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## Renewable Energy

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**Renewable Energy**Bob Jesberg FETC Conference Orlando, FL January 28 – 31, 2014**Workshop Agenda**• The Renewable Energy Set • Standard Alignments • Sources of Renewable Energy • Wind Powered Models • Solar Powered Models • Water Powered Models**The Challenge is to:**• Go GREEN and bring STEM concepts to life with this exciting Renewable Energy set from K’NEX 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.**The Renewable Energy Set**• 583K’NEX 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 Teacher’s Guide with nine complete lessons on CD.**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**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**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.**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.**NCTM Standards and Expectations**• Use mathematical models to represent and understand quantitative relationships • Grades 6–8 Expectations: In grades 6–8 all students should– • model and solve contextualized problems using various representations, such as graphs, tables, and equations. • Analyze change in various contexts • Grades 6–8 Expectations: In grades 6–8 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.**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.**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 K’NEX Education.**K’NEX 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.**K’NEX 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.**K’NEX 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.**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.**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?**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.**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.