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How does technology affect our lives?

Margaret Moore

Pepper Ridge Elementary

Spring 2007

John T. Daniels (d. 1948)

First Flight, December 17, 1903

Modern gelatin silver print

from glass negative

Prints & Photographs Division

This unit was designed to incorporate primary resources with current third grade science curriculum of Unit 5 school district. Students are encouraged to investigate common technologies and how these have affected their lives and the environment around them.

Overview/ Materials/LOC Resources/Standards/ Procedures/Evaluation/Rubric/Handouts/Extension/Overhead pictures

|Overview Back to Navigation Bar |

|Objectives |Students will: |

| |learn through the use of science processes and knowledge, people can solve problems, make |

| |decisions, and form new ideas. |

| |describe ways in which improvements in technology over time has raised the standard of |

| |living. |

| |understand how scientific discoveries have helped or hindered progress regarding human health|

| |and lifestyles. |

| |understand that people, alone or in groups, invent new tools to solve problems and do work |

| |that affects aspects of life outside of science. |

| |student describes ways technology provides energy resources. |

| |Student evaluates the costs and benefits of using certain kinds of energy resources. |

| |Students recognize the cost and risks to society and the environment posed by the use of |

| |nonrenewable energy. |

| |Student knows that alternate energy sources (example local wind farms, solar energy...) are |

| |being explored using natural and mechanical processes. |

|Recommended time frame |Five Days -Thirty minute sessions |

|Grade level |3rd |

|Curriculum fit |Technology and Renewable energy sources |

|Materials |Third grade Science textbook (Scott Foresman Illinois Science 2006 edition) |

| |Corresponding worksheets from text. |

| |Science folder (large piece of construction paper folded and labeled, How does technology |

| |affect our lives?) |

| |Handouts (IMC and Science packet) |

| |Laptop provided by media specialist |

| |Overhead pictures |

| |Overhead projector |

|Illinois State Learning Standards Back to Navigation Bar |

| |Science: |

| |State Goal 13: Understand the relationship among science, technology and society in |

| |historical and contemporary contexts. |

| |13.B. Know and apply concepts that describe the interactions between science and technology |

| |and society. |

| |13.B.2a Explain how technology is used in science for a variety of purposes. |

| |13.B.2b Describe the effects on society of scientific and technological innovations. |

| |13.B.4b Analyze a particular occupation to identify decisions that may be influenced by a |

| |knowledge of science. |

| |13.B.1d Identify and describe ways that science and technology affect people’s everyday |

| |lives. |

| |13.B.2d Compare the relative effectiveness of reducing, reusing and recycling in actual |

| |situations. |

| |13.B.4d Analyze local examples of resource use, technology use or conservation programs. |

| |13.B.1e Demonstrate ways to reduce, reuse and recycle materials. |

| |13.B.2e Identify and explain ways that technology changes ecosystems. |

| |13.B.3e Identify advantages and disadvantages of natural conservation and management |

| |programs. |

| | |

| | |

| | |

|Procedures Back to Navigation Bar |

| |Day One: (Third grade Scott Foresman Science textbook, overhead projector, pictures of tools |

| |from LOC.) Handouts |

| |Handout construction paper, instruct students to fold paper in half and on the front cover |

| |label, How does technology affect our lives? Tell students they are to keep all papers from |

| |this week in this folder. |

| |Brief discussion (20 minutes) What is technology? (Most students will refer to technology |

| |only as electronic equipment and computers.) |

| |Help students to appreciate that technology includes other kinds of tools developed by people|

| |including systems of writing and mathematics. |

| |Ask students, what types of technology do they have at home? Allow for response and record |

| |on the board. |

| |Use overhead projector to present tools from the past and present (Telephone, gramophone, |

| |automobile, airplane, and GPS). |

| |Ask the students how these things have changed through the years. Have they made our lives |

| |better? How have they caused problems for us, even though they may also help us? (Air |

| |pollution, water pollution, noise pollution, increase in accidents…) |

| |Remaining 10 minutes begin Class Reading textbook page 478 to page 489. Assign what is not |

| |completed in class to be read at home. |

| |Handout Computer Partner assignments and Tool that students will research and save in IMC on |

| |Microsoft word. |

| | |

| |Day One and Two IMC |

| |Work with media specialist to familiarize students with Windows Explorer. Handouts |

| |Assign student partners. Each group will be given handout on the Tool to be discussed in |

| |Science. (Handouts are attached) |

| |Prepare students during IMC to work with Microsoft word. |

| |Begin by clicking on start, bottom left hand corner. |

| |Click on all Programs go to Microsoft Office. |

| |Click on Microsoft Office |

| |Click Microsoft Word. This is where we will save our pictures. |

| |Look at the top of the page this is the toolbar, click on Table, and click on draw table. |

| |A small box will appear Tables and Borders, on the left side of this box you will see two |

| |lines, the first line has a small table with what appears to be a pencil on it, go to the |

| |second line under that. You will see what looks like a table or chart on the bottom left |

| |hand side, click on that small table, Insert table will appear click on Insert Table. |

| |Insert Table larger box will appear. Notice it asks you under Table Size how many rows and |

| |how many columns. We will use two columns and two rows. |

| |The next line you will see AutoFit behavior click on the circle that says AutoFit to Content |

| |Now click OK |

| |Save your work. Look on the top left hand side of your screen; you will see File, click on |

| |File. A window will appear will several choices, choose Save As. A new window will appear |

| |Save As, Save in click on ______folder, type in you and your partner’s name. You will use |

| |this in Science later this week. Leave this screen alone for right now; we will come back to|

| |it momentarily. |

| |Ok lets put some things in our table |

| |Click on start on the bottom left hand corner of your screen, you will see a large Internet |

| |Explorer, click on Internet Explorer. |

| |Each pair given two URLs to type, remind students to type the URL exactly as they have it on |

| |their papers. |

| |Place Cursor (arrow) on your picture, right click your mouse. A window will appear, click on|

| |Copy. |

| |Now let’s put your picture in your table. |

| |Look at the bottom of your screen, along the bottom are several boxes, these are the windows |

| |you have running on your computer now click on the small box with W Microsoft Windows, your |

| |table will appear. |

| |On your table click inside the top left box, Type in Early Picture of Tool. |

| |After typing press enter to go to a new line within your box. Now right click your mouse, a |

| |new window will appear click paste. |

| |Your picture will now appear in the box but may be too big, we will make it smaller. Left |

| |click on the picture. You will notice that your picture will be outlined, on your picture, |

| |after you have clicked on it go to the top left corner and put your cursor (arrow) on the |

| |left corner, an arrow will appear, move that arrow toward the opposite corner until your |

| |picture fits into the box. |

| |You will notice on your handout copyright information. We must put this in our table. |

| |In the same box as your picture, click below your picture so we can type in our copyright |

| |information. (If you accidentally erase your picture, go up to the top of the toolbar, click|

| |edit and then click undo and your picture will come back, now click somewhere below your |

| |picture then begin typing.) |

| |Now we can save our work one of two ways; on your toolbar you will see a small icon that |

| |looks like an old floppy disc click on it (it is the third icon from the left.) or Click on |

| |file and click save. |

| |We will print each of your documents for use in Science the next day. |

| | |

| |Day Two (30 minutes) |

| |To save time, have computers on and ready with windows explorer opened, using the handouts |

| |from IMC go to Day 2 Science. (You may want to ask for a parent to volunteer for that class |

| |to help with any problems students may have on the computer). |

| |Set the Purpose: Tell students they are going to explore the Library of Congress website, |

| |give a brief summary of what the LOC is. Explain to the students that they will want to |

| |remember this site for the future . Help students appreciate the value of the LOC|

| |and encourage them to visit it at home. |

| |Have students type in their assigned URL into Windows Explorer. Explain to students on |

| |Friday they will give an oral presentation of their tool. Student partners are to decide |

| |which questions each will answer on Friday. |

| |Complete Essential questions from day 2 of your handout for tool in class, students can |

| |finish questions for homework. |

| |Allow students to explore the Library of Congress website if they complete their projects |

| |before the allotted time is over. |

| | |

| |Day Three (30 minutes) |

| |How does technology help us? |

| |Let’s talk about energy. What is energy? Have students define energy. Write a few |

| |definitions on board. What types of energy have we learned about this year, list them on the|

| |board (from Chapter 13); |

| |Heat, light, electrical. |

| |What are some examples of each, list them on the board. Turn light switch on and off. Ask |

| |students what caused the light to go on? |

| |Before we had electric energy what did people use? Allow students to respond. |

| |Using the overhead explain that before electricity people relied on water and wind as sources|

| |of energy and instead of gasoline engines they had steam engines. Wind and water power do |

| |not pollute and they are renewable but they cannot supply all the energy we need. |

| |Picture of an Old sawmill. |

| |Ask essential questions; |

| |How many have seen these? What was it used for? |

| |Do we still use any of these today? Why is the saw mill built near a river? Show Pictures |

| |of water wheel of sawmill, and gears within the saw mill. How did the saw mills use water |

| |energy to cut wood? |

| |Ask students, Do we use the kinetic energy from water today? Allow for response. |

| |Show picture of modern dam. How does the dam work? |

| |Summarize; water behind the dam is allowed to flow into a power station, this water turns the|

| |blades of a turbine just like the sawmill turned blades of a water wheel, theses blades turn |

| |an axle that drives a generator and produces electricity. |

| |The kinetic energy from the moving water is then changed to make electricity called |

| |hydroelectric power |

| |Overhead pictures of Wind farm, ask what is this, what is it for? Has anyone seen the new |

| |wind farm? Allow students to respond. |

| |Summarize; This is a Wind farm. Each of these windmills has a small computer that can sense |

| |changes in wind direction. That computer tells the motors to shift the position of the |

| |windmill blades in order to gather the most wind. Windmills are used to change the kinetic |

| |energy of the wind into electrical energy. |

| |Overhead picture of solar panels. |

| |What are these? |

| |Summarize: Solar panels use energy from the sun to produce electricity and heat water. |

| |Overhead picture of steam engine, ask students what is this? This tractor did not use |

| |gasoline; does anyone know how it worked? |

| |Summarize; Before gasoline engines, steam engines were used. Wood or coal was burned, which |

| |boiled water to produce steam, the steam was used to power the engine. |

| |Review: We have seen how technology has been good but we also know about the problems that |

| |come with technology, like pollution. Think about the increase in air pollution because of |

| |burning fossil fuels, noise pollution, and water pollution. We often lose forests when we |

| |build dams. So there are many things to think about when we think of technology and how it |

| |has affected us. Are there ways you can help the environment? |

| |(If time permits student’s suggestions on the board and commend them for their ideas.) |

| |Assessment: If time allows have students answer the essential questions from their |

| |technology packet Day 3, finish for homework. |

| | |

| |Day Four (30 minutes) |

| |Relate what we have learned to our text. |

| |Set the purpose |

| |Review with students what they have learned up to this point. |

| |In a brief Q & A review |

| |What is technology? |

| |What are some of the ways technology has helped us? |

| |What are some of the ways technology has not been good? What types of energy have we talked |

| |about? |

| |After brief review help students to set a purpose for reading and relating information from |

| |yesterday to the reading of the text. |

| |Begin Reading pages 490 – 495. |

| |Review the illustrations in the text, do they recognize any? |

| |Discuss briefly Day 5’s activity, Share what we have learned. |

| |Tomorrow each of you is going to share what you have learned. |

| |Instruct the students that they will work with their partner to tell us about their tool. |

| |Remind students tomorrow we will be explaining what we have learned. Our class was divided |

| |into groups of two, you were given a tool to review, we worked in Microsoft word and you |

| |answered several questions about your tool. Tomorrow you will share with us what you |

| |learned. Each partner is to answer two questions orally before the class. Tell students to |

| |look at the rubric for their oral presentation, this is what they will be graded on. |

| | |

| |Day Five (45 minutes) |

| |Set the Purpose: Take a few minutes to talk about “oral presentation”. |

| |Explain to students the importance of speaking before a group. Students will have a copy of |

| |the rubric in their packet ask them to take it out and remind them to speak clearly and look |

| |at their audience, have fun with this. |

| |Share what we have learned. |

| |Commend the students for their hard work and display their IMC Word document on the bulletin |

| |board. |

|Evaluation Back to Navigation Bar |

| |Students will be graded on how well they followed directions, stayed on task, their |

| |comprehension of material and their oral presentation. Please note the rubrics provided. |

| |Rubric |

| |

|Extension Back to Navigation Bar |

| |Further information and lessons can be found at |

| |Alexander Graham Bell |

| |Emile Berliner: Inventor of the Gramophone |

| | |

| |Who invented the Automobile? |

| | |

| |What is GPS? |

| | |

| |Map collections |

| | |

| |First Flight |

| | |

| |How do engines work? |

| | |

| |How do steam engines work? |

| | |

| |Fun ideas |

| | |

| | |

| | |

Primary Resources from the Library of Congress

Back to Navigation Bar

|Subject |Early pictures |Modern pictures |

|Telephone |[pic] |[pic]Motorola's RAZR Cell Phone |

|(photo taken from )|

|lltelph.html |a27800/4a27893r.jpg | |

| | | |

| |Item Title | |

| |[Model of Bell's telephone]. | |

| |Created/Published | |

| |[between 1915 and 1925] | |

| | | |

| |Library of Congress, Prints and Photographs Division, | |

| |Detroit Publishing Company Collection | |

|Early Recording |[pic] |[pic] |

| | |

|rlgramo.html | |Portable CD Player |

|Click on |Library of Congress, Motion Picture, Broadcasting and |

|The Gramophone Business |Recorded Sound Division. |syc_DNF430_Portable_CD_Player_-_cat|

| |CREATED/PUBLISHED |_id--11570000__prod_id--451764548 |

| |Washington, D.C.: Paul Tralles, 1894 |(photo taken from ) |

|Automobile |[pic] |[pic]Mercedes-Benz |

| | |

|/auto.html |(Photo taken from |

| | |Mercedes Benz USA) |

| |An early Benz automobile. Photo courtesy of Vintage Web| |

| |Classic Cars Picture Archive. | |

| | | |

|What is GPS? |[pic] | |

|(|[pic] |

|/global.html |NUMBER+@band(g3700+rr000080)) |Dell F20 GPS Receiver |

| |Smith, J. Calvin CREATED/PUBLISHED | |

| |New York, Sherman & Smith, 1846. Library of Congress, | |

| |Geography and Map Division. | |

| | | |

| | | |

| | |(Photo taken from |

| | |) |

|First Flight |[pic] |[pic]

| |aviation/index.htm |

|rr019.html |John T. Daniels (d. 1948) | |

| |First Flight, December 17, 1903 |(Photo taken from ) |

| |Modern gelatin silver print | |

| |from glass negative | |

| |Prints & Photographs Division | |

Rubric

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[pic]

| |

|Essential Questions |

|[pic] |

|Teacher Name: Mrs. Moore |

| |

| |

|Student Name:     ________________________________________ |

| |

|CATEGORY |4 |3 |2 |1 |

|Spelling, Punctuation and |One or fewer errors in |Two or three errors in |Four errors in spelling, |More than 4 errors in |

|Grammar |spelling, punctuation and |spelling, punctuation and |punctuation and grammar in|spelling, punctuation and |

| |grammar in the report. |grammar in the report. |the report. |grammar in the report. |

|Summary |Summary describes the |Summary describes the |Summary describes the |No summary is written. |

| |skills learned, the |information learned and a |information learned. | |

| |information learned and |possible application to a | | |

| |some future applications |real life situation. | | |

| |to real life situations. | | | |

[pic]

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Handouts

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IMC

Windows Explorer and Microsoft Word

IMC Work with media specialist to familiarize students with Windows Explorer.

1. Assign student partners. Each group will be given handout on Tool to be discussed in Science. (Handouts are attached)

Prepare students during IMC to work with Microsoft word.

2. Begin by clicking on start, bottom left hand corner.

3. Click on all Programs go to Microsoft Office.

4. Click on Microsoft Office

5. Click Microsoft Word. This is where we will save our pictures.

6. Look at the top of the page this is the toolbar, click on Table, click on draw table.

A small box will appear Tables and Borders, on the left side of this box you will see two lines, the first line has a small table with what appears to be a pencil on it, go to the second line under that. You will see what looks like a table or chart on the bottom left hand side, click on that small table, Insert table will appear click on Insert Table.

A. Inset Table larger box will appear. Notice it asks you under Table Size how many rows and how many columns. We will use two columns and three rows.

B. The next line you will see AutoFit behavior click on the circle that says AutoFit to Content

C. Now click OK

D. Save your work. Look on the top left hand side of your screen, you will see File, click on File. A window will appear will several choices, choose Save As. A new window will appear Save As, Save in click on ______folder, type in you and your partner’s name. You will use this in Science later this week. Leave this screen alone for right now, we will come back to it momentarily.

Ok lets put some things in our table

1. Click on start on the bottom left hand corner of your screen, you will see a large internet explorer, click on internet explorer.

2. Each pair given a URL to type, remind students to type the URL exactly as they have it on their papers.

3. Place Cursor (arrow) on your picture, right click your mouse. A window will appear, click on Copy.

4. Now let’s put your picture in your table.

5. Look at the bottom of your screen, along the bottom are several boxes, these are the windows you have running on your computer now click on the small box with W Microsoft Windows, your table will appear.

6. On your table click inside the top left box, Type in Early Picture of Tool.

7. After typing press enter to go to a new line within your box. Now right click your mouse, a new window will appear click paste.

8. Your picture will now appear in the box but may be too big, we will make it smaller. Left click on the picture. You will notice that your picture will be outlined, on your picture, after you have clicked on it go to the top left corner and put your cursor (arrow) on the left corner, an arrow will appear, move that arrow toward the opposite corner until your picture fits into the box.

9. You will notice on your handout copyright information. We must put this in our table.

10. In the same box as your picture, click below your picture so we can type in our copyright information. (If you accidentally erase your picture, go up to the top of the toolbar, click edit and then click undo your picture will come back, now click somewhere below your picture then begin typing.)

11. Now we can save our work two way on your toolbar you will see a small icon that looks like an old floppy disc click on it (it is the third icon from the left.) or Click on file and click save.

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Automobile

You will use this information in IMC.

Picture of Past Tool

Type

Note: Type exactly as it appears, this is what you should pull up from the internet

[pic]

This is a picture of a Mercedes Benz

Bibliographic information

An early Benz automobile. Photo courtesy of Vintage Web Classic Cars Picture Archive.

It is important to always put where our material came from. This material is copyrighted, which means

“The legal right granted to an author, composer, playwright, publisher, or distributor to exclusive publication, production, sale, or distribution of a literary, musical, dramatic, or artistic work.” The American Heritage Dictionary

Because this material is copyrighted we must give recognition to the author, that is the

law.

Picture of Present Tool

Type in exactly as you see it (because this link is underlined you cannot see the underscore. The underscore is the key after 0 on the top of your keyboard. Hold down the shift button on either side of your keyboard and also the underscore key, only hold it for one click or it will act as if you were underlining , ask if you do not understand)



This is the picture you will see.

[pic]

2007 Mercedes Benz

Bibliographic information; Photo taken from Mercedes Benz USA

Day 2 Science Automobile

Type into windows explorer. This will take you to the Library of congress. You and your partner are to read the information and answer the following questions, write your answers neatly on a separate piece of paper.

Essential questions;

1. Who is considered to have invented the first car and what country was he from?

2. What was the first practical gasoline automobile built in the United States and who was it built by?

3. How have cars changed since they were first invented?

4. How have cars changed our lives?

1. List three positive ways that cars have affected us.

2. List three negative ways that cars have affected us.

3. Can you think of any way cars could change in the future to make them better for the environment?

Day 3 answer these questions after our class discussion.

1. What power sources have replaced water and wind energy?

2. What is hydroelectric power?

3. What are the positive and negatives of using fossil fuels like oil and coal?

4. What are the positive and negatives of using water energy?

5. What ways can you use technology today?

6. How can you help the environment as you use modern technology?

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First Flight

You will use this information in IMC.

Picture of Past Tool

Type

Note: Type exactly as it appears, this is what you should pull up from the internet

[pic]

First Flight, December 17, 1903.

Bibliographic information

John T. Daniels (d. 1948)

First Flight, December 17, 1903

Modern gelatin silver print

from glass negative

Prints & Photographs Division

It is important to always put where our material came from. This material is copyrighted, which means

“The legal right granted to an author, composer, playwright, publisher, or distributor to exclusive publication, production, sale, or distribution of a literary, musical, dramatic, or artistic work.” The American Heritage Dictionary

Because this material is copyrighted we must give recognition to the author, which is the

Law.

Picture of Present Tool

Types in exactly as you see it



This is the picture you will see.

[pic]

Modern Airliner

Bibliographic information; Photo taken from .

Day 2 Science Airplane

Type into windows explorer. This will take you to the Library of congress. You and your partner are to read the information and answer the following questions, write your answers neatly on a separate piece of paper.

Essential questions;

1. Who invented the airplane?

2. What year was the first flight?

3. How are planes different today compared to the first plane invented?

4. How have planes changed our lives?

a. List three positive ways that cars have affected us.

b. List three negative ways that cars have affected us.

c. Can you think of any way planes could change in the future to make them better for the environment?

Day 3 answer these questions after our class discussion.

1. What power sources have replaced water and wind energy?

2. What is hydroelectric power?

3. What are the positive and negatives of using fossil fuels like oil and coal?

4. What are the positive and negatives of using water energy?

5. What ways can you use technology today?

6. How can you help the environment as you use modern technology?

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What is GPS? Maps

You will use this information in IMC.

Picture of Past Tool

Type (because this link is underlined you cannot see the underscore. The underscore is the key after 0 on the top of your keyboard. Hold down the shift button on either side of your keyboard and also the underscore key, only hold it for one click or it will act as if you were underlining , ask if you do not understand)

(NUMBER+@band(g3700+rr000080))

Note: Type exactly as it appears, this is what you should pull up from the internet

[pic]

This is a map for travelers through the United States of America showing the railroads, canals & stage roads with the distances, by J. Calvin Smith from 1846.

Bibliographic information

Smith, J. Calvin CREATED/PUBLISHED

New York, Sherman & Smith, 1846.

It is important to always put where our material came from. This material is copyrighted, which means

“The legal right granted to an author, composer, playwright, publisher, or distributor to exclusive publication, production, sale, or distribution of a literary, musical, dramatic, or artistic work.” The American Heritage Dictionary

Because this material is copyrighted we must give recognition to the author, that is the

Law.

Picture of Present Tool

Type in exactly as you see it (remember if it looks like there is a blank spot it is not blank, it is an underscore, hold shift and click the underscore key (next to the 0 key ) and click it once)



This is the picture you will see.

[pic]

Dell F20 GPS Receiver

Bibliographic information; Photo taken from

Day 2 Science Global Positioning System

Type into windows explorer. This will take you to the Library of congress. You and your partner are to read the information and answer the following questions, write your answers neatly on a separate piece of paper.

Essential questions;

1. Who invented the GPS?

5. How does GPS work?

6. How did people get directions in the past?

7. How has GPS changed our lives?

a. List three positive ways that GPS have affected us.

b. List three negative ways that GPS have affected us.

c. Can you think of any ways GPS will be used in the future?

Day 3 answer these questions after our class discussion.

1. What power sources have replaced water and wind energy?

2. What is hydroelectric power?

3. What are the positive and negatives of using fossil fuels like oil and coal?

4. What are the positive and negatives of using water energy?

5. What ways can you use technology today?

6. How can you help the environment as you use modern technology?

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Telephone

You will use this information in IMC.

Picture of Past Tool

Type

Note: Type exactly as it appears, this is what you should pull up from the internet

[pic]

This is a picture of one of the first phones.

Bibliographic information

Item Title

Model of Bell's telephone

Created/Published

between 1915 and 1925

It is important to always put where our material came from. This material is copyrighted,

“The legal right granted to an author, composer, playwright, publisher, or distributor to exclusive publication, production, sale, or distribution of a literary, musical, dramatic, or artistic work.” The American Heritage Dictionary

Because this material is copyrighted we must give recognition to the author, which is the Law.

Back to Navigation Bar

Picture of Present Tool

Type in exactly as you see it (because this link is underlined you cannot see the underscore. The underscore is the key after 0 on the top of your keyboard. Hold down the shift button on either side of your keyboard and also the underscore key, only hold it for one click or it will act as if you were underlining , ask if you do not understand)



This is the picture you will see.

[pic]

Bibliographic information; photo taken from .

Day 2 ScienceTelephone

Type

into windows explorer. This will take you to the Library of congress. You and your partner are to read the information and answer the following questions, write your answers neatly on a separate piece of paper.

Essential questions;

1. Who invented the telephone?

2. What year was the telephone invented?

3. How did people get communicate in the before this invention?

4. How has the telephone changed our lives?

a. List three positive ways that telephone have affected us.

b. List three negative ways that telephone S have affected us.

c. Can you think of any ways telephone will be used in the future?

Day 3 answer these questions after our class discussion.

1. What power sources have replaced water and wind energy?

2. What is hydroelectric power?

3. What are the positive and negatives of using fossil fuels like oil and coal?

4. What are the positive and negatives of using water energy?

5. What ways can you use technology today?

6. How can you help the environment as you use modern technology?

Back to Navigation Bar

Early Recording

You will use this information in IMC.

Picture of Past Tool

Type

Note: Type exactly as it appears, this is what you should pull up from the internet

[pic]

This is a picture of a gramophone.

Bibliographic information

CREATED/PUBLISHED

Washington, D.C.: Paul Tralles, 1894

It is important to always put where our material came from. This material is copyrighted, which means

“The legal right granted to an author, composer, playwright, publisher, or distributor to exclusive publication, production, sale, or distribution of a literary, musical, dramatic, or artistic work.” The American Heritage Dictionary

Because this material is copyrighted we must give recognition to the author, that is the

Law.

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Portable CD player

Bibliographic information; photo taken from .

Day 2 Science Early Recording

Type

into windows explorer. This will take you to the Library of congress. You and your partner are to read the information and answer the following questions, write your answers neatly on a separate piece of paper.

Essential questions;

1. Who invented the gramophone?

2. What year did the inventor obtain a patent?

3. How did people get communicate in the before this invention?

4. How has the gramophone change our lives?

1. List three positive ways that early recording devices have affected us.

2. Can you think of any negative ways that recording have affected us?

3. Can you think of any ways telephone will be used in the future?

4. What replaced the gramophone?

Day 3 answer these questions after our class discussion.

1. What power sources have replaced water and wind energy?

2. What is hydroelectric power?

3. What are the positive and negatives of using fossil fuels like oil and coal?

4. What are the positive and negatives of using water energy?

5. What ways can you use technology today?

6. How can you help the environment as you use modern technology?

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Pictures for overhead Day 1

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Pictures for overhead Day 3

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Conowingo Hydroelectric Plant. View of Conowingo plant and dam.

Horydczak, Theodor, ca. 1890-1971, photographer.

Created/Published

ca. 1920-ca. 1950.



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Hydroelectric

Dam

Hydroelectric Power

Hydroelectric power, or hydroelectricity, is generated by the force of falling water. (Hydro comes from the Greek word for water.) It’s one of the cleanest sources of energy, and it’s also the most reliable and costs the least. That means that Tennessee Valley Authority hydroelectric power plants are able provide electricity at a reasonable cost to families, schools, farms, factories, and businesses.

How does hydroelectric power work?

Water is needed to run a hydroelectric power-generating unit. The water is held behind a dam, forming an artificial lake, or reservoir. The force of the water being released from the reservoir through the dam spins the blades of a giant turbine. The turbine is connected to the generator that makes electricity as it spins. After passing through the turbine, the water flows back into the river on the other side of the dam.

TVA uses water to make electricity at 29 hydroelectric dams and one pumped-storage power plant (at Raccoon Mountain near Chattanooga, Tennessee). Together these plants produced about 13.9 million megawatt hours of electricity in 2004, enough electricity to power nearly one million homes for a year.

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2000-2006 Great Plains Windustry Project

2105 First Avenue South, Minneapolis, MN 55404

Wind energy Advantages and Disadvantages

•         Clean Water: Turbines produce no particulate emissions that contribute to mercury contamination in our lakes and streams. Wind energy also conserves water resources. For example, producing the same amount of electricity can take about 600 times more water with nuclear power than wind, and about 500 times more water with coal than wind.

•         Clean Air: Other sources of electricity produce harmful particulate emissions which contribute to global climate change and acid rain. Wind energy is pollution free.

•        Mining & Transportation: Harvesting the wind preserves our resources because there no need for destructive resource mining or fuel transportation to a processing facility.

•         Land Preservation: Wind farms are spaced over a large geographic area, but their actual "footprint" covers only a small portion of the land resulting in a minimum impact on crop production or livestock grazing. Large buildings cannot be built near the turbine, thus wind farms preserve open space.

Disadvantages

•         A Variable Resource: Turbines produce electricity only when the wind blows. This variability is monitored and compensated in the same way utilities monitor demand changes each day, so there are not any actual changes in power supply for the end users.

•         Aesthetics: People have widely varied reactions to seeing wind turbines on the landscape. Some people see graceful symbols of economic development and environmental progress or sleek icons of modern technology. Others might see industrial encroachment in natural and rural landscapes. There are many ways to minimize the visual impact of wind turbines, including painting them a neutral color, arraying them in a visually pleasing manner, and designing each turbine uniformly.

•         Shadow Flicker: Shadow flicker occurs when the blades of the rotor cast a shadow. Research has shown the worst-case conditions would affect, by way of light alteration, neighboring residents a total of 100 minutes per year, and only 20 minutes per year under normal circumstances. 

•         Noise: Wind turbines are not silent. The sounds they produce are typically foreign to the rural settings where wind turbines are most often used, but as turbine technology has improved over the years, the amount of noise has fallen considerably. The sounds of wind turbines do not interfere with normal activities, such as quietly talking to one’s neighbor.

•         Biological Resource Impacts: As with any construction project or large structure, wind energy can impact plants and animals, depending on the sensitivity of the area. Direct fatalities from collisions or electrocutions and loss of wildlife habitat and natural vegetation are the primary wildlife concerns associated with wind energy. Extensive environmental impact analysis are integral of project development to mitigate impacts as much as possible.

•      Construction: Wind systems can involve the transportation of large and heavy equipment. This can cause a large temporarily disturbed area near the turbines. Erosion is another potential environmental problem that can stem from construction projects. The single most reliable technique for limiting erosion is to avoid grading roads and perform site reclamation post construction.

•         Radar: Radar interference by wind turbines is rare and easily avoided through technological improvements and proper setting of turbines that are close to sensitive areas. A number of U.S. government installations have both wind turbines and functional radar, and the British military has a track record of successfully addressing these challenges.

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