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ENGAGER
\nSkill Level: Two<\/h4>\n![\"Energy](\"https:\/\/wpcdn.web.wsu.edu\/wp-extension\/uploads\/sites\/2093\/2020\/04\/EEimage2.jpg\")
Energy experiment<\/figcaption><\/figure>\nActivity<\/strong>:<\/p>\nEnergy Users in My Town<\/h4>\n
<\/p>\n
Objective:<\/strong>\u00a0Interview independent energy producers to compare and contrast alternative energies and how they could
\nScience Skills:<\/strong>\u00a0Measure, Collect Data, Compare\/Contrast, Evaluate
\nLife Skills:<\/strong>\u00a0Marketable Skills, Communication<\/p>\nPreparation Activities:<\/strong>\u00a0Ask youth to bring one of their most often used appliances to the club meeting. Ask parents\/guardians to average their kW\/volys usage per day from an electric bill. Check the contacts in \u201cIt\u2019s All Connected\u201d to make sure they are available and have time to respond to any questions your members may have.<\/p>\nMaterials Required:<\/strong>\u00a0Energy Report<\/a>\u00a0(pdf)<\/em>,\u00a0Kill-A-Watt instructions<\/a>\u00a0(pdf)<\/em>, Kill-A.Watt meter\u00a0(available on loan from Extension Office)<\/em><\/p>\nActivity 1:<\/strong><\/p>\nStep 1:<\/strong>
\nCheck out a kW reader from your Extension office or possibly your local library. Have youth find out how many kW of electricity using one of their favorite appliances (hair dryer, lap top, TV)<\/em> uses. Record this information for the Energy Report. Ask your parents or guardians to find out the average # of kW used in your home per day. (Study your electric bills.)<\/em><\/p>\nStep 2:<\/strong>
\nUtilizing the connections in \u201cIt\u2019s All Connected\u201d identify local alternative electrical energy producers including those that use hydro-power, solar power or wind power. Find out how much electricity they can generate in a given period of time given ideal conditions. Chart these discoveries and identify how much service they can supply.<\/p>\n <\/p>\n
Activity 2:<\/strong>\u00a0Making More Hydro-Power<\/p>\nObjective:<\/strong> Build a water turbine that demonstrates how mass and vertical distance can affect power generation
\nScience Skills:<\/strong>\u00a0Plan Investigations, Design, Build, Hypothesize, Experiment, Collect Data, Interpret
\nLife Skills:<\/strong>\u00a0problem solving, communication<\/p>\nPreparation Activities:<\/strong>\u00a0gather materials, choose whether to let youth design the turbine as an inquiry or by following directions.<\/p>\nMaterials Required:<\/strong><\/p>\nThe Water Wheel:<\/strong><\/p>\n\n- blower fan blade<\/li>\n
- An old playing card<\/li>\n
- 1 or 2 wire hangers<\/li>\n
- pliers\/wire cutters<\/li>\n
- rubber bands or thin bendable wire<\/li>\n
- Waterproof electrical tape<\/li>\n<\/ul>\n
The Water System:<\/strong><\/p>\n\n- gallon jug of water<\/li>\n
- a water trough (a piece of rain gutter molding)<\/em><\/li>\n
- a large tub<\/li>\n
- a protractor<\/li>\n<\/ul>\n
Activity:<\/strong><\/p>\n1) Explain that water can be used to spin a turbine and generate electrical power in a generator. (as per the Explorer activity)<\/em>. Youth can review \u201cExplore More\u201d links on this topic. Ask them: What creates more power in a hydro-electric design? (more rotations)<\/em><\/p>\n2) Show the youth the materials for making a water wheel. Tell them: \u201cOur objective is to figure out what to makes a water wheel spin the most. We will design a wheel that will count every rotation with a sound. If you ever rode a bicycle with a playing card attached to the spoke, you are familiar with this design.\u201d You can also show them\u00a0the photo of the basic water wheel design and the instructions<\/a>\u00a0for making the water wheel, depending on how much investigation and creativity you want them to have.<\/p>\n3) Once the waterwheel is set up place it in a tub (or sink). Have the youth pour the water steadily down the trough so that it spins the wheel and ask them to count how many \u201cclicks\u201d the playing card on the wheel makes.
\nFactoid: One gallon of water falling 100 feet per second can generate about 1 kW of electric power.<\/p>\n
4) Ask the youth to figure out how to get more clicks per gallon of water using the tools provided. As them to keep a record of the different attempts they make and precisely what they change (variables)<\/em> in each attempt. (Hint: use a protractor to measure how steep the water trough is.)<\/em><\/p>\nAsking the Right Questions:<\/strong>
\nWhat variables can we change to increase the amount of spins the turbine makes? Were there any inefficiencies or flaws in the design that might be improved to increase speed? Where else do you think we can find examples of this design? Where can we find out how much electricity is generated from a larger hydro-electric turbine? What other natural resources might spin a turbine?<\/p>\n <\/p>\n
Activity 3:<\/strong>\u00a0(optional) Making Your Own Power<\/p>\nObjective:<\/strong>\u00a0Building an advanced design of an electrical generator
\nScience Skills:<\/strong>\u00a0Use Tools, Build\/Construct, Problem Solve
\nLife Skills:<\/strong>\u00a0Self Motivation, Problem Solving<\/p>\nPreparation Activities:<\/strong>\u00a0Visit some of the Advanced Design Links in Explore More. Print images of various finished products to share with youth. These are time intensive projects.<\/p>\nMaterials Required:<\/strong> Varies<\/p>\nActivity:<\/strong>\u00a0Utilize some of the instructions to build more advanced alternative energy generators. Demonstrate your model through fairs or other public presentation venues.<\/p><\/div>\n<\/div>\n<\/p>\n
<\/h5>\nFinished this Activity?<\/strong><\/h5>\nComplete this survey.<\/a><\/p>\n <\/p>\n
Explore More<\/strong><\/h5>\nEnergy Conversion Calculator<\/a><\/p>\nEnergy Kids (DOE) : Hydropower<\/a><\/p>\nAndy Darvill Energy Resources<\/a><\/p>\nKidWind Project Advanced Models<\/a><\/p>\n
Activity<\/strong>:<\/p>\n <\/p>\n Objective:<\/strong>\u00a0Interview independent energy producers to compare and contrast alternative energies and how they could Preparation Activities:<\/strong>\u00a0Ask youth to bring one of their most often used appliances to the club meeting. Ask parents\/guardians to average their kW\/volys usage per day from an electric bill. Check the contacts in \u201cIt\u2019s All Connected\u201d to make sure they are available and have time to respond to any questions your members may have.<\/p>\n Materials Required:<\/strong>\u00a0Energy Report<\/a>\u00a0(pdf)<\/em>,\u00a0Kill-A-Watt instructions<\/a>\u00a0(pdf)<\/em>, Kill-A.Watt meter\u00a0(available on loan from Extension Office)<\/em><\/p>\n Activity 1:<\/strong><\/p>\n Step 1:<\/strong> Step 2:<\/strong> <\/p>\n Activity 2:<\/strong>\u00a0Making More Hydro-Power<\/p>\n Objective:<\/strong> Build a water turbine that demonstrates how mass and vertical distance can affect power generation Preparation Activities:<\/strong>\u00a0gather materials, choose whether to let youth design the turbine as an inquiry or by following directions.<\/p>\n Materials Required:<\/strong><\/p>\n The Water Wheel:<\/strong><\/p>\n The Water System:<\/strong><\/p>\n Activity:<\/strong><\/p>\n 1) Explain that water can be used to spin a turbine and generate electrical power in a generator. (as per the Explorer activity)<\/em>. Youth can review \u201cExplore More\u201d links on this topic. Ask them: What creates more power in a hydro-electric design? (more rotations)<\/em><\/p>\n 2) Show the youth the materials for making a water wheel. Tell them: \u201cOur objective is to figure out what to makes a water wheel spin the most. We will design a wheel that will count every rotation with a sound. If you ever rode a bicycle with a playing card attached to the spoke, you are familiar with this design.\u201d You can also show them\u00a0the photo of the basic water wheel design and the instructions<\/a>\u00a0for making the water wheel, depending on how much investigation and creativity you want them to have.<\/p>\n 3) Once the waterwheel is set up place it in a tub (or sink). Have the youth pour the water steadily down the trough so that it spins the wheel and ask them to count how many \u201cclicks\u201d the playing card on the wheel makes. 4) Ask the youth to figure out how to get more clicks per gallon of water using the tools provided. As them to keep a record of the different attempts they make and precisely what they change (variables)<\/em> in each attempt. (Hint: use a protractor to measure how steep the water trough is.)<\/em><\/p>\n Asking the Right Questions:<\/strong> <\/p>\n Activity 3:<\/strong>\u00a0(optional) Making Your Own Power<\/p>\n Objective:<\/strong>\u00a0Building an advanced design of an electrical generator Preparation Activities:<\/strong>\u00a0Visit some of the Advanced Design Links in Explore More. Print images of various finished products to share with youth. These are time intensive projects.<\/p>\n Materials Required:<\/strong> Varies<\/p>\n Activity:<\/strong>\u00a0Utilize some of the instructions to build more advanced alternative energy generators. Demonstrate your model through fairs or other public presentation venues.<\/p><\/div>\n<\/div>\n <\/p>\n Complete this survey.<\/a><\/p>\n <\/p>\n Energy Conversion Calculator<\/a><\/p>\n Energy Kids (DOE) : Hydropower<\/a><\/p>\n Andy Darvill Energy Resources<\/a><\/p>\n KidWind Project Advanced Models<\/a><\/p>\nEnergy Users in My Town<\/h4>\n
\nScience Skills:<\/strong>\u00a0Measure, Collect Data, Compare\/Contrast, Evaluate
\nLife Skills:<\/strong>\u00a0Marketable Skills, Communication<\/p>\n
\nCheck out a kW reader from your Extension office or possibly your local library. Have youth find out how many kW of electricity using one of their favorite appliances (hair dryer, lap top, TV)<\/em> uses. Record this information for the Energy Report. Ask your parents or guardians to find out the average # of kW used in your home per day. (Study your electric bills.)<\/em><\/p>\n
\nUtilizing the connections in \u201cIt\u2019s All Connected\u201d identify local alternative electrical energy producers including those that use hydro-power, solar power or wind power. Find out how much electricity they can generate in a given period of time given ideal conditions. Chart these discoveries and identify how much service they can supply.<\/p>\n
\nScience Skills:<\/strong>\u00a0Plan Investigations, Design, Build, Hypothesize, Experiment, Collect Data, Interpret
\nLife Skills:<\/strong>\u00a0problem solving, communication<\/p>\n\n
\n
\nFactoid: One gallon of water falling 100 feet per second can generate about 1 kW of electric power.<\/p>\n
\nWhat variables can we change to increase the amount of spins the turbine makes? Were there any inefficiencies or flaws in the design that might be improved to increase speed? Where else do you think we can find examples of this design? Where can we find out how much electricity is generated from a larger hydro-electric turbine? What other natural resources might spin a turbine?<\/p>\n
\nScience Skills:<\/strong>\u00a0Use Tools, Build\/Construct, Problem Solve
\nLife Skills:<\/strong>\u00a0Self Motivation, Problem Solving<\/p>\n<\/h5>\n
Finished this Activity?<\/strong><\/h5>\n
Explore More<\/strong><\/h5>\n