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Renewable Energy

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Renewable Energy Bob Jesberg FETC Conference Orlando, FL January 28 31, 2014 * ... – PowerPoint PPT presentation

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Title: Renewable Energy


1
Renewable Energy
  • Bob Jesberg
  • FETC Conference
  • Orlando, FL
  • January 28 31, 2014

2
Workshop Agenda
  • The Renewable Energy Set
  • Standard Alignments
  • Sources of Renewable Energy
  • Wind Powered Models
  • Solar Powered Models
  • Water Powered Models

3
The Challenge is to
  • Go GREEN and bring STEM concepts to life with
    this exciting Renewable Energy set from KNEX
    Education. Compare and contrast the output and
    efficiency that can be realized from wind, solar
    and water powered machines as they work on
    projects of real-world significance.

4
The Renewable Energy Set
  • 583 KNEX Pieces
  • Builds 9 models (3 at a time).
  • Supports 6-9 students working in teams.
  • Solar, water, and wind powered models included.
  • Includes a comprehensive Teachers Guide with
    nine complete lessons on CD.

5
Key Concepts
  • Renewable Energy
  • Solar, Wind and Hydro Power
  • Energy Storage
  • Electrical Energy Generation
  • Energy Efficient Technologies
  • Green Energy/Clean Energy
  • Force, Motion, Work and Power
  • Reducing Greenhouse Emissions
  • Energy Radiant, Mechanical, Electrical
  • Reducing Dependence on Foreign Energy
  • Conservation of Energy
  • Kinetic and Potential Energy
  • Innovation and Invention
  • Mechanical and Electrical Systems
  • Newton's Laws

6
NSES Science Content Standards Alignment
  • Unifying Concepts and Processes
  • Systems - Evidence, models and explanation
  • Form and function - Constancy, change and
    measurement
  • Science as Inquiry
  • Abilities necessary to do scientific inquiry
  • Understanding about scientific inquiry
  • Physical Science
  • Motions and forces
  • Transfer of energy
  • Science and Technology
  • Abilities of technological design
  • Understanding about science and technology

7
Next Generation Science Standards
  •  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.
  • Construct and interpret graphical displays of
    data to describe the relationships of kinetic
    energy to the mass of an object and to the speed
    of an object 
  • Develop a model to describe that when the
    arrangement of objects interacting at a distance
    changes, different amounts of potential energy
    are stored in the system.
  • 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.

8
ITEEA Standards Alignments
  • The characteristics and scope of technology
  • Inventions and innovations are the results of
    specific, goal directed research.
  • The core concepts of technology
  • Systems Thinking.
  • Different technologies involve different sets of
    processes.
  • The attributes of design
  • Design is a creative planning process that leads
    to useful products and systems.
  • Engineering Design
  • Modeling, testing, evaluating, and modifying are
    used to transform ideas into practical solutions.

9
NCTM Standards and Expectations
  • Use mathematical models to represent and
    understand quantitative relationships 
  • Grades 68 Expectations In grades 68 all
    students should
  • model and solve contextualized problems using
    various representations, such as graphs, tables,
    and equations.
  • Analyze change in various contexts  
  • Grades 68 Expectations In grades 68 all
    students should
  • use graphs to analyze the nature of changes in
    quantities in linear relationships.
  • Measurement Standard
  • Instructional programs from pre-kindergarten
    through grade 12 should enable all students to 
  • Understand measurable attributes  of objects and
    the units, systems, and processes of measurement
  • Apply appropriate techniques, tools, and formulas
    to determine measurements.

10
Common Core - Mathematics
  • Mathematical Practices
  • 1. Make sense of problems and persevere in
    solving them.
  • 2. Reason abstractly and quantitatively.
  • Expressions and Equations
  • Apply and extend previous understandings of
    arithmetic to algebraic expressions.
  • Reason about and solve one-variable equations . .
    . .
  • Represent and analyze quantitative relationships
    between dependent and independent variables.

11
Investigating Energy
  • A basic understanding of renewable energy is
    critical to an understanding of the energy
    challenges that face the planet.
  • Generally, four sources of renewable energy have
    received the greatest attention Solar, Wind,
    Water, and Geothermal.
  • Three of these sources will be addressed with
    this new set of STEM classroom materials from
    KNEX Education.

12
KNEX Wind Powered Models
  • The Wind Mill produces electrical energy that
    students can use to power another model.
  • The Wind Car travels across the floor powered by
    a house fan.
  • The wind powered Water Lift collects scoops of
    water and deposits them in a paper cup.

13
KNEX Solar Powered Models
  • The direct drive Shuttle Ride uses solar power
    without gears to multiply force.
  • The Crank Man model uses a train of four gears to
    multiply force.
  • The Solar Car (on the first slide) operates best
    in direct sunlight.

14
KNEX Water Powered Models
  • The Grist Mill (top) turns as water strikes the
    paddles on its water wheel.
  • The Water Wheel (bottom) turns as water fills the
    black scoops and generates electricity to power
    another model with a generator.

15
Build the Shuttle Ride
16
Shuttle Ride
  • Slide rods into connectors from the side
  • See the Instruction Booklet for directions
  • Test and adjust for smooth operation
  • Attach a solar panel to the motor and place the
    panel under the light source.

17
Solar investigations (collect data to answer
these questions)
  • How close must the panel be to the light source
    for the model to spin?
  • Is there a relationship between distance from the
    light and the speed of rotation?
  • How much of the panel must be in the light for
    the shuttle to work?
  • At what angle to the light does the panel work
    best?

18
Compare Angular Momentum
19
Explore and Learn
  • Use some of the models from the Renewable Energy
    Set stationed around the room to generate
    electricity to power the shuttle.
  • Be able to report on at least one relationship
    you found during this exploration phase.

20
Wrap-Up
  • The Renewable Energy Set provides materials for
    three groups of students to work simultaneously
    as they investigate STEM concepts.
  • The Set puts much of the responsibility for
    learning in the hands of the students as they
    design experiments to discover new knowledge and
    to reinforce their understanding of complex
    concepts.
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