Tara Kotheimer Carl Sandburg High School District 230 IIT Research Mentor: Dr. Alexander Flueck

1. INSIDE THE GRID: Where does Electricity Come From? Tara KotheimerCarl Sandburg High School District 230IIT Research Mentor: Dr. Alexander Flueck This material is based upon work supported by the National Science Foundation under grant No. EEC-0502174. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation. Howstuffworks.com

2. INTENDED AUDIENCE: Honors Physics (11th or 12th grade) TIME REQUIREMENT 15 48 - 50 minute class periods PRIOR KNOWLEDGE REQUIRED Students need to be able to solve simple linear equations with a calculator Students need to have an understanding of general mechanics concepts, such as energy and velocity Students should be familiar with electrostatics www.tampaelectric.com

3. OBJECTIVES • Students will expand their current knowledge about the engineering profession • Students will understand how the power grid operates and is organized.. • Students gain an understanding of the relationships between current, voltage, resistance power and energy. • Students will gain an understanding of the relationships between magnetic field, magnetic force, induced current, and induced emf • Students will incorporate problem solving skills and inquiry in laboratory context to create a cost efficient working generator • Students will research and evaluate the pros and cons of the potential fuel sources for a new generating plant ( coal, natural gas, uranium, water, wind and sun). Within this context they will evaluate ethical considerations that face engineers.

4. ILLINOIS LEARNING STANDARDS • STATE GOAL 11: Know and apply the concepts, principles and processes of scientific inquiry and technological design to investigate questions, conduct experiments, and solve problems. • STATE GOAL 11.A.5a: Formulate hypotheses referencing prior research and knowledge • STATE GOAL11.B.5a: Identify a design problem that has practical applications and propose possible solutions considering such constraints as available tools, materials, time, and cost • STATE GOAL11.B.5b: Select criteria for successful design solution to the identified problem • STATE GOAL11.B. 5c: Build and test different models or simulations of the design solution using suitable materials, tools and technology • STATE GOAL11.B.5d: Choose a model and refine its design based on the test results • STATE GOAL 11.B.5e: Apply established criteria to evaluate the suitability, acceptability, benefits, drawbacks and consequences for the tested design solution and recommend modifications and refinements • STATE GOAL 12: Know and apply the concepts and describes properties of matter, energy, force and motion and the interactions between them and principles that explain them • STATE GOAL 13: Understand the relationships among science, technology and society in historical and contemporary contexts.

5. TOPICS COVERED IN MODULE • What is engineering • Different types of engineering • 2003 Blackout in Northeastern United States • Ohm’s Law • Series Circuits • Parallel Circuit • Power • Energy • Magnetic Fields • Magnetic Force • Induced current • Induced emf • The organization of the National Power Grid • Constructing a generator • Power Sources

6. DAY 1 • Pretest • What is an Engineer? PowerPoint *Students will gain a better understanding of the engineering profession • Blackout Power point *This activity serves as an anticipatory set. It helps answer the question, Why should we study electricity?

7. WHAT IS AN ENGINEER? Chemical Engineering Chemical Engineers use their knowledge of physics, chemistry, and biology to discover and manufacture better plastics, paints, fuels, fibers, medicines, fertilizers, semiconductors, paper, and all other kinds of chemicals, by carrying out chemical reactions and purifications. Civil Engineering The design and construction of buildings, dams, water treatment and carrying systems, air pollution controls, and transportation systems are the responsibilities of civil engineers.  Subheadings of civil engineering include:  geotechnical, environmental, structural, transportation, materials, and project management. http://www.engr.utexas.edu/wep/Precollege/Whats_engineering/engineering_disciplines.htmr

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9. http://www.time.com

10. DAYS 2 -5 • BEHIND THE PLUG • Students will explore Ohm’s Law, Series and Parallel Circuits through the use of PowerPoint presentations, laboratories, and problem sets Howstuffworks.com

11. DAY 6 • THE DISTRIBUTION GRID AND SAFETY • Students will make the transition from the outlet to the distribution grid. They will learn about one line diagrams and become familiar with the concepts of resitivity and electrical safety. Howstuffworks.com

12. DAY 7 • THE POWER PLANT • Students will learn how a power plant works. They will then participate in an inquiry based laboratory designed to expose them to the underlying concepts of electromagnetic induction www.seneportal.com

13. ELECTROMAGNETIC INDUCTION LAB PURPOSE: Create a procedure to determine the following. 1. The number of coils in an electromagnetic is directly proportional to the magnitude of induced current 2. The strength of the magnetic field is directly proportional to the magnitude of the induced current. 3. The velocity of the moving magnet is directly proportional to the magnitude of the induced current. MATERIALS Galvanometer with zero in center of scale 1-coil turn or wire 25- turn coil of wire 100-turn coil of wire 2 bar magnets connecting wires

14. DAY 8 • ELECTROMAGNETISM • Stemming from students lab observations the concepts of magnetic field, magnetic force, induced current and induced emf will be further explained through the use of a power point presentation and problem set http://www.sunblock99.org.uk/sb99/people/DMackay/ac.html

15. DAY 9 and 10 • MAKING A GENERATOR • Students will work in teams to create a cost efficient functioning generator. They will utilize inquiry and problem based learning in this activity http://www.scienceproject.com/projects/intro/elementary/EX010.asp

16. GENERATOR LAB • Students will work in teams of four. Their task is to build a device that will light a bulb. • Students will use the internet to research this process • All materials have an associated price. There are also consulting fees . Students must keep track of their budget when they are creating their generators • The team who builds a functioning generator at the lowest cost wins

17. MATERIALS LIST Ceramic magnet --------------------------------------- $5,000 Toothpick -----------------------------------------------$500 Nail ------------------------------------------------------$750 Screw ----------------------------------------------------$650 String -------------------------------------------------- $ 1000 Wire ---------------------------------------------------- $1500 Cardboard --------------------------------------------- $2500 Resistor ------------------------------------------------ $3500 Plastic Washer ------------------------------------------- $70 Tape --------------------------------------------- $100 a piece CONSULTANT FEE Computer research -----------------First 20 minutes free Every minute after this $1000 Teacher ------------ ----------1st question - -------$100 2nd question -------$500 every question thereafter $2500 Students--- you may ask other lab groups for advice. If you do this it will cost you $2500. The money you pay them will go into their budget.

18. GENERATOR LAB • Once students have created working generators, they will be asked to hypothesize how they can get their generators to create more power. Based on their hypotheses, they will design a procedure and data table to test their predictions

19. Hypothesis#1 If the number of coils ________________ the induced current will_______________________. Hypothesis #2 If the number of magnets _______________ the induced current will__________________. Hypothesis #3 If the velocity of turning ____________________ the induced current will_____________________.

20. DAY 11 • GENERATORS AND TRANSFORMERS • Students will learn how induced current operates in generators and transformers. Furthermore, they will gain an understanding of AC voltage

21. DAY 12,13,14 • POWER SOURCES • Students will work in groups to research power sources and their potential for use in a new local generator. Groups will present their findings in PowerPoint presentations to the entire class Howstuffworks.com

22. ETHICAL DILEMMA • Based on the power point presentation, students will try to objectively decide upon a power source. The tool that they will use for this decision will be intentionally flawed, in hopes of generating a debate. • Furthermore, students will explore the uses of the engineering code of ethics

23. QUESTIONS FOR DISCUSSION 1. Which power resource will our plant utilize? 2. Do you think that this scenario for determine a power source was 7. Was the manner in which we ranked the attributes of the resources fair? Explain. 8. Which resource would a construction engineer most likely choose? Why? 9. Which resource would a business person most likely choose? Why? 10. Which resource would an environmentalist most likely choose? Why? 11. Which resource would a taxpayer most likely choose why?

24. DAY 15 • Posttest

25. RESOURCES • All of the resources utilized in this module are explicitly detailed within the teacher notes portion of this module