Download - Inside - Rochester Museum and Science Center...Wind Turbine Lab: (Producing Energy) Overview: There are many ways to harness motion to generate electricity. Wind turbines transfer

the power • the energy • the choices IN YOUR HANDS

Inside: Essential Questions for student inquiry

Useful Concepts for the exhibition

Online Resources for the classroom

Correlation to standards

Student worksheets to use in the exhibition

What is energy?

Energy in the most basic sense is the ability to do work. Energy is in everything, whether it is someone

running down the street or a campfire in the woods. You can find energy in a multitude of places. It is what

allows a person to do things like run, solve math problems, or draw a picture. Energy also allows us to turn

on lights, drive cars, and keep food cold.

What are the different forms/types of energy?

There are many different forms of energy and there are two types of energy that they each fall under.

These two types of energy are potential and kinetic energy. Potential energy is stored energy, and the

forms of energy that fall under it are chemical energy, mechanical energy, nuclear energy, and

gravitational energy. Kinetic energy is the energy of motion, such as that found in waves and molecules.

The energy forms that fall under kinetic energy are light energy, heat energy, sound energy, and electrical

energy. Each form of energy is important in everyday life.

What is an energy flow?

An energy flow is the conversion of energy from one form to another; it can be one conversion or more.

Energy is neither created nor destroyed; it is converted. When we light and burn a candle there is a

conversion of energy from chemical energy stored in the match, to kinetic energy when the match is

struck, back to chemical energy when the match is producing fire, to chemical energy within the candle

when the wick is lit, to both light and heat energy from the flame. Not only can these energies be

converted, but multiple types of energy can result from one conversion.

What are the different types of energy sources and how are they different?

Energy sources exist in the following categories; nonrenewable and renewable energy, as well as electric

and hydrogen. Nonrenewable energy sources are those that can’t be renewed or reused. Nonrenewable

energy sources include petroleum, natural gas, coal, and uranium. Renewable energy sources are those

that can be renewed or reused, such as biomass, geothermal, hydropower, solar, and wind. Each plays a

role in the production of today’s energy.

How is energy important in the everyday lives of people?

Energy is what runs the world we live in. Whether it be energy stored in an apple that someone eats or a

fusion reaction in a nuclear plant. Without energy we couldn’t do any of the things we currently do, and

without all of the energy sources we use we couldn’t power the world we live in.

Positive Energy Interactions and Negative Energy Interactions

Positive and negative energy interactions are based on how energy is used by people. Positive energy

interactions result in something good, such as having a fire to cook food and keep warm in the woods.

Negative energy interactions result in something bad, such as having a fire in the house that is not controlled

and ends up damaging the house. People can change their behavior and make good decisions on how to

interact with energy so that their interactions are positive. Sometimes these interactions are out of our

control, such as when lightning strikes a house and causes a fire. However, the energy interactions we have

daily are important to our lives and can often have a positive effect if good decisions are made.

Energy Conversions and Using Energy

Energy can be converted from one form to another, which is important because it allows people to use

energy in different ways. People use sound energy when they sing, light energy when they use a flashlight,

and chemical energy when they eat food. Each form of energy is important in a different way, and the ability

to convert one kind of energy into another allows us to do certain processes every day. Energy is neither

created nor lost, and therefore can only be converted from one form of energy to another, or many others.

Energy conversions are everywhere if you look carefully.

Energy Sources and their Environmental Impacts

There are many types of energy sources that exist currently, all of which generally fall under two categories;

nonrenewable and renewable. The current energy problem that exists is that the demand for energy will one

day exceed the supply, in particular with oil and oil products. Many people believe that no one energy source

will take care of this dilemma and that a marriage of multiple sources will need to be made in order to meet

demand. These energy sources all have various impacts; however one of the most important is that of the

environment. Environmental impacts such as CO2 emissions have played a major part in the past with

pollution, illness, and general destruction of the environment. It’s important to take all impacts into account

so that we can make smart decisions when choosing energy sources.

Energy Choices for the Future

Energy choices both include those made on a bigger scale, such as whether to grant funding for hydrogen

research, and those on a smaller scale, such as whether to use an LED light bulb in your home instead of a

fluorescent bulb. Energy choices for the future will change as new technology and alternative energies come

into existence. Energy is a constantly evolving field and will need to address the issues that will come with an

ever-increasing population, results of pollution and energy impacts.

The Grid: (Using Energy)

Overview: Learn about “the grid” and how energy gets from the source to your home.

Exploration:

Have the students examine “the grid” to see how it works. Have them consider the many different energy

sources that are used to create the energy that travels the grid.

Guiding questions:

How does energy get from the source to your home?

Why is “the grid” so important in the everyday lives of people?

History of the Motor: (Using Energy)

Overview: Learn about the past, present, and possible future of the automobile engine from George Seldon’s

patent model combustion engine to the fuel cell cars being developed today.

Exploration:

Have the students examine the history of the motor to learn about the evolution of automobiles through

time, taking into consideration the technologies and initiatives that have driven these improvements and

changes.

Guiding questions:

How have improvements in technology and our understanding of energy changed the motor and

automobile over time?

Evolution of the Incandescent light bulb: (Using Energy)

Overview: Learn about the evolution of the incandescent light bulb from Thomas Edison’s first practical light

bulb in 1880 up to the current initiative to phase out the sale of most incandescent light bulbs.

Exploration:

Have your students read about the evolution of the incandescent light bulb and check out the different

types in the case spanning from 1890 to 2010. Also, if the possible, check out further information on the

development of the incandescent light bulb using the QR code on the diagram.

Guiding Questions:

How has the incandescent light bulb evolved over time?

Why are incandescent light bulbs no longer in widespread use?

The ENERGIZE it! Exhibition uses interactives, historical artifacts, dioramas, and more to engage all visitors. This

guide lists each of these exhibit components and how they can be used to supplement an individual’s visit.

Wind Turbine Lab: (Producing Energy)

Overview: There are many ways to harness motion to generate electricity. Wind turbines transfer the motion

of the wind into mechanical energy and then electrical energy that we use to power factories and homes.

Exploration:

Students can experiment with different turbine designs to determine which can generate the most energy

when held in a wind tunnel. They can vary the amount of wind hitting the turbine by changing the angle

and distance from the source and then read the electricity produces in volts.

Guiding Questions:

How does captured wind energy turn into electricity?

How do wind turbines work and how do different designs influence efficiency?

Bicycle Generators: (Producing Energy)

Overview: Two bikes are set up so that when students pedal they generate electricity that in turn powers a

fan to lift a cube into the air.

Exploration:

Students can pedal a stationary recumbent bicycle to generate electricity. The electricity is used to power a

fan that lifts a spinning cube into the air. The harder you pedal the more electricity you generate and the

higher the cube rises. Readouts also show volts and watts produced by pedaling. There are two bike

generators side-by-side so friends can race each other.

Guided Questions:

What is the energy flow present in this interactive? In other words how is energy changing and what

energy form is changing into another?

What are volts and watts?

Energy Dioramas: (Producing Energy)

Overview: There are many different sources of energy. Renewable energy sources like solar, wind, and water

do not get “used up.” There are positives and negatives about each source of energy, and many scientists

believe it will take a combination of all of them to solve the world’s energy problems.

Exploration:

Students can view dioramas of different types of power sources, such as a solar farm, wind turbine, nuclear

power plant, and hydro power station to learn the parts of each and how they operate.

Guiding Questions:

What are the different energy sources?

How are these energy sources both considered good and bad?

Solar Cars: (Alternative Energy)

Overview: Two solar-powered cars race back and forth along a drag strip when the bank of lights above them

is turned on. Energy can be transferred from one form to another. The light energy is changed into electrical

energy which goes through wires. The light energy is changed into mechanical energy that is needed to move

the wheels. The car slows down because it loses energy and heat when the wheels rub on the track.

Exploration:

Students can push the button to have the two solar-powered cars race when the lights are activated.

Guiding Questions:

What is solar power and how can we harness it?

How do solar panels work to turn solar energy into other forms of energy?

Solar Panel: (Alternative Energy)

Overview: The RMSC has a solar panel array on the roof. Using outside roof cameras, students will see the

panels, and use a computer kiosk to see how much energy the panels generate by hour, day, or year for the

museum. It also converts those numbers into information like number of computers powered per year or

pounds of CO2 gas saved from the atmosphere.

Exploration:

Allow the students to explore the solar panels through the cameras and the computer kiosk.

Guided Questions:

What is the benefit of solar panels?

Better water maker: (Alternative Energy)

Overview: The Better Water Maker uses ultraviolet light to kill organisms in water to make it potable drinking

water in minutes. A hand crank moves water through the filter and makes the potable water using the

renewable energy of a person pushing and pulling.

Exploration:

Have your students crank the Better Water Maker to create potable water. They will notice as they do

work by cranking, it results in clean drinking water.

Guided Questions:

What energy flow is present here?

How can technology like this change the way we think about using energy?

Collections case: (Alternative Energy)

Overview: Four items are available to see in a collections case, including the following; “sterling” coal parlor

stove circa 1899 from Still Stove Works in Rochester, NY, a refrigerator circa 1925 from General Electric

Company in Schenectady, NY, an animal power treadmill circa 1880 from Foundry & Machine Co. in Cortland,

NY, and a “Vacuette” non-electric suction vacuum cleaner from Scott & Fetzer Co. in Cleveland, OH.

Exploration: Have the students check out the four items in the case. Have them think about the alternative

energies used for some of the items, and how some of them are predecessors to current appliances in their

homes.

Guided Questions:

What are current day appliances that these items are predecessors to?

How are objects like this examples of alternative energy or energy invention?

Wave Pendulum: (Energy Concepts)

Overview: Waves are one way that energy can move. Light and sound travel in waves. Higher energy waves,

like Ultraviolet radiation, have shorter wavelengths. Lower energy waves, like Infrared radiation (heat), have

longer wavelengths.

Exploration:

Students start a pendulum swinging back and forth across a conveyor belt. The pendulum drops which

beads on the belt creating a wave pattern. Changing the speed of the swing changes the wave amplitude.

Changing the speed of the belt changes the wavelength.

Guided Questions:

How does a difference in wave length and amplitude change the wave type?

If we can’t see these waves how do we know that sound and light travels by them?

Heat Pump: (Energy Concepts)

Overview: Peddling a bicycle compresses a refrigeration coolant, making it heat up. As the pressurized gas

moves through the coil it loses heat and cools down until it becomes a liquid. As more work is done, the high

pressure coil becomes warm and the low pressure coil becomes cold.

Exploration:

A refrigerator pump is connected to a stationary bicycle. Students can pedal the bicycle to pump

refrigerant fluid through the copper coils that wrap around each handlebar of the bike, causing them to

change temperature.

Guiding questions:

What is the energy flow happening in this interactive? What energy forms are present?

Computer Kiosk: (Energy Concepts)

Overview: Using the Department of Energy’s “Energy Kids” website, students will explore the science and

history of energy or make choices to power a city based on energy production, available resources, costs, and

environmental impact in a game called “Power Up” by the American Association for the Advancement of

Science.

Exploration:

Have the students explore the Energy Kids website or play the “Power Up” game. Have them consider the

importance of economic and environmental impacts when considering energy sources.

Guiding Questions:

What types of energy sources are there?

Do different energy sources have different impacts? Does that make the energy source bad?

Insulation: (Energy Concepts)

Overview: Insulation helps to keep energy from moving through the walls of our house to the outside and

reduces the amount of energy needed to heat or cool it. The Infrared camera can “see” heat energy and show

which type of insulation works best to reduce energy loss in our home. Better home insulation ensures that

the energy you put into heating your house is used as efficiently as possible. Poor insulation wastes energy.

Exploration:

Students can use an infrared camera to view what energy is lost through building walls using 3 different

types of insulation. Cut-away wall sections allow students to see the 3 types of insulation. Students can put

their face to windows in the walls and see the colors created when the infrared camera senses their body

heat.

Guiding Questions:

How does insulation help keep energy inside the house?

Why is it important that people make energy-efficient choices about insulation and other household

items?

Light bulb Comparison: (Energy Concepts)

Overview: Some things take more energy to work than others. The more energy something requires, the more

work you need to do to generate that much electricity. Light bulbs with Emitting Diodes (LEDs) are “greener”

because they require less energy to make work.

Exploration:

Students can sit at a recumbent bicycle and pedal to generate electricity. Switches at the chair set which

light bulbs to power: incandescent bulbs, compact-fluorescent bulbs, or Light Emitting Diode (LED) bulbs.

This activity demonstrates that the same amount of the energy will power more LED bulbs than

incandescent bulbs. When a student tries to power all the bulbs at once, it takes so much work that it

becomes difficult to move the pedals at all.

Guiding Questions:

What are the different types of light bulbs?

Why are LEDs more energy efficient than any other bulb?

What is the energy flow happening at this interactive, what energy forms are present?

Posters: (Energy Concepts)

Overview: There are various hanging posters displayed in the exhibit speaking to energy myths. Each has the

myth and the truth; the myths are often common misconceptions amongst the public.

Exploration:

Have your students check out the posters to see what these common misconceptions are about energy

and if they thought any of them to be true.

Guided Questions:

What energy myths did you think were true?

How can these misconceptions impact people’s energy choices?

Power House: (Energy Concepts)

Overview: A banner in the exhibition shows an example of a house with various energy-efficiency

improvements including a wind mill, loft insulation, composting, active solar power panels, high-efficiency

lights, rafter insulation, biomass boilers, a green living roof, ground heating systems, rainwater storage, cavity

wall insulation, and outdoor solar lighting.

Exploration: Have students check out the banner. If there is a smart phone available within the school group

they can check out the QR codes that will lead them to websites telling them more about each energy

improvement.

Guided Questions:

How can improvements to houses such as this help families that live in them?

What energy efficiency improvements do you have in your own home?

Jacob’s Ladder (Energy Concepts)

Overview: Jacob’s Ladder is a “ladder” that is created by three electrodes that have a very small gap where

high voltage is applied creating a plasma “arc.” This “arc” is the rung of the “ladder.”

Exploration:

Have your students click the green button and watch as the plasma arc moves up the ladder.

Guided Questions:

What does the plasma arc remind you of? Or where have you seen something similar before?

How has this concept been applied to combustion engines?

Welcome to ENERGIZE it!

Before Your Visit

Class Discussion: Introduce your students to the concept of energy, specifically the real life application of energy

sources and the role they both play in everyday life, especially in the home. Ask the students what kinds of pre-

conceptions they have about energy and energy usage, either worldwide or in the home. Also ask them what, if

anything do they do in their own home to save energy.

Online Activity: Have the students visit the energy information administration website to learn about the history of

energy in the United States, at www.eia.gov/todayinenergy/detail.cfm?id=10. Also have the students visit the

energy kids website under using and saving energy tab. They should then look at the In Homes section of the

website to familiarize themselves with the use of energy in homes like their own.

During Your Visit

In the ENERGIZE it! Exhibition

Guide the students through the exhibit, using the Teaching in the Exhibition section of the curriculum

guide. In particular ask them about practical applications in their home, or overlying concepts regarding

misunderstandings (myths) about energy and how we get our energy to our homes.

Back In the Classroom

Activity: When the students go home have them go through their house to see how they use energy.

Whether they use Energy Star appliances, leave lights on in the home, recycle, or keep the heat in the

home down. They can follow the suggested check-list to help them remember the different energy uses in

their home. They may have to ask their parents about the energy usage in the home to get a better picture

of where their energy comes from or what kinds of appliances or light bulbs they use. Once they have gone

through the checklist, have the students write a proposed home energy plan. Taking into consideration all

of the current home energy uses, they should think about what they would change and how they would do

it. They are free to do more research to find products to use in the home that are more energy efficient.

They are also free to draw a model of their home and make visuals on what they would change and where.

Supplemental Activity:

Utilize the Metropolis Game with students to engage them in a discussion/debate on the trade-offs of

various energy sources and the environmental vs. economic trade-offs involved.

Energy Kids: http://www.eia.gov/kids/

(Grades K-12)

This site incorporates information on energy from the building blocks up to high school level

concepts. It includes games, activities, a section for educators, and more. This website is also available in

the exhibit through the computer kiosk.

Science Museum UK: http://www.sciencemuseum.org.uk/onlinestuff/games/

(Grades K-12)

This site includes some games and activities with an energy theme, two of which are used in this

guide: Energy Flows and Who’s Got What? There are a few other energy-based activities on the website.

Chevron Energyville: www.energyville.com

(Grades 9-12)

This site is an online interactive that allows participants to create their own city to power. This is

different than power up in that there are more energy source options and it also takes future events into

account. The 9-12 post-visit classroom activity is based on this interactive. Chevron Energyville is full of

information that is primarily at a high school or college grade level.

Energy – the ability to do work or the ability to move an object. Electrical energy is usually measured in

kilowatt-hours (kWh), while heat energy is usually measured in British thermal units (Btu).

Potential energy – stored energy and the energy of position.

Kinetic energy – the energy of a body which results from its motion.

Chemical energy – energy stored in a substance and released during a chemical reaction such as burning

wood, coal, or oil.

Mechanical energy – the energy of motion used to perform work.

Nuclear energy – energy that comes from splitting atoms of radioactive materials, such as uranium.

Gravitational energy (Gravity) – the natural force of attraction of the mass of a heavenly body (as the

earth) for bodies at or near its surface.

Radiant (light) energy – any form of energy radiating from a source in waves.

Thermal (heat) energy – the total potential and kinetic energy associated with the random motions of the

molecules of a material.

Motion energy – energy stored in movement of objects.

Sound energy – the movement of energy through substances in longitudinal waves.

Electrical energy – the energy associated with electric charges and their movements.

Flow – to move or run smoothly with unbroken continuity, as in the manner characteristic of a fluid.

Nonrenewable energy – fuels that cannot be easily made or “renewed.” We can use up nonrenewable

fuels. Oil, natural gas, and coal are nonrenewable fuels.

Renewable energy – fuels that can be easily made or “renewed.” We can never use up renewable fuels.

Types of renewable fuels are hydropower (water), solar, wind, geothermal, and biomass.

Fossil fuels – fuels (coal, oil, natural gas, etc.) that result from the compression of ancient plant and animal

life formed over millions of years.

Carbon emission – the expulsion of carbon dioxide by the burning of various fossil fuels.

Alternative energy – non-conventional energy often created by natural gas or biomass.

Energy Basics

Potential Energy (Stored) Kinetic Energy (Working)

Chemical Energy Radiant (Light) Energy

Mechanical Energy Thermal (Heat) Energy

Nuclear Energy Motion (Kinetic) Energy

Gravitational Energy Sound Energy

Electric Energy

Energy Usage Checklist

Check out the following items if you have them in your home to find out how energy efficient

they are. Energy-efficient products will often have a sticker on them, but if not a little research

can be done on the model.

□ Refrigerator

□ Washing Machine

□ Dryer

□ Oven/Stove

□ Microwave

□ Light bulbs

□ Air conditioner

□ Heater

□ Insulation

□ Extra appliances plugged in

□ Lights left on

□ Windows open/closed when appropriate

□ Doors in unused rooms kept shut

□ Rain barrel

□ Solar panels

Welcome to your own energy metropolis! Energy use and sources of energy are a constant debate

amongst people. What energy sources should we use? How much will it cost? How will they impact the envi-

ronment? How potentially dangerous are they? These are all questions that are currently being addressed by

scientists, politicians, and people across the globe.

The energy debate is not limited to just the United States because the energy problem is a global

one. The pros and cons to each of the energy sources must be taken into consideration when powering your

metropolis, much like when powering the world. Use the information you have gathered about each energy

source to make educated choices about what energy sources to use to power your metropolis. Choose up to

eight different energy sources (12.5% power each) to power your metropolis and you can use an energy

source more than once.

Measure the economic, environmental, and security impact for each of your sources, add them up,

and fill in the meters. Fill in the pie chart with the different energy sources you used so that you can keep

track of which ones you chose. Then wait for your instructor to continue on to the next part.

Economic Impact (%):

Environmental Impact (%):

Security Impact (%):

ENERGY METROPOLIS

Why did you choose this selection of energy sources to power your city?

When selecting your energy sources, what did you take into account? (impacts, future decisions, interesting

facts, personal feelings)

Chosen Energy Sources

(12.5% power per energy source)

As you probably know from your research, energy sources develop over time. New technology becomes available to make

energy sources more efficient, have less of an environmental impact, cost less, along with many other possibilities. In some cases

we find that a possible energy source hits a dead end, becomes dangerous, or becomes too costly. The timeline of energy is flexible

and continuous throughout time.

Three events have happened to your metropolis. Each event will have economic, environmental, and security impacts on

your metropolis. Your instructor will give you the event and tell you the impact it has on each of your meters. Fill this out on your

sheet. Events will only impact your metropolis if you have chosen an energy source that the event involves. If you happen to have

chosen an energy source that is accompanied by an event, multiply the event’s impacts by the number of that particular energy

source you chose to power your metropolis with. In other words if you chose geothermal twice and the event impacts a metropolis

with geothermal, multiply its impacts by two.

Event 1:

Economic Impact:

Environmental Impact::

Security Impact:

Did this event impact your city? If so, how?

Do you still agree with your energy source choice? Why do you or don’t you? (There is no wrong answer.)

Event 2:

Economic Impact:


Security Impact:



Event 3:

Economic Impact:


Security Impact:



Now that you’ve gone through three major events in your metropolis over the past 10 years, determine the

total economic, environmental, and security impact. Adjust your impact meters below to take the event im-

pacts into account.

Total economic impact:

Total environmental impact:

Total security impact:




As time has gone on, your metropolis has grown. In order to satisfy the growing power demand you must

choose four additional energy sources to power your metropolis. A new power source has also become avail-

able, you can now add hydrogen to your energy sources to choose from. Each energy source will now account

for 8.5% of your metropolis’ power. Once you have chosen your additional energy sources, fill out the next

set of impact meters, adding the impact percentages to your previous impact meters from after the last ten

years. Also fill out the new pie chart with all of your energy sources that are powering your metropolis.

Now having been through three events with your growing metropolis, has this affected your new energy

choices? If so, in what way?

What reasons do you have for picking your four new energy sources?

Now that you have picked your four new energy sources to power your growing metropolis, let’s travel an-

other ten years in to the future. Three more major events have happened to your growing metropolis all

affecting your impact meters.

Event 4:

Economic Impact:

Environmental Impact:

Security Impact:



Event 5:

Economic Impact:


Security Impact:



Event 6:

Economic Impact:


Security Impact:



Now that you’ve gone through three additional major events in your metropolis over the past 10 years, de-

termine the total economic, environmental, and security impact. Adjust your impact meters below to take

the event impacts into account.

Total economic impact:

Total environmental impact:

Total security impact:




Now that you have powered your metropolis for 20 years and have had to deal with some major events, do

you think that you made educated choices to power your metropolis?

Would you have done anything different?

EVENTS

Dams receive a technological upgrade that makes them more efficient, safer, and environmentally friendly.

Economic Impact—0.4% decrease

Environmental Impact—0.8% decrease

Security Impact—0.7% decrease

Solar panels prove to be too costly to produce.

Economic Impact—3.9% increase

Environmental Impact—0.8% increase

Security Impact—0.2% increase

New policies mandate alternative energy use.



Security Impact—2% decrease

Dams become more environmentally friendly and powerful.




The effectiveness of solar cells has reduced over time.




Earthquakes increase due to the expanded use of geothermal energy.

Economic Impact—N/A



New breakthroughs in technologies alleviate fears over the oil supply.

Economic Impact—2% decrease



War looms restricting access to oil.



Security Impact —2.6% increase

New technologies increase the economic viability of lower temperature geothermal resources.




Major countries agree to limit carbon emissions.




Forest restoration efforts reduce atmospheric carbon.




Flex fuel dominates the auto industry.




Technology breakthrough improves wind power production.




Scientific breakthrough in ethanol production.

Economic Impact—5% decrease



Rising use of ethanol impacts food supply.




Some countries lag in major environmental initiatives.


Environmental Impact—10% increase

Security Impact—N/A

Cost of nuclear fuel soars.



Security—1.6% increase

Geothermal Energy:

Opportunities:

Risks/Challenges:

Hydropower Energy:

Opportunities:

Risks/Challenges:

Solar Energy:

Opportunities:

Risks/Challenges:

Coal Energy:

Opportunities:

Risks/Challenges:

Nuclear Energy:

Opportunities:

Risks/Challenges:

Biomass Energy:

Opportunities:

Risks/Challenges:

Petroleum Energy:

Opportunities:

Risks/Challenges:

Natural GasEnergy:

Opportunities:

Risks/Challenges:

Wind Energy:

Opportunities:

Risks/Challenges:

Hydrogen Energy:

Opportunities:

Risks/Challenges: