Design and Build

Big Ideas

• Electrical energy can be transformed into other forms of energy

• Other forms of energy can be transformed into electrical energy

• Electrical energy plays a significant role in society, and its production has an impact on the environment

Overall Curriculum Expectations

• Investigate the characteristics of current electricity

• Demonstrate an understanding of the principles of electrical energy and its transformation into and from other forms of energy

Specific Curriculum Expectations

1.2 Assess opportunities for reducing electricity consumption at home or at school that could affect the use of non-renewable resources in a positive way to reduce the impact of electricity generation on the environment

2.5 Use technological problem-solving skills to design, build, and test a device that transforms electrical energy into another form of energy to perform a function

2.6 Use appropriate science and technology vocabulary, including current, battery, circuit, transform, static, electrostatic, and energy, in oral and written communication

2.7 Use a variety of forms to communicate with different audiences and for a variety of purposes

3.4 Describe how various forms of energy can be transformed into electrical energy

3.8 Describe ways in which the use of electricity by society, including the amount of electrical energy used, has changed over time

Learning Goals

• By building a wind turbine students demonstrate understanding that electricity can be transformed from one form into another. Students then design and build electrical devices that rely on sustainable energy.

Success Criteria

• Understand how wind turbines work.

• Using a DC motor, I can use my knowledge of circuit electricity to create a wind turbine.

• I understand how electricity can be transformed from one type of energy to another

• I understand that we need to use sustainable and/or renewable energy sources to generate electricity to lessen the impact on the environment.

• I conduct research online to inspire my design of an electrical device.

• I can design and build my own electrical device that uses sustainable energy to generate electricity.

• I am prepare a “pitch” to convince others of its purpose at the Charity Auction.

Materials Required

Technology required for research and presentation:

• Laptop and projector

• Popsicle sticks with drilled holes, 10V DC motor, 2 9V batteries, wires and clips, glue gun, two sizes of cups, 5V LED light bulbs)

Action

Part I Minds-On: Build a Wind Turbine using a simple DC motor (~40-80 minutes, 2 periods)

1. Begin with a class discussion about the transformation of energy:

• What is an electric circuit?

• How does electricity travel?

• What are the different components of a circuit?

• What types of energy can be transformed into electricity?

• What are the best types of energy generation methods we have in Ontario?

• What are the sustainable/renewable sources of energy?

• How do we generate electricity sustainably? What types of devices use sustainable energy at home or in our community?

• What kind of devices create electricity sustainably?

2. Watch a video and build a wind turbine.

Video: Light Wind - How to Build a Simple Wind Turbine

https://www.exploratorium.edu/video/light-wind-science-snacks-exploratorium

• Students each receive an instruction sheet and all equipment (Popsicle sticks with drilled holes, 10V DC motor, 2 9V batteries, wires and clips, glue gun, two sizes of cups, 5V LED light bulbs)

• The teacher reviews electrical safety with the class:

  1. 1. 1. Any scientific work should prioritize the safety for self and others.

        2. Handle all electrical components with dry hands.

        3. Ensure the circuits are disconnected when not in use.

        4. Adhere to safety procedures of the classroom according to school policy.

• Students build the turbine in groups of 4.

• Students take turns testing the turbine using electrical energy and wind energy to generate electricity

Part II: Set Success Criteria, Design, Build and Test

1. Set Goal and Success Criteria with class

• Teacher to facilitate a session where students determine the success criteria, steering them towards the following.

  • The final product should:

    • Be an electrical device (either static or circuit)

    • Function on sustainable energy (e.g. running water, wind, solar, etc.)

    • Have a specific purpose

    • Include original research, design, and prototype documentation

    • Abide by budget according to school’s policies/parent council budget subsidy

2. Students form groups or work alone to design, build, and test their device

3. Students conduct a Gallery Walk in two groups. Half the class will walk ("observe and appreciate") and the other half will "talk" (present).

Assessment For and As Learning

1. Device Design Checklist: This is a tool to help students check their work against the criteria

2. Achievement Chart (Rubric): This is a tool to help students think about the quality of their work

3. Teacher Feedback Form: This is a tool to provide students with written feedback about their design and build.