Lesson 1.3 Energy Aoolications



Lesson 1.3 Energy ApplicationsPreface Today’s consumer demands effective energy management. Consumers rely on efficient and accessible energy to power automobiles, homes, appliances, and electronics. National trends regarding energy management include appliance and home energy star ratings and the development of alternative and renewable energy sources. Energy conservation states that energy cannot be gained or destroyed but instead transferred from one form to another. Understanding how energy is transferred from one form to another allows engineers to design efficient applications utilizing energy. We know that many sources of energy won’t last forever and that many sources have negative consequences on the environment. In the past individuals were forced to harness power that humans or animals created from the energy stored in food. Power could also be harnessed from surrounding resources like wind, flowing water, heat from the sun, or from combustible materials like wood. This lesson is designed to provide students with an opportunity to investigate thermo energy and alternative energy applications. Students will explore and gain experiences relating to solar hydrogen systems and thermo energy transfer through materials.Concepts Energy management is focused on efficient and accessible energy use.System energy requirements must be understood in order to select the proper energy source.Energy systems can include multiple energy sources that can be combined to convert energy into useful forms. Hydrogen fuel cells create electricity and heat through an electrochemical process that converts hydrogen and oxygen into water.Solar cells convert light energy into electricity by using photons to create electron flow. Thermodynamics is the study of the effects of work, thermo energy, and energy on a system.Thermal energy can transfer via convection, conduction, or radiation.Material conductivity, resistance, and energy transfer can be calculated. Standards and Benchmarks AddressedStandards for Technological LiteracyStandard 1: Students will develop an understanding of the characteristics and scope of technology.BM J:The nature and development of technological knowledge and processes are functions of the setting.BM K:The rate of technological development and diffusion is increasingly rapidly.Standard 2: Students will develop an understanding of the core concepts of technology.BM W:Systems thinking applies logic and creativity with appropriate compromises in complex real-life problems.BM X:Systems, which are the building blocks of technology, are embedded within larger technological, social, and environmental systems.BM Y:The stability of the technological system is influenced by all of the components in the system, especially those in the feedback loop.BM Z:Selecting resources involves trade-offs between competing values, such as availability, cost, desirability, and waste.BM AA:Requirements involve the identification of the criteria and constraints of a product or system and the determination of how they affect the final design and developmentBM BB:Optimization is an on going process of methodology of designing or making a product and is dependent on criteria and constraints.Standard 3: Students will develop an understanding of the relationships among technologies and the connections between technology and other fields of study.BM H:Technological innovation often results when ideas, knowledge, or skills are shared within a technology, among technologies, or across other fields. Standard 4: Students will develop an understanding of the cultural, social, economic, and political effects of technology.BM I:Making decisions about the use of technology involves weighing the trade-offs between the positive and negative effects.Standard 5: Students will develop an understanding of the effects of technology on the environment. BM G:Humans can devise technologies to conserve water, soil, and energy through such techniques as reusing, reducing and recycling. BM H:When new technologies are developed to reduce the use of resources, considerations of trade-offs are important.BM J:The alignment of technological processes with natural processes maximized performance and reduces negative impacts on the environment.BM K:Humans devise technologies to reduce the negative consequences of other technologiesBM L:Decisions regarding the implementation of technologies involve the weighting of trade-offs between predicted positive and negative effects on the environment.Standard 7: Students will develop an understanding of the influence of technology on history.BM G:Most technological development has been evolutionary, the result of a series of refinements to a basic invention.Standard 8: Students will develop an understanding of the attributes of design.BM H:The design process includes defining a problem, brainstorming, researching and generating ideas, identifying criteria and specifying constraints, exploring possibilities, selecting an approach, developing a design proposal, making a model or prototype, testing and evaluating the design using specifications, refining the design, creating or making it, and communicating the processes and results.BM I:Design problems are seldom presented in a clearly defined form.BM K:Requirements of a design, such as criteria, constraints, and efficiency, sometimes compete with each other.Standard 9: Students will develop an understanding of engineering design. BM J:Engineering design is influenced by personal characteristics, such as creativity, resourcefulness, and the ability to visualize and think abstractly.BM K:A prototype is a working model used to test a design concept by making actual observations and necessary adjustments.Standard 10: Students will develop an understanding of the role of troubleshooting, research and development, invention and innovation, and experimentation in problem solving. BM J:Technological problems must be researched before they can be solved.Standard 11: Students will develop abilities to apply the design process.BM M:Identify the design problem to solve and decide whether or not address itBM N: Identify criteria and constraints and determine how these will affect the design process.BM O:Refine a design by using prototypes and modeling to ensure quality, efficiency, and productivity of the final product.BM P:Evaluate the design solution using conceptual, physical, and mathematical models at various intervals of the design process in order to check for proper design and to note areas where improvements are needed.BM Q:Develop and produce a product or system using a design process. Standard 12: Students will develop the abilities to use and maintain technological products and systemsBM L:Document processes and procedures and communicate them to different audiences using appropriate oral and written techniques.BM P:Use computers and calculators to access, retrieve, organize, process, maintain, interpret, and evaluate data and information in order to communicate.Standard 13: Students will develop the abilities to assess the impacts of products and systems. BM J:Collect information and evaluate its quality.BM K:Synthesize data, analyze trends, and draw conclusions regarding the effect of technology on the individual, society, and environment. Standard 16: Students will develop an understanding of and be able to select and use energy and power technologies. BM J:Energy cannot be created or destroyed; however, it can be converted from one form to another.BM K:Energy can be grouped into major forms: thermal, radiant, electrical, mechanical, chemical, nuclear, and others.BM L:It is possible to build an engine to perform work that does not exhaust thermal energy to the surroundings.BM M:Energy resources can be renewable or nonrenewable.Standard 17: Students will develop an understanding of and be able to select and use information and communication technologies. BM P:There are many ways to communicate information, such as graphic and electronic means.National Science Education StandardsUnifying Concepts and Processes: As a result of activities in grades K-12, all students should develop understanding and abilities aligned with the following concepts and processesSystems, order, and organizationEvidence, models, and explanationChange consistency and measurementForm and a functionEvolution and equilibriumPhysical Science: As a result of activities in grades 9-12, all students should develop an understanding ofConservation of energy and increase in disorderInteractions of energy and matterEarth and Space Science: As a result of activities in grades 9-12, all students should develop an understanding ofEnergy in the earth systemScience and Technology: As a result of activities in grades 9-12, all students should developAbilities of technological designUnderstandings about science and technologyScience in Personal and Social Perspectives: As a result of activities in grades 9-12, all students should develop understanding ofNatural resourcesEnvironmental qualityScience and technology in local, national, and global challengesPrinciples and Standards for School MathematicsOperations:Instructional programs from pre-kindergarten through grade 12 should enable all students to understand numbers, ways of representing numbers, relationships among numbers, and number systems; understand meanings of operations and how they relate to one another; compute fluently and make reasonable estimates.Algebra:Instructional programs from pre-kindergarten through grade 12 should enable all students to understand patterns, relations, and functions; represent and analyze mathematical situations and structures using algebraic symbols; use mathematical models to represent and understand quantitative relationships; analyze change in various contexts.Measurement: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.Data Analysis and Probability: Instructional programs from pre-kindergarten through grade 12 should enable all students to formulate questions that can be addressed with data, and collect, organize, and display relevant data to answer them; select and use appropriate statistical methods to analyze data; develop and evaluate inferences and predictions that are based on data.Problem-Solving:Instructional programs from pre-kindergarten through grade 12 should enable all students to build new mathematical knowledge through problem solving; solve problems that arise in mathematics and in other contexts; apply and adapt a variety of appropriate strategies to solve problems; monitor and reflect on the process of mathematical problem munication:Instructional programs from pre-kindergarten through grade 12 should enable all students to organize and consolidate their mathematical thinking through communication; communicate their mathematical thinking coherently and clearly to peers, teachers, and others; use the language of mathematics to express mathematical ideas precisely.Connections:Instructional programs from pre-kindergarten through grade 12 should enable all students to recognize and use connections among mathematical ideas; recognize and apply mathematics in contexts outside of mathematics.Standards for the English Language ArtsStandard 4:Students adjust their use of spoken, written, and visual language (e.g., conventions, style, vocabulary) to communicate effectively with a variety of audiences and for different purposes.Standard 7:Students conduct research on issues and interests by generating ideas and questions, and by posing problems. They gather, evaluate, and synthesize data from a variety of sources (e.g., print and nonprint texts, artifacts, and people) to communicate their discoveries in ways that suit their purpose and audience.Standard 12:Students use spoken, written and visual language to accomplish their own purposes (e.g., for learning, enjoyment, persuasion, and the exchange of information).Performance ObjectivesIt is expected that students will: Test and apply the relationship between voltage, current, and resistance relating to a photovoltaic cell and a hydrogen fuel cell.Experiment with a solar hydrogen system to produce mechanical power.Design, construct, and test recyclable insulation materials.Test and apply the relationship between R-values and recyclable plete calculations for conduction, R-values, and radiation. AssessmentExplanationStudents will explain the process of producing electricity utilizing a solar hydrogen system.Students will explain thermal energy transfer through material.Students will explain the relationship between voltage, current, and wattage.InterpretationStudents will explain the advantages and disadvantages of solar cell technology.Students will explain the advantages and disadvantages of fuel cell technology.Students will explain current trends in energy production relating to renewable energy.Students will explain the importance of R-value related to insulation material.Students will explain the relationship between thermodynamics and system efficiency. ApplicationStudents will apply thermodynamics to the R-value, thermal transfer, and conduction calculations.Students will apply electrical energy transfer and production to applications involving mechanical work.Students will create a renewable insulation material demonstrating the relationship between R-value and thermal transfer.PerspectiveStudents will identify and discuss the importance and limitations of renewable energy.Students will identify and discuss ways to maximize energy efficiency to limitation of thermal energy transfer.Self-knowledgeStudents will reflect and discuss the outcome of their renewable insulation material project.Students will reflect on the application of renewable energy relating to usable consumable energy.Students will reflect on their work in journals by recording their thoughts and ideas.Essential QuestionsWhat limitations affect electricity production using solar cells?What limitations affect electricity production using hydrogen fuel cells?How can system configuration affect voltage and current?How does thermodynamics relate to energy and power?What are some everyday examples of the First and Second Laws of Thermodynamics?Key TermsActive Solar Energy CollectionA type of system that uses circulating pumps and fans to collect and distribute heat.Alternative EnergyAny source of energy other than fossil fuels that is used for constructive purposes.AmpereThe unit of electric current in the meter-kilogram-second system of units. Referred to as amp and symbolized as A.ConductionThe transfer of heat within an object or between objects by molecular activity, without any net external motion. ConvectionProcess by which, in a fluid being heated, the warmer part of the mass will rise and the cooler portions will sink. CurrentThe net transfer of electric charge (electron movement along a path) per unit of time. Electrical EnergyEnergy caused by the movement of electrons.ElectricityThe flow of electrical power or charge.Electromagnetic EnergyEnergy caused by the movement of light waves.ElectrolysisThe process separating the hydrogen-oxygen bond in water using an electrical current.EnergyThe ability to do work.EntropyThe function of the state of a thermodynamic system whose change in any differential reversible process is equal to the heat absorbed by the system from its surroundings divided by the absolute temperature of the system. First Law of ThermodynamicsThe law that heat is a form of energy, and the total amount of energy of all kinds in an isolated system is constant; it is an application of the principle of conservation of energy. Also known as conservation of energy.Fuel Cell StackIndividual fuel cells that are combined in series.HeatEnergy in transit due to a temperature difference between the source from which the energy is coming and a sink toward which the energy is going. KelvinA unit of absolute temperature and symbolized as K. Formerly known as degree Kelvin.Line of Best FitA straight line that best represents all data points of a scatter plot. This line may pass through some, all, or none of the points displayed by the scatter plot. Also referred to as a Trend Line or Regression Line.OhmThe unit of electric current in the meter-kilogram-second system of units. Symbolized as Ω.Ohm’s LawStates that the direct current flowing in an electric circuit is directly proportional to the voltage applied to the circuit.Passive Solar Energy CollectionSystems that do not make use of any externally powered, moving parts, such as circulation pumps, to move heated water or air.Product Development LifecycleStages a product goes through from concept and use to eventual withdrawal from the market place.RadiationThe process by which energy is transmitted through a medium, including empty space, as electromagnetic waves. This energy travels at the speed of light. This is also referred to as electromagnetic radiation. Renewable EnergyA resource that can be replaced when needed.ResistanceThe opposition that a device or material offers to the flow of direct current.R-valueThe measure of resistance to heat flow.Second Law of ThermodynamicsA general statement of the idea that there is a preferred direction for any process. TemperatureA property of an object which determines the direction of heat flow when the object is placed in thermal contact with another object.Thermal EquilibriumRefers to the property of a thermodynamic system in which all parts of the system have attained a uniform temperature which is the same as that of the system’s surroundings.Thermodynamic SystemA part of the physical world as described by its thermodynamic properties such as temperature, volume, pressure, concentration, surface tension, and viscosity. ThermodynamicsThe study of the effects of work, heat, and energy on a system. U-valueA measure of thermal transmittance through a material.VoltThe unit of potential difference symbolized as V.VoltageThe potential difference measured in volts. The amount of work to be done to move a charge from one point to another along an electric circuit.Zeroth Law of ThermodynamicsA law that if two systems are separately found to be in thermal equilibrium with a third system, the first two systems are in thermal equilibrium with each other; that is, all three systems are at the same temperature. Also known as thermodynamic equilibrium.Day-by-Day PlansTime: 10 daysNOTE: There are two sets of resources available based on whether you are using the VEX? robotics platform or the fischertechnik? platform. Choose the appropriate resource as indicated by (VEX) or (FT) at the end of each resource.NOTE: In preparation for teaching this lesson, it is strongly recommended that the teacher read the Lesson 1.3 Teacher Notes. Day 1: The teacher will present Concepts, Key Terms, and Essential Questions to provide a lesson overview.The teacher will present Hydrogen Fuel Cell.ppt.Students will take notes during the presentation in their journals.VEX platform:The teacher will distribute and introduce HYPERLINK "A1_3_1SolarHydrogenSystem_vex.htm" Activity 1.3.1 Solar Hydrogen System (VEX).The teacher will distribute and introduce Activity 1.3.1a Solar Hydrogen Automobile.ppt (VEX) build instructions.fischertechnik platform:The teacher will distribute and introduce HYPERLINK "A1_3_1aSolarHydrogenAutomobile_ft.htm" Activity 1.3.1 Solar Hydrogen System (FT).The teacher will distribute and introduce Activity 1.3.1a Solar Hydrogen Automobile (FT) build instructions.Review the Fuel Cell User Guide for proper use.Optional: The teacher may want to distribute Lesson 1.3 Key Terms Crossword for homework once the key terms have been introduced. Day 2 – 4:Student teams will complete the Activity 1.3.1a Solar Hydrogen Automobile.Students will complete Activity 1.3.1 Solar Hydrogen System.Day 5 – 6:The teacher will distribute and introduce Activity 1.3.3 Thermodynamics. The teacher will present Introduction to Thermodynamics.ppt.Students will take notes during the presentation in their journals.Student will complete Activity 1.3.3 Thermodynamics.Day 7-10:The teacher will distribute and introduce Project 1.3.4 Renewable Insulation and Project 1.3.4 Renewable Insulation Rubric.The teacher will place students into teams of two.Student teams will design, construct, and test recyclable house insulation.Note: Students must maintain a spreadsheet for the cost of insulation material, including all wasted material.Student teams will create a Product Development Lifecycle for the insulation material selected as homework, if necessary.Student teams will prepare a spreadsheet for the material cost of the house insulation as homework, if necessary.The teacher will assess student teams using Project 1.3.4Renewable Insulation Rubric.The teacher can reference Project 1.3.4 Renewable Insulation Example – Teacher Notes(LogTag) or Project 1.3.4 Renewable Insulation Example – Teacher Notes(Vernier) to gain understanding of the problem and calculations.Optional: The teacher may show students Modern Marvels: Insulation DVD – SKU ID #3849-69607.Instructional ResourcesNOTE: There are two sets of resources available based on whether you are using the VEX robotics platform or the fischertechnik platform. Choose the appropriate resource as indicated by (VEX) or (FT) at the end of each resource.Presentations HYPERLINK "HydrogenFuelCell.ppt" Hydrogen Fuel CellHYPERLINK "IntroductionThermodynamics.pptx"Introduction to Thermodynamics HYPERLINK "A1_3_1SolarHydrogenSystem_vex.doc"Activity 1.3.1a Solar Hydrogen Automobile (VEX)DocumentsVEX Platform HYPERLINK "A1_3_1SolarHydrogenSystem_vex.doc" Activity 1.3.1 Solar Hydrogen Systems (VEX) fischertechnik Platform HYPERLINK "A1_3_1SolarHydrogenSystem_ft.doc" Activity 1.3.1 Solar Hydrogen Systems (FT)HYPERLINK "A1_3_1aSolarHydrogenAutomobile_ft.doc"Activity 1.3.1a Solar Hydrogen Automobile (FT) HYPERLINK "P1_3_2FuelCellTechnology.doc" Project 1.3.2 Fuel Cell Technology (Optional) HYPERLINK "A1_3_3Thermodynamics.doc" Activity 1.3.3 ThermodynamicsHYPERLINK "P1_3_4RenewableInsulation.docx"Project 1.3.4 Renewable InsulationHYPERLINK "L1_3KeyTermCrossword.doc"Lesson 1.3 Key Terms Crossword HYPERLINK "FuelCellUserGuide.docx" Fuel Cell User GuideAnswer Keys and Rubrics HYPERLINK "P1_3_2FuelCellTechnologyRubric.doc" Project 1.3.2 Fuel Cell Technology Rubric (Optional) HYPERLINK "A1_3_3ThermodynamicsAnsKey.doc" Activity 1.3.3 Thermodynamics Answer Key HYPERLINK "P1_3_4RenewableInsulationRubric.doc" Project 1.3.4 Renewable Insulation RubricHYPERLINK "P1_3_4RenewableInsulationExampleTeacherNotes_LogTag.docx"Project 1.3.4 Renewable Insulation Example – Teacher Notes (LogTag)HYPERLINK "P1_3_4RenewableInsulationExampleTeacherNotes_LoggerPro.docx"Project 1.3.4 Renewable Insulation Example – Teacher Notes (Vernier) HYPERLINK "L1_3KeyTermCrosswordAnswerKey.doc" Lesson 1.3 Key Terms Crossword Answer KeyTeacher Guidelines HYPERLINK "L1_3TeacherNotes.doc" Lesson 1.3 Teacher NotesReference SourcesEnergy Information Association. (n.d.) Energy kid’s page. Retrieved March 23, 2008, from . (2005). Just the basics on how fuel cells work. Retrieved April 15, 2008, from , A., Richardson, B., & Richardson, R. (2004). College physics. New York, NY: McGraw-Hill.International Technology Education Association. (2000). Standards for technological literacy. Reston, VA: ITEA.Litowitz, L.S., & Brown, R. A. (2007). Energy, power, and transportation technology. Tinley Park, IL: The Goodheart-Wilcox Company, Inc.McGraw-Hill. (2002). McGraw-Hill dictionary of engineering. New York City, NY: McGraw-Hill Companies.Merriam-Webster. (n.d.). Merriam-Webster online. Retrieved December 15, 2007, from , Inc. (n.d.). Clip art. Retrieved January 10, 2008, from . (2008). Glenn research center. Retrieved March 23, 2008 from NASA. (n.d.). Science @ NASA. Retrieved January 31, 2008, from National Council of Teachers of English (NCTE) and International Reading Association (IRA) (1996). Standards for the English language arts. Newark, DE: IRA; Urbana, IL: NCTE.National Council of Teachers of Mathematics (NCTM). (2000). Principles and standards for school mathematics. Reston, VA: Author.National Renewable Energy Laboratory. (2007). TroughNet. Retrieved March 23, 2008, from Research Council (NRC). (1996). National science education standards. Washington, D. C.: National Academy Press.Oxford English Dictionary. (n.d.). OED Online. Retrieved January 18, 2008, from University Press. (n.d.). AskOxford: Oxford reference online. Retrieved December 15, 2007, from , R., & Faughn, J. (2003). College physics. (6th ed.). Pacific Grove, CA: Thomson Learning, Inc.Spurgeon, R., & Flood, M. (1990). Energy and power. London: Usborne Publishing.U.S. Department of Energy. (2006). Fuel cell animation. Retrieved April 4, 2008, from . Department of Energy. (2006). Wind energy basics. Retrieved April 4, 2008, from . Department of Energy. (2008). Scientific forms of energy. Retrieved March 23, 2008, from U.S. Department of Energy. (2008). Solar energy technologies program. Retrieved March 23, 2008, from U.S. Department of Energy. (n.d.), Energy sources. Retrieved April 14, 2008, from , J., & Leduc, A.M. (1993). Heat transfer in structures: A high school technology education teacher’s guide. Muncie, IN: Center for Energy Research / Education / Service. ................
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