2
3
Student product and design
remains conventional, showing
no original thinking. The
product does not use a variety
of ideas, concepts, or materials.
Student product and design
may be conventional, but shows
some evidence of original
thinking. The product exhibits
a variety of ideas, concepts, or
materials.
The student’s product design
demonstrates creativity and shows
original or unique thought processes.
The product uses a variety of ideas,
concepts, and/or materials.
The student’s product design
demonstrates imaginative
thinking and shows original
and unique thought processes.
The product uses
unconventional ideas and
concepts and uses a variety of
materials. Product shows a
sense of humor and
adventurous thinking.
The student did not complete
the task. No evidence of the
design process being used.
The student used some
appropriate resources to
complete the task. The student
used some elements of the
design process.
The student determined
appropriate resources to
complete the task. The product
design shows awareness of
resource limitations, time, or
space. The student used the
design process to complete the
task.
The student effectively
determined the appropriate
resources to complete the task.
The product design shows
awareness of resource
limitations, time, and space.
The student used alternative
design strategies to accomplish
the task in an effective
sequence.
The final product exhibits no
modification of ideas,
adaptations, or improvement of
the original toy design. No
change from the original design
is evident.
The final product shows limited
modification of ideas,
adaptation, or improvement of
the original toy design. A
change from the original
product may be present and is
based on limited scientific
understanding.
The final product shows
modification or ides,
adaptation, and improvement of
the original toy design. Some
change from the original
product is evident and is based
on grade level scientific
understanding.
The final product shows several
modifications of ideas,
adaptation, and improvement
on the original toy and a
willingness to take risks.
Change from the original
product is evident and based on
scientific understanding.
Scientific explanation of toy
performance is not based on
scientific evidence.
Scientific explanation of toy
performance is based on some
claims supported by scientific
evidence. Limited data is
expressed and may not be
legible.
Scientific explanation of toy
performance is based on claims
supported by evidence. Data is
expressed clearly and is legible.
Scientific explanation utilizes
descriptive vocabulary of toy
performance and is based on
claims supported by evidence.
Data is expressed in multiple
formats and is legible.
Presentation/performance
delivery does not reflect
understanding of the content.
Presentation/performance is not
appropriate length or suitable
for the audience.
Presentation/performance
delivery reflects some
understanding of content.
Presentation/performance may
not be appropriate in length or
suitable for the audience.
Presentation/performance
delivery reflects appropriate
understanding of content.
Presentation/performance is the
appropriate length and is
suitable for the audience.
Presentation/performance and
content represents a high level
of understanding.
Presentation/performance
engages and/or captivates the
audience.
Presentation/performance is the
appropriate lengths and is
suitable for the audience.
Design Process
Rocket Change &
Modifications
Explanation of
scientific process &
Use of data
Presentation &
Performance
4
INTRODUCTION TO PLC B
Session 1
• (Review) Reflection of small EDP lesson
• Brainstorm
Session 2
• Develop Lesson Plans
• Develop Student Assessment
Session 3
• Develop Lesson Plans
• Develop Student Assessment
Implement
Session 4
Implement EDP/Physics Lesson in Classroom
• Share and Discuss Student Work
• Posters