Energy in Motion - The Third Visit

To view journal entries inspired by this visit, click here!

The third visit focused on the interaction of matter and energy. Topics explored included: Energy is needed for life, types of nonrenewable energy (cost & risk to the environment), and there is a limited energy supply in the world.

Students got into groups of 3-6 and make a list of various types of energy that they know of. The student suggestions were listed on the board. A definite understanding of renewable and nonrenewable energy sources was established. The differences listed on the board in 2 columns and the roots of fossil fuel and how it comes to be in the form it is in today was discussed. Making it clear that there is a limited supply.

To establish a foundation a Hero's Engine, a simple example of an automobile engine, was employed to demonstrate how an automobile engine works. To explore some types of alternative types of energy source, so that we are not depleting our nonrenewable supply a Stirling Engine was used as an example of steam power. Another alternative for energy is a proton solar cell, which is an example of solar energy as it uses the sun or heat energy to move.

Students worked together to gather information to answer the question posed by educators. Review with students the different types of energy and the ways that they can be transferred took place once students had made conclusions on the questions raised.

A game was once again implemented to help make a normally hard concept understand a little more fun and interesting. It was explained to students about the varying types of fuel/energy needed for transportation. Using posters with various modes of transportation, each assigned an "energy value", poker chips and tokens depicting types of transportation corresponding to the posters, students were given a chance to use practical thinking and newly gained knowledge on energy as it is used in transportation. An energy value corresponds to the number of poker chips it costs to use that type of transportation. The more nonrenewable the energy sources the higher the "energy value" and the more energy needed to power the vehicle makes the value higher. For example: a city bus could be worth 4 tokens but a bicycle would be worth ½ token. An airplane would cost 10 tokens and you can use as many human feet as necessary. To play the game: 10 poker chips were handed out to each team. Each team needs to choose a buyer who was the only student allowed to purchase transportation tokens, which matches the mode of transportation, which has been chosen. The students were given many scenarios to think about. For example: Many people need to get from one side of town to the other. Choose the most efficient mode of transportation, which will also transport the most in the fastest amount of time.

After each scenario each team shared what they chose and why. Explanations of the pros and cons of each team decision was given and an award of an extra token to the team with the most efficient answer to the scenario.

Students added to their journal by listing types of transpiration and how efficient they are for different things. For example: a boat is great for moving large cargo and many people, but can use a lot of fuel and only used when water is available for the transport of the boat. Students also listed some alternative energy sources and how they might be used in the future. Students could draw a picture of a vehicle to be used in the future and explain how they would power the machine to make it go.

Any questions or insights can be sent to the Webmaster.