In order to contextualize the Energy unit, students are tasked to engineer a bungee cord that will optimize the enjoyment of a doll’s bungee jump. To do this, students first develop the mathematical patterns through inquiry on gravitational energy, kinetic energy, and elastic energy. Once the patterns have been established, students further build on their spreadsheet coding skills, in order to use computational thinking to create a program that will help predict the length of bungee cord necessary for a variety of situations.
In this engineering, math, and sustainability project students answer the question, “Can I ride 53 miles on a bike from the energy of a single burrito?” They must define their variables, collect and analyze their data, and present their results. By the end of this project, developed by Allen Distinguished Educator Mike Wierusz, students should have all the information they need to design a burrito that would provide them with the exact caloric content necessary to ride 53 miles.
In this video David explains the concepts in Work and Energy and does an example problem for each concept. Link for document: https://www.dropbox.com/s/t1w6xlnkozzel17/Energy%20review.pdf?dl=0. Created by David SantoPietro.
This book exists primarily to support Project 677 in APSC 100 in the Faculty of Engineering at Queen’s University during the winter term of 2019. It provides a publicly visible collection of information that will help with this design project. Use of these resources elsewhere under the CC license is encouraged, but not supported. The contents of this book will grow and change over the term. Please fell free to add your comments or questions in any of the sections and I will try to address them.
You will present students with a challenge: build a structure from different materials that will protect a model of the Ares launch vehicles (a raw egg) from the heat of a propane torch for as long as possible. Then they design, build, test, and revise their own thermal protection systems. They document their designs with sketches and written descriptions. As a culmination, students compile their results into a poster and present them to the class.
This activity explores the concepts of energy transfer with the following standards:
• Energy is a property of many substances and is associated with heat and light.
• Heat moves in predictable ways, flowing from warmer objects to cooler ones, until both reach the same temperature.
This segment from Swift: Eyes through Time traces the history military officers and engineers discovering a strange phenomenon in the sky that astronomers now know are gamma-ray bursts.
In this lesson, students learn about work as defined by physical science and see that work is made easier through the use of simple machines. Already encountering simple machines everyday, students will be alerted to their widespread uses in everyday life. This lesson serves as the starting point for the Simple Machines Unit.
This book is written for anybody who is curious about nature and motion. Curiosity about how people, animals, things, images and empty space move leads to many adven- tures. This volume presents the best of them in the domains of relativity and cosmology. In the study of motion – physics – special and general relativity form two important building blocks.
Special relativity is the exploration of the energy speed limit c. General relativity is the exploration of the force limit c4/4G. The text shows that in both domains, all equations follow from these two limit values. This simple, intuitive and unusual way of learning relativity should reward the curiosity of every reader – whether student or professional.
The present volume is the second of a six-volume overview of physics that arose from a threefold aim that I have pursued since 1990: to present motion in a way that is simple, up to date and captivating.
In order to be simple, the text focuses on concepts, while keeping mathematics to the necessary minimum. Understanding the concepts of physics is given precedence over using formulae in calculations. The whole text is within the reach of an undergraduate.
In order to be up to date, the text is enriched by the many gems – both theoretical and empirical – that are scattered throughout the scientific literature.
In order to be captivating, the text tries to startle the reader as much as possible. Read- ing a book on general physics should be like going to a magic show. We watch, we are astonished, we do not believe our eyes, we think, and finally we understand the trick. When we look at nature, we often have the same experience. Indeed, every page presents at least one surprise or provocation for the reader to think about. Numerous interesting challenges are proposed.
The motto of the text, die Menschen stärken, die Sachen klären, a famous statement by Hartmut von Hentig on pedagogy, translates as: ‘To fortify people, to clarify things.’ Clar- ifying things – and adhering only to the truth – requires courage, as changing the habits of thought produces fear, often hidden by anger. But by overcoming our fears we grow in strength. And we experience intense and beautiful emotions. All great adventures in life allow this, and exploring motion is one of them. Enjoy it!
In this informational text, elementary school readers learn about the difference between weather and climate and about components of the climate system. The text can be used to practice visualizing and other comprehension strategies. Available in K-2 and 3-5 grade bands and as an illustrated book as well as a text document, the story appears in the online magazine Beyond Weather and the Water Cycle.
- Arts and Humanities
- Reading Informational Text
- Material Type:
- Lesson Plan
- Teaching/Learning Strategy
- Ohio State University College of Education and Human Ecology
- Provider Set:
- Beyond Weather and the Water Cycle
- Jessica Fries-Gaither
- National Science Foundation
- Date Added:
Students are asked to explain what needs to be considered if alternative energy sources are to be used. ***Access to Teacher's Domain content now requires free login to PBS Learning Media.
This activity is a cooperative learning experience investigating alternative energy resources.
- Environmental Science
- Material Type:
- Science Education Resource Center (SERC) at Carleton College
- Provider Set:
- Pedagogy in Action
- Jean Emmons
- Date Added:
A concise fact sheet on aluminum use in transport by the European Aluminium Association (EAA). Topics include applications (auto, air, marine, and rail), benefits, economic role, energy consumption, history, and sustainability.
This report by The Aluminum Association reviews the North American use of aluminum over the past 20 years in order to improve industry emissions, efficiency, recycling, and to address the challenges ahead in regards of sustainability. Challenges faced with sustainability include technological progress, energy and resource use, waste minimization and elimination, business operations, and product end-of-life ("design for recycling" and recycling incentives).
Students design, build and test model roller coasters using foam tubing. The design process integrates energy concepts as they test and evaluate designs that address the task as an engineer would. The goal is for students to understand the basics of engineering design associated with kinetic and potential energy to build an optimal roller coaster. The marble starts with potential energy that is converted to kinetic energy as it moves along the track. The diameter of the loops that the marble traverses without falling out depends on the kinetic energy obtained by the marble.
Anatomy and Physiology is a dynamic textbook for the two-semester human anatomy and physiology course for life science and allied health majors. The book is organized by body system and covers standard scope and sequence requirements. Its lucid text, strategically constructed art, career features, and links to external learning tools address the critical teaching and learning challenges in the course. The web-based version of Anatomy and Physiology also features links to surgical videos, histology, and interactive diagrams.
Students are introduced to the classification of animals and animal interactions. Students also learn why engineers need to know about animals and how they use that knowledge to design technologies that help other animals and/or humans. This lesson is part of a series of six lessons in which students use their growing understanding of various environments and the engineering design process, to design and create their own model biodome ecosystems.