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SOLAR CARS By Donnica Farnsworth Grade Level: School District: School Name: School Address: E-­‐mail Address: School Phone: 5th grade Arlington Public Schools Kent Prairie Elementary 8110 207th St. NE, Arlington WA 98223 [email protected] 360-­‐618-­‐6260 Project Description Building on the alternative energy unit I have built the past several years, students built solar cars and tested a variety of variables to determine efficiency of the cars. The Clearly Solar Car Kit and the solar cars provided from a solar class from Bonneville allowed for the changing of the angle of the solar panels, different gear combinations, and even switching between parallel and series circuits. Controlled experiments were designed to reinforce the idea of energy collection, energy transfers, and energy conservation. Learning Objectives • Students will identify different forms of energy (solar, heat, light, sound, motion, and electricity) in a system. • Students will draw and label diagrams showing several different ways solar energy can be transferred from one place to another. • Students will describe how solar energy is transferred from one form to another. • Students will describe how solar energy is transformed to other forms, to include light, sound, and motion. • Students will work collaboratively with other students to carry out a controlled experiment. • Students will gather, record, and organize data using appropriate scientific method and investigations. Main WA State Learning Standards • PS 3A: Energy has many forms such as heat, light, sound, motion, and electricity. • PS 3B: Energy can be transferred from one place to another. Materials Needed • Clearly Solar Car Kits • Cool Melt Glue Gun • Cool Melt Glue Slugs • Multimeters • Pliers • Various other tools to include screwdrivers • Solar 4R Schools solar car kits •
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Meter sticks Timers Additional solar panels Additional alligator clips Method/Design of Project Initial Investigation: In the fall, using the solar energy kit purchased through a PUD mini-­‐grant last year, students built different circuits and learned how to use the multimeters to determine electrical output. Students explored how to build more efficient solar circuits, experimenting with concepts such as angle of the solar panels, size of the solar panels, and parallel vs. series circuits. In their science notebooks, students collected data about how to improve their circuits and used that information when they built the solar cars later in the year. They made drawings of their circuits and wrote down ideas and “aha” moments for their solar car building in the springtime. Ideas were discussed about how to make the circuits more powerful/successful. In the springtime, students were put into design teams and given a Clearly Solar Cars that had already been built. (See challenges section below) Each team was also given a solar car kit from the Solar 4R Schools kit (provided when I attended a free Solar 4R Schools class) Together, the team assembled the Solar 4R Schools kit and began exploring (through controlled experiments) how to make both of the cars more efficient. Controlled Experiments: Student design teams generated a list of variables that could be tested and decided on two variables to test. The variable list that they produced included: • 1 vs. 2 solar panels • angle of the solar panels • size of the wheels • parallel vs. series circuits • position of the solar panel • type of surface (black top, gravel, grass) • type of wheels (wooden vs. plastic; friction reduced with rubber on the wheels) • number of motors Each group chose 2 variables and experimented with both cars (wherever possible) to determine if the variable affected the speed or distance the car traveled. Tracks were set up on the playground, 5 meters in length. With each variable, groups timed the cars for 30 seconds and then determined how far the car had traveled. Students collected data about both variables and wrote a conclusion about one of the 2 variables. Here are some of their general findings: • Overall, the Solar 4R Schools cars outperformed the Clearly Solar Cars. Snohomish County PUD 2013-­‐14 Mini-­‐Grant Winners 2 •
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The angle of the solar panels on both cars did not seem to make a difference (obviously, more investigation was needed here) On the Clearly Solar Cars, the parallel circuit set up increased the distance the car traveled in 30 seconds. 2 solar panels increased the distance the cars traveled but did not double the distance traveled Both cars traveled better on blacktop than on the gravel sidewalk or the grass. The flatter the surface, the better both cars traveled. The car that had smaller wheels in the front traveled farther. The cars that had rubber on their plastic wheels averaged a longer distance traveled in 30 seconds. The wooden wheels worked better than the plastic wheels on the Solar 4R Schools cars It was difficult to hook up the cars with 2 motors and the groups were unsuccessful in testing this variable. Finally, each group brought what they believed was their “fastest” solar car to the racetrack. Each group verbally described the variable(s) they had changed. Interestingly, each group chose the Solar 4R Schools car to bring to the race. The car that traveled the farthest had 2 solar panels located right over the motor, connected in a parallel circuit and had small wheels in the front, large wheels in the back. Evaluation/Assessment Each group verbally presented their findings to the class and also described their most efficient car when they brought it to the race. After the races were over, each group chose one variable upon which to write a conclusion and submitted this conclusion along with their data and sketches. Challenges The largest challenge of this project, unfortunately, had to do with the Clearly Solar Cars Kit. Before having the students assemble the kits, myself and another adult assembled one together. This complicated process took 2 mechanically minded adults 2+ hours just to assemble one car. The assembly of the cars was FAR too difficult for 5th graders to handle without significant help. Additional tools, to include screwdrivers, were needed and this was not described when the kits were purchased. I determined, quickly, that the building of these particular solar cars would need to be done ahead of time by me. Because these kits were so difficult to put together, it eliminated the possibility of testing different gear combinations because that would have required disassembling and reassembling the cars. Sadly, the students did not have the opportunity to assemble In addition, as I assembled the rest of the kits, there was at least one essential piece missing from each kit except 2, requiring me to scavenge the other kits, purchase an additional piece at the hardware store, or forgo assembling that car altogether. Snohomish County PUD 2013-­‐14 Mini-­‐Grant Winners 3 Building tracks for the cars also presented a challenge. At first, I tried single meter sticks taped together end to end but the solar cars ran over the meter sticks and off the tracks. It was then determined we needed deeper tracks and had to tape meter sticks on top of each other to have deeper tracks. The weather was not overly cooperative with us until the very end of May/beginning of June. Even though full sun is not necessary, many days were rainy, preventing us from being able to conduct our experiments outside. Successes/Strengths of Project Solar energy has been a focus of study in my classroom for the past 3 years. Building the solar cars was a natural extension of the previous years’ work and I had many additional materials that ended up being necessary. The solar kit, purchased as part of a mini grant last year, proved invaluable. Most of the work in the fall was completed with this kit. The project was highly engaging to students and they enjoyed every step. It provided a practical outlet for them to use all the science skills they had developed through the school year: developing questions, identifying variables, designing experiments, collecting data and writing conclusions. Students were given the freedom, through guided discussion, to design the parameters for the race as well as the dependent variable for car testing. The biggest strength was the addition of the Solar 4R Schools cars. I was luckily enough to attend Bonneville’s Solar 4R Schools Educator Training class. It was an outstanding class and the program generously gave each participant supplies for building multiple solar projects, such as a solar oven, water pumping systems, and a kit for building 15+ solar cars. Due to the difficulties with the Clearly Solar Cars, completing this grant would have been made even more difficult without this additional kit. Budget 8 Clearly Solar Car Kits 2 Cool Melt Glue Guns 3 packages of Cool Melt Glue Slugs 2 Klein Tools MM100 Manual Ranging Multimeter 3 Stanley 3 piece Plier set Total: $ 491.53 $295.60 $35.90 $12.75 $44.08 $36.09 Additional Advice I would recommend against purchasing the Clearly Solar Car Kits unless you are working with late middle school or high school students. While the cars, when put together, are very functional, the assembly process is challenging and many kits were missing essential pieces. I would HIGHLY recommend purchasing Solar 4R Schools Solar Car Kits. Snohomish County PUD 2013-­‐14 Mini-­‐Grant Winners 4 Photos Snohomish County PUD 2013-­‐14 Mini-­‐Grant Winners 5 Green Energy and STEM By Joan Litzkow Grade Level: School District: School Name: School Address: E-­‐mail Address: School Phone: K-­‐5 Everett Woodside Elementary 17000 23rd AVE SE, Bothell, WA 98012 [email protected] 425-­‐385-­‐7808 Project Description I did lessons with grades K-­‐5 focusing on electricity and renewable energy. With 3rd-­‐5th grade, I had the students construct circuits. 4th and 5th graders did research and STEM problem solving by building green circuits to prove wind energy creates electricity and can help conserve traditional electrical energy. Learning Objectives 1. To introduce students to what an electrical circuit is and what needs to be present to make a circuit work. 2. To talk about renewable energy as an important option for some of our energy needs and how that will help the planet. 3. To introduce students to engineering as an opportunity to solve a problem by applying math, technology, and science knowledge and by building a model to test their solution. 4. To talk about options we have at home to save energy like using compact florescent and LED light bulbs as well as turning off appliances and lights when not in use. Main WA State Learning Standards 1. Create a model to represent a system. 2. Connect wires to produce a complete circuit by completing a closed loop. Materials Needed Snap Circuits Green (2 Kits) Air + Water Power Kit Wind Power 2.0 Kit Motor & Generators Experiment Kits 6 sets of The Energy Revolution Book Method/Design of Project We studied electrical circuits to give students a foundation in what makes a circuit work. They saw that every circuit needs an energy source and that we can change that energy source from batteries to generators. They saw that generators also need an energy source and that source can be water or wind. For the 4th and 5th grade students, I posed various problems for the students to solve such as; “How can you create electrical energy from wind power?”; “How can you reduce your carbon footprint?”, or “How can you use air and water to move a vehicle?” We Snohomish County PUD 2013-­‐14 Mini-­‐Grant Winners 6 researched various solutions by reading relevant books and articles. The culminating project was to build a model that demonstrates their renewable energy solution. Evaluation/Assessment For 5th grade students I assessed their learning by giving them questions to answer using an OSPI assessment template. I also assessed student learning by how well they researched solving an energy problem I posed. For grades 4-­‐5, I will assess their learning by their participation in class discussions, how well they can put together a working circuit and how they answer the questions on their green circuit worksheet. Challenges It was challenging figuring out how to have the students use the air and water power kit and the wind power kit. It did not work to have them build the vehicle during school hours, so we ended up using the kits as an informational resource for our alternative energy assignment. I am planning on doing an afterschool STEM club next year and will have a group of students build the vehicles for our STEM Fair. Successes/Strengths of Project The students loved the Green Snap Circuit Kits. I was able to create great hands-­‐on learning experiences about alternative energy with the kits. The motor and Generator kit was also a huge success. I was able to use it for grades K-­‐5. The energy Revolution book set was also a huge success as I added it to my Science Challenge Program where students earn Einstein awards for reading and passing AR tests with science related books. Budget Material(s) or services to be purchased Snap Circuits Green (2 Kits) Air + Water Power Kit Wind Power 2.0 Kit Motor & Generators Experiment Kits 6 sets of The Energy Revolution Libraries -­‐ WW1360423 Vendor/Merchant Price Home Science Tools Home Science Tools Home Science Tools Home Science Tools $119.90 for 2 $41.30 $41.30 $29.60 $214.80 for 6 sets ($35.80 each) Shipping Delta Education $22.00 Shipping Home Science Tools $6.95 TOTAL AMOUNT REQUESTED* $500 total maximum $475.85 Delta Science Snohomish County PUD 2013-­‐14 Mini-­‐Grant Winners 7 KidWind Energy Project By Patti Buchanan and Ron Detrick, STEM teachers Grade Level: School District: School Name: School Address: E-­‐mail Address: School Phone: 6th Grade Lakewood School District Lakewood Middle School 16800 16th Drive NE, Marysville, WA 98271 [email protected]; [email protected] 360-­‐652-­‐4510 Project Description For this project, students will work collaboratively while exploring and learning about fundamental concepts of how windmills work and how energy is transferred from wind to mechanical energy. Through experimentation, teams will measure and compare rotors and blades to determine which combination(s) is more efficient, effective and why. Teams will also manufacture different types and numbers of turbine blades using varied materials and designs in order to maximize the power output of a wind turbine in harnessing wind energy. Learning Objectives At the end of this project, students will • understand how wind energy is converted to electricity • explain energy transformation from one system to another system • justify why wind energy is a renewable resource • identify the potential and kinetic energy in a windmill model as well as waste energy • be able to apply the engineering design process • apply scientific inquiry to test blade design variables including slant, number of blades, blade design and blade material • through experimentation, determine which blade design is best • compare and contrast blade designs to determine most effectual in harnessing wind energy • be adept at collecting, evaluating, and communicating data • have fun! Main WA State Learning Standards • MS-­‐PS3-­‐5 Energy: Construct, use, and present arguments to support the claim that when the kinetic energy of an object changes, energy is transferred to or from the object. • MS-­‐ETS1-­‐3 Engineering Design: Analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success. Materials Needed Kid Wind: experiment kit; PLTW student consumable pack; (3) wind turbine hubs; (1) digital multimeter; wind turbine generator with wires. Snohomish County PUD 2013-­‐14 Mini-­‐Grant Winners 8 Method/Design of Project Wind Energy Pre-­‐assessment Part 1: Understanding Forms and Sources of Energy • Introduce the concept of energy and discuss various forms • Brainstorm • Reading from Windwise: Forms of Energy • Categorize forms of energy in a table • Energy Transformation • EU: Energy is useful to us because of its ability to change its form • Explore differing examples of energy transformation • Light bulb demonstration • Hot water to cold water • Flashlight demonstration • Discuss and identify waste heat/energy in above demonstrations • Analyze Conservation of Energy • Review Sources of Energy Part 2: Windmills • Identify parts of a windmill and how they work within the windmill as a system • Investigate how wind energy is converted to electricity • Evaluating information from videos • Evaluating information from readings • Explore energy conversions/transfers and how a windmill converts moving air into useable mechanical energy • Apply scientific method to isolate and identify variables in a model windmill • Create a windmill model • Using engineering design process, experiment with different blade shapes, designs, materials and number of blades to determine optimal blade design • Working collaboratively in teams of four • Design, test, and revise using engineering design process to investigate impact(s) of o different blade shapes o different blade designs o different slant of blade in hub o different materials o differing numbers of blades • Using scientific method, conduct trials, change variables and revise windmill’s potential energy to improve its kinetic impact • Collect, evaluate, and communicate data to determine which blade design is best in producing greatest amount of electricity • Teams will use present findings justifying their recommendation for best blade design Snohomish County PUD 2013-­‐14 Mini-­‐Grant Winners 9 Wind Energy Post-­‐assessment In addition to the above, students will also target CCSS in Science and Technical Standards in Reading: • Reading technical writings • Following precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks • Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually in a flowchart, diagram, model, graph or table • Compare and contrast the information gained from experiments • Focused vocabulary • Students will also target CCSS in Science and Technical Standards in Writing: • Write informative/explanatory texts, including…scientific procedures/experiments, or technical processes. • Produce clear and coherent writing in which the development, organization and style are appropriate to task, purpose, and audience. • Use technology, including the internet, to produce and publish writing and present the relationship between information and ideas clearly and efficiently. • Conduct research projects to answer a question. • Write routinely over extended time frames (time for reflection and revision) • Communicate technical findings Evaluation/Assessment • A Pre-­‐ and Post-­‐Assessment will be created to measure students’ initial conceptual understandings of wind energy, transference of energy, how windmills turn wind energy to electricity and on the engineering design process. The same assessment will be administered post project to measure student growth. • Project Assessment: As a class, students will design a rubric to measure specific learning targets. These rubrics will be used to help students move through the project and measure their own effectiveness and growth. • Reflective Writings: Students will be accountable for keeping a journal with daily reflections on their learning’s, their designs, their successes and failures, and effectiveness and challenges of working collaboratively. Challenges The unit was taught twice by the same teacher to our two STEM classes. Of course, the second time presented went much smoother than the first. Several challenges faced were time, following the scientific process, and personal conflicts during collaboration. Although we allotted a full week for this project, students still desired additional time to take their design further, making it more effective and effectual by making adjustments and/or modifications. Some were quite frustrated that time for the project ended without their meeting their own goals. Another challenge was holding students accountable to modifying only one variable at a time rather than multiple variables. Although it was a challenge at the time, it also provided opportunity to address the purpose(s) of modifying one variable at a time in order to gain Snohomish County PUD 2013-­‐14 Mini-­‐Grant Winners 10 productive information and accurate feedback. Finally, we also worked through several conflicts within teams who were having difficulty collaborating in a productive manner. Successes/Strengths of the Project Clearly, the greatest success was getting kids thinking like engineers; implementing both the engineering and scientific processes linked math, science, technology and engineering concepts. They were ENGAGED! Students also realized the need for organization, having thoughtful discussions before jumping into a project, and time to just think, ponder, and reflect. They also had to work together collaboratively to meet a specific objective within a specific time frame. Several groups who initially experienced personality conflicts realized that as they focused on the task alone, not on one another, they were able to work together and meet their goal. This was a huge life learning experience for them. Budget Materials: $468.00 Shipping: 29.75 Total: $497.75 Additional Advice for a Successful Project Prior to this project, we created windmills using Kinex. This gave students an opportunity to explore blade numbers, shapes and sizes which helped students’ productiveness when using the Kid Wind materials. Besides bringing in an oscillating fan from home, we also needed to purchase a few more items in order to meet the needs of 64 students (2 additional wind turbine hubs, 1 digital multimeter, and another wind turbine generator with wires). The owner of KidWind was extremely helpful and generous, too! Finally, be sure to plan for enough time. Engineers need time to just think and tinker, and think and tinker again. Snohomish County PUD 2013-­‐14 Mini-­‐Grant Winners 11 Photos Snohomish County PUD 2013-­‐14 Mini-­‐Grant Winners 12 Snohomish County PUD 2013-­‐14 Mini-­‐Grant Winners 13 Solar Powered Vehicles By: Cindy Vetter Grade Level: School District: School Name: School Address: E-­‐mail Address: School Phone: 6th Grade Marysville Totem Middle School 1605 7th Street NE, Marysville, WA 98270 360-­‐653-­‐0610 Project Description The project is designed to teach students about alternative energy solutions. The students will design and build solar power cars or machines while learning about other renewable energy sources. Learning Objectives Teach students how to be more energy conscience. Main WA State Learning Standards 6-­‐8 INQA – 6-­‐8 APPA Materials needed SolRun Car Kit – Sun Wind Solar industries. Method/Design of Project Students worked in groups of 2-­‐3. They first challenge was to design a solar vehicle that worked. They did this on paper first using the scientific method for planning, building and implementing. Approval was needed before they could get their supplies. Next was the building stage. During this time the students built, tested and tweaked their cars. Evaluation/Assessment Assessment was based on how well their design worked, the data they collected and their written conclusion. We also had races and contests to win prizes. Challenges The major challenge was the equipment itself the solar panels broke often and needed to be re-­‐
soldered. Also the motor tabs easily broke. Challenges for the students were the weather and lack of instruction from the kit. Successes/Strengths The students had a hands on experience with something that relates to the real world. Budget SolRun Kit $456.00, Tax $0 Shipping $35.00 Total $500.00 Snohomish County PUD 2013-­‐14 Mini-­‐Grant Winners 14 Tour of HMJ Powerhouse By Jim Sparks Grade School District School Name School Address Email School phone 8th grade Mukilteo School District Voyager Middle School 11711 4th Ave W, Everett, WA 98012 [email protected] 425-­‐366-­‐5300 Project Description Eighth graders in Washington State learn a great deal about energy and how it is converted from one form to another. A tour of the powerhouse at the Jackson Project gives our students a first-­‐hand look at how our electricity is generated, how our water supply is secured and how the environment is preserved in these processes. The PUD provides experts in engineering, conservation, fisheries and wildlife, to name a few, to speak to our students as they tour the facility. Learning Objectives of the Project • Students will see electrical generators in use. • Students will see how gravitational potential energy is utilized in the design of the HMJ project. • Students will see from where we get our drinking water. • Students will understand why we need to use resources wisely as they are not without limit and not free. • Students will understand all the environmental considerations that must be addressed when building a project of this nature. Main WA State Learning Standards GLE 1.1.4 1.2.1 Understand that energy is a property of matter, objects, and systems and comes in many forms (i.e., heat [thermal] energy, sound energy, light energy, electrical energy, kinetic energy, potential energy, and chemical energy). W (8) Compare the potential and kinetic energy within a system at various locations or times (i.e., kinetic energy is an object’s energy of motion; potential energy is an object’s energy of position). Analyze how the parts of a system interconnect and influence each other. W (8) Describe the interactions and influences between two or more simple systems. 1.2.2 Understand how various factors affect energy transfers and that energy can be transformed from one form of energy to another. (8) Explain the transfer and transformations of energy within a system (e.g., conduction and convection of heat [thermal] energy). Snohomish County PUD 2013-­‐14 Mini-­‐Grant Winners 15 1.3.2 Know that pushes and pulls can change the motion of common objects. (1) Observe and show that objects fall toward the ground because of the pull of Earth’s gravity. (1) Observe and show that magnets can make some objects move without touching the objects. 1.3.1 Understand factors that affect the strength and direction of forces. W (7) Describe pressure as a force (e.g., pressure increases result in greater forces acting on objects going deeper in a body of water). 3.1.1 Analyze common problems or challenges in which scientific design can be or has been used to design solutions. W (6, 7, 8) Describe how science and technology could be used to solve all or part of a human problem and vice versa (e.g., understanding erosion can be used to solve some flooding problems). (6, 7, 8) Describe the scientific concept, principle, or process used in a solution to a human problem (e.g., understanding of the relationship between electricity and magnetism has been used to make electric motors and generators). 3.2.3 Analyze the use of science, mathematics, and technology within occupational/career areas of interest. (6, 7, 8) Examine scientific, mathematical, and technological knowledge and skills used in an occupation/career. Materials Needed For the Project • HMJ Powerhouse • Speakers provided by PUD (electrical/mechanical engineer, environmental/biological scientists, etc… • Transportation from Voyager Middle School to HMJ Project Method or Design of Project • Prior to our field trip, students will be well versed in energy -­‐ how it is produced/converted and transported gravitational potential energy of water and how it is converted into mechanical energy and then into electrical energy • the electromagnetic effect/ how electricity and magnetism are related • how an electrical generator operates • the weather of the region and why Culmback Dam is so ideally located • how the dam affects the environment and wildlife • When touring the facility, students will be looking for examples of what they already know about. They will rotate between the speakers made available by the PUD that day. Evaluation/Assessment Students will take with them the document, HMJ Field Notes (attached)*, for note taking. It is general as the specific speakers available that day will not be known until then. Upon return to school, there will be class discussion of what was learned. As we continue to study energy, the trip to HMJ will continually be referenced. There will be a paper due that simply presents their notes formally. Also, I will be looking for the students to emphasize something that they learned on the trip that was new information or of particular interest to them (This assignment will be refined after the trip.). Snohomish County PUD 2013-­‐14 Mini-­‐Grant Winners 16 *In years past, I had the kids take some field notes. Rain made it impossible two years ago and the kids, I think, were better able to listen carefully. Therefore, I dispensed with the note-­‐taking this year. (From June 2012…”Because it was a rainy day, we did not have the kids take notes as planned. In the past when we have done so on a rainy day, the notes turned back into pulp and became unworkable. I do believe it freed them up to become better listeners without having to worry about an assignment.”) We had excellent discussions the next few days to recall and reinforce ideas. A quiz was also given this year. Challenges in Implementing the Project The challenge of this project is student safety and all the logistics of a field trip, for us at school and certainly for the staff at HMJ! Also, a challenge for me is that I want my students well prepared to understand the concepts of electromagnetic induction, water pressure, power distribution and energy conversion, to name a few, so they can appreciate what they are seeing. I want them to recognize, in the field, what we have studied in the classroom. I also hope they come away with new enthusiasm to study more science and pursue it in their education. Successes/Strength of Project Having taken students on this field trip in the past, I can say that it leaves a lasting memory and has tremendous impact. Aside from the knowledge gained from first-­‐hand viewing of the site, getting out in a natural setting is valuable for those who would not get a chance otherwise. Also, when they see the complexity of electrical generation and what it takes to provide a clean and abundant water supply, they will hopefully become more mindful of their electrical and water use, and less reluctant rate payers one day. Budget The cost of transportation is approximately $660.00. This grant leaves the school and students with a minimal and affordable payment. The trip otherwise would be cost prohibitive. Additional Advice Have students prepared to understand what they are seeing on the tour. Snohomish County PUD 2013-­‐14 Mini-­‐Grant Winners 17 Photos Snohomish County PUD 2013-­‐14 Mini-­‐Grant Winners 18 Exploring Science Night By Christy Freriks – Shelton View PTA Grade Level: School District: School Name: School Address: E-­‐mail: School Phone: Kindergarten -­‐ 6th grade North Shore Shelton View Elementary 23400 5th Avenue West, Bothell, WA 98021 [email protected]
425-­‐408-­‐5200 Project Description Shelton View PTA hosted its second Exploring Science Night for students and families. The goal was to have local businesses and organizations provide hands on activities showing science in action in our community. Guests included Bothell COOL, Mad Science of Sno-­‐King Counties, Bats Northwest, and UW Department of Applied Mathematics. Learning Objectives Money from the mini-­‐grant purchased items for our Lego Education pneumatics and Wind/Solar Energy Table. We recruited local high school students to run the two tables. Worksheets and posters accompanied the exhibit to increase student learning. Main Washington State Learning Standards 1. EAKR 4 Domains of Science – Forms of Energy 2. 2-­‐3 PS3A Heat, light, motion, electricity, and sound are all forms of energy. Material Needed (Lego Education) • Simple and Motorized Mechanisms Base Set (2 sets) • Pneumatics Add-­‐On Set • Renewable Energy Add-­‐On Set Method/Design of Project The first table had the solar and wind energy supplies. The Lego windmill worked with use of a fan. Students were encouraged to determine the circumstances in which the windmill would create the most energy. A lamp also was used to show creation of solar energy. The pneumatics were set up for kids to explore with a game. The Lego was built and students followed a series of instruction in a game where they worked to pick up a small cup. Evaluation/Assessment Both areas were very well attended. Our high school students mentored the kids and helped them to explore and fill out the worksheets to think more deeply about the concepts. The supplies are now available for staff use in the classroom. Budget $500 Snohomish County PUD 2013-­‐14 Mini-­‐Grant Winners 19 Photos Lego Wind and Solar Energy Station Lego Pneumatic Station Lego Education Windmill Snohomish County PUD 2013-­‐14 Mini-­‐Grant Winners 20 Kill a Watt Energy Vampires By Lori Strickland Grade level: School District: School Name: School address: Email address: School phone: 7th grade Snohomish School District Centennial Middle School 3000 S. Machias Rd, Snohomish, WA 98290 [email protected] 360-­‐563-­‐4594 Project Description Students will use the inquiry process to identify how much energy different devices they use require. Using an electrical energy meter, they will collect data as to how much energy the different devices use when they are on and when they are off. They will then determine which devices are energy efficient and which are not. They will also determine which devices are energy vampires. Learning Objectives a. Use the process of inquiry to determine energy usage b. Related energy usage to the students’ lives c. Students to understand how their choices can impact the greater environment d. Students to correlate what they learned about different energy types to their own houses and community. Main WA State Learning Standards Understanding of the transfer of energy, Scientific inquiry, Energy conservation, Personal choices are related populations, resources, and the environment Materials Needed Kill-­‐a-­‐Watt energy meter, various household devices to be tested, Data sheet Method/Design of Project 1. Students first were assigned an energy topic to present to the class. They needed to address the pros, cons, safety, and sustainability and where the energy source was located. They then presented their findings to the class. Students took notes on the various presentations. 2. Once students realized that all types of energy had benefits and disadvantages, we discussed ways we could reduce our energy consumption as students. 3. Students took energy meters home (after instructions of how to operate energy meter) to collect data from their houses. (Parents were interested in collecting data at their houses as well!) 4. Students returned to share data with the class. Students who did not take an energy meter home wrote down other student’s data. 5. We discussed our findings as a class and ended with the culminating question, “Why do we care about energy vampires?” Snohomish County PUD 2013-­‐14 Mini-­‐Grant Winners 21 Evaluation/Assessment Energy vampire data sheet and analysis questions Challenges One of the challenges of this project is how long the energy meters need to be plugged in to get data. I was hoping to do more of this during class hours, and you could do this, but many energy vampires are things you would find around a house and not a school. It is hard for one student to collect enough data, which is why it was nice to have multiple energy meters. Next time, I would assign different students data to collect. In a 24-­‐hour period they can only collect one piece of data for the energy vampire part of the project. One of the things I didn’t get to, but was hoping to, was to share the results with our staff. Next year, I will measure more things around the school and be sure there is time for students to share with our staff. Successes/Strengths of Project The high interest of this project, toward the end of the school year was amazing. I like the fact that this project has students focus on their own lives and what they can do rather than things like carpool or take the bus. I had many students amazed at the amount of energy different devices measured. I felt another success was the interest of the parents and getting them to measure different devices around their house. Budget 15 Energy Meter Kill A Watt Home Depot Tax Shipping TOTAL AMOUNT REQUESTED* $500 total maximum Snohomish County PUD 2013-­‐14 Mini-­‐Grant Winners $ 434.55 $37.33 $ $471.88 22 Renewable Energy By Ryan Painter, Brea Dormaier, Christina Pettit Grade Level: School District: School Name: School Address: E-­‐mail Address: School Phone: 4th Grade Snohomish School District Seattle Hill Elementary 12711 51st Ave SE, Everett, WA 98208 [email protected] 360-­‐563-­‐4675 Project Description We used our grant to purchase renewable energy kits to enhance our FOSS kits of magnets and electricity. We used the circuit kits to show how energy is transferred and we used our renewable energy Lego kits to demonstrate how we create, store, and use energy. Learning Objectives Science: Students will be able to • Identify renewable energy sources (wind, hydropower, solar…) • Build a model of a wind turbine, hydropower dam, and solar powered vehicle • Build several different circuit board designs Social Studies: Students will be able to • Make connections to how we use renewable energy in Washington State • Understand the importance of creating renewable energy, but also the affects it has on our environment Main WA State Learning Standards • 4-­‐PS3-­‐2: Make observations to provide evidence that energy can be transferred from place to place by sound, light, heat, and electric currents. • 4-­‐ESS3-­‐1: Obtain and combine information to describe that energy and fuels are derived from natural resources and their uses affect the environment. • 4-­‐PS3-­‐4: Apply scientific ideas to design, test, and refine a device that converts energy from one form to another. Materials Needed • Wind 2.0 Kit • Solar Mechanics Kit • Hydropower Kit • Snap Circuits Kit Method/Design of Project Background Knowledge: • PUD Meet the Renewables assembly • FOSS Kit Magnets & Electricity Snohomish County PUD 2013-­‐14 Mini-­‐Grant Winners 23 Students will already have the assembly experience and the FOSS science kit. In the FOSS kit we explore a simple circuit that involves lighting a light bulb with a switch. This is a very basic look into circuits. Additional Lessons 3 PUD class presentations on simple/complex circuits This experience will give the students a more in depth look at circuits beyond their experience with the FOSS kit. Grant Proposal Lessons Introduction: students will be reminded of the different forms of renewable energy and the types of renewable energy projects present in Washington State. We will use the Energy for Keeps book as a guide for lesson background and vocabulary extensions. Lessons: (whole group and small group instruction) 1. Students will build the power kits. During this activity students will learn key vocabulary related to hydropower, solar power, and wind power. 2. Students will operate the different models to generate power to charge the rechargeable batteries. 3. Students will test the charged batteries with the kits’ battery operated models. 4. Students will record data on the life span of each charge of battery. How long does it take to charge? How long does the charge last? 5. Ongoing circuit challenges: students will be assigned a Snap Circuit map. They will have to build the circuit and determine what the input and output pieces are and what the function of the circuit will be. Cross-­‐Curricular Extensions: In Social Studies our CBA is titled: How Humans Interact with their Environment. The focus is on how humans have affected the salmon population over the years. We have designed a science unit around salmon and their habitat. We discuss the importance of clean water and all of the factors working against salmon and their survival. One of the things we encounter as a factor is hydropower and the use of dams. The background knowledge from the model kits will help us think about alternative methods for creating renewable energy. It will also challenge students to come up with a way to still use hydropower without impacting the salmon. We also talk about the importance of “clean” energy and the positive impacts of conservation for sustainability. Evaluation/Assessment Formative Assessments • Science notebooks: students record their observations, experiments, research, and questions in their notebooks (whole class & independent work) • Observations: o Can the students successfully build the circuit based on the instructions? Snohomish County PUD 2013-­‐14 Mini-­‐Grant Winners 24 •
Renewable Energy Kit assignments: each new renewable energy kit comes with a study guide questions for the students Summative Assessments o Vocabulary tests o Written CBA project identifying how humans impact the salmon/Earth o Science content test (identify all of the sources of renewable energy and why they are important) o FOSS Science Kit End of unit assessments Challenges: The main challenge was limited supplies. I had students come up in small groups to assist building the different Lego kits. Each classroom only had one kit for wind, solar, and hydropower. The Snap Circuits also were challenging if the students do not understand short circuits. We had some exploring with the kits and they fried the batteries. Also we were short on time this year so we will start this unit earlier in the year next time! Successes/Strengths of Project Hands-­‐on, building/engineering, visual, several different lesson extensions through the kits, student engagement, current PUD projects highlighting renewable energy. Budget Material(s) or services to be purchased Qty. 3: Solar Mechanics Kit (Thames & Kosmos) Qty. 3: Wind Power 2.0 Kit (Thames & Kosmos) Qty. 3: Alt Energy & Environ Sci Hydropower Kit (Thames and Kosmos) Qty. 6: Snap Circuits Jr. SC-­‐100 Qty.1: Energy For Keeps Book Vendor/Merchant Price Amazon $30.53 ea./$91.59 Amazon $33.44 ea./$100.32 Amazon $38.78 ea./$116.34 Amazon Amazon Tax Shipping $20.55 ea./$123.30 $20.49 $ $ $ $ $ $34.79 $ Free TOTAL AMOUNT REQUESTED* $500 total maximum $486.83 Photos Snohomish County PUD 2013-­‐14 Mini-­‐Grant Winners 25 Snohomish County PUD 2013-­‐14 Mini-­‐Grant Winners 26 Snohomish County PUD 2013-­‐14 Mini-­‐Grant Winners 27 Snohomish County PUD 2013-­‐14 Mini-­‐Grant Winners 28 Snohomish County PUD 2013-­‐14 Mini-­‐Grant Winners 29 Snohomish County PUD 2013-­‐14 Mini-­‐Grant Winners 30 Snohomish County PUD 2013-­‐14 Mini-­‐Grant Winners 31 Sultan High School Wind Powered Phone/Computer Charging Station By David Cavanaugh, Green Sustainable Design and Technology class Grade Level: School District: School Name: School Address: Email Address: School Phone: 9th – 12th grades Sultan School District Sultan High School 13715 310th Ave. SE, Sultan, WA 98294 [email protected] 360-­‐793-­‐9861 Project Description The project is to use an existing 12 volt, mast mounted wind turbine/generator to build a wind powered phone and computer charging station. Learning Objectives The objectives were to teach renewable energy, energy storage and electrical power calculations. The objectives were to use research to determine materials necessary, and Ohm’s law to calculate power requirements. Main WA State Learning Standards This would be aligned with Washington State grades 9-­‐12 Learning Standard EALR-­‐4, Energy: Transfer, Transformation and Conservation (PS-­‐3). Materials Needed The components consisted of the wind turbine/generator with integrated voltage regulator, wiring, storage battery and 12 volt to USB connectors. Method/Design of Project The project was designed by identifying all of the necessary components from the generator to the USB port at the other end, identifying components needed to complete the project, researching the availability of the components, calculating the size and capacities of the components, and planning the steps of project implementation. Evaluation/Assessment The project was considered a success in that it taught the students the methods and techniques of project design and the importance of sustainable energy, and the fact that sustainable energy was relatively easily implemented with readily available components. Challenges Challenges were finding an appropriate mounting location for the wind turbine, and installing the windmill, which required the use of a bucket truck. Budget Windmill Wire Conduit and accessories: Already on hand $250 $25 Snohomish County PUD 2013-­‐14 Mini-­‐Grant Winners 32 Nuts, bolts, etc: Connector box Battery $28 $33 $41 Snohomish County PUD 2013-­‐14 Mini-­‐Grant Winners 33 Adopt a Stream Junior Stream Keepers By Darlene Moe Grade Level: School District: School Name: School Address: E-­‐mail Address: School Phone: 3rd Grade Lake Stevens School District Hillcrest Elementary 9315 4th St SE, Lake Stevens, WA 98258 [email protected] 425-­‐335-­‐1545 Project Description One hundred eight students had the most valuable field trip of the year on April 18, 2014. Students had the opportunity to learn about the importance of water, our ecosystem, the role the salmon play in the lives of humans, and what it means to conserve water. Besides the amazing and interesting lessons, students had the chance to take in nature by going on a scavenger hunt in the forest. Learning Objectives Three key objectives, i.e. water conservation, our local watershed, and why salmon are so important. Students may have gathered other purposeful learning, such as the insects in the ponds, why are they there and what affect they have on the environment, the trees and plants that are near streams, ponds, creeks, and the wildlife that make their homes nearby. As well students learned how pesticides, fertilizers, used oil, etc. drizzles down into the rain drains affect our local watersheds. Main WA State Learning Standards Writing • EALR 2: The student writes in a variety of forms for different audiences and purposes. • EALR 3: The student writes clearly and effectively. Science • EALR 4: Life Science. Big Idea: Ecosystems • EALR 4: Life Science. Big Idea: Structures and Functions of Living Organisms • EALR 4: Physical Science. Energy: Transfer, Transformation, and Conservation Materials Needed The materials we used were clipboards, pencils and paper to record data and take in other useful information to use for writing purposes. Method/Design of Project The way this presentation and field trip was designed was three fold. The presentation in itself, was well planned and thought out to meet the needs of the students being taught. The staff at the foundation is well educated and equipped to instruct, demonstrate and present information in a fun and interesting way, a way that captivates the students. They use props such as 8 foot salmon, salmon egg and a fry. Also there was an activity where students made several circular connections and passed water from hand to hand-­‐ which quickly demonstrated Snohomish County PUD 2013-­‐14 Mini-­‐Grant Winners 34 how quickly it runs out if it isn’t taken care of. Students watched and also participated in an activity demonstrating pollution that comes in water drains. They used food coloring to show different pollutants put in the drains, and then how all the water ends up in the watershed. Later we took students on a scavenger nature walk through the amazing forest of trails connected to the Adopt a Stream location. Though I named many of the methods and the design of the project, it was so enriching I can’t possibly list them all. Evaluation/Assessment Assessing my students was easy because they were so excited to write about all that they had learned. My favorite way of assessing my students learning was by having them do a mini presentation to the class and by writing a small paper, including pictures that represent the important learning that took place. Third graders are expected to write 3 paragraphs by the end of the year. Therefore, my students demonstrated in writing, 3 key lessons they learned (water conservation, ecosystem, and structures of living systems), and why would they encourage another class to go. I like to add the persuasive piece when it is something that someone else may or may not like. I graded my students on a 4 being the highest and on down to a 1 being the lowest. 80% of my students received a 3 or 4 which is grade level expectation. The students who received a 2 did so because of their skill level. No ones to report! Challenges The only challenges that I had in implementing the project was orchestrating buses and times for all 4 classes to participate on the same day. I managed to make it work and hope to be able to win the grant again next year and do it all over again. ☺ Successes/Strengths of Project The greatest achievement of the entire project was hearing my peers and parents say how well put together the program was, and how much they learned as adults. Hearing that from my teaching peers was important for me to hear for the planning of future trips. The next very important evidence in telling me this was a successful field trip is hearing the mingling of students and their comments on how much they loved it. To see such focused energy in their learning was very awesome! Budget The cost of the vendor was $250 per 50 students, which we had 108-­‐ $500. Transportation ran about $376.00. I got very clever and used the same bus to pick up the 4 classes in a staggered way and return them the same. My advice to someone planning this top of the line field trip is plan early, and be sure to shoot for a sunny day. Snohomish County PUD 2013-­‐14 Mini-­‐Grant Winners 35 Photos Snohomish County PUD 2013-­‐14 Mini-­‐Grant Winners 36