Electricity+G9

=**Electricity, Grade Nine**= This is the working space for developing a STEPWISE-based unit on electricity. In the spaces below, please post ideas, strategies, links to files, links to websites, drawings, etc. under each of the categories below. Whenever you add anything, please identify yourself (e.g., with your initials after an entry {e.g., [JLB]}).

Note: We have an electricity unit based on STEPWISE that was produced by a teacher (Grace) a few years ago - which we can incorporate here.

**Introduction to Electricity**
- to answer questions like: 'What is electricity?' .. 'What sorts of things might I learn in this unit?' -students can brainstorm: What is electricity? What do we use it for? Where does it come from? (KC) -students can look through various print media and make a collage of various items which require electricity. They can then separate the items different ways (ex. Which rely on AC vs. DC? or Which rely on renewable vs. non-renewable resources?) (KC) Students can be introduced to concepts and ideas by being presented with a true/false list of statements on the overhead. They can then pre-assess their knowledge of vocabulary and be exposed to what types of things they will be learning in the unit (see attached JK )

....

**WISE Problem-Activism Education**
- to answer the question, 'Why should I learn this?' and to encourage them to answer it with: 'because I could use what I learn to try to improve the wellbeing of individuals, societies and environments (or some more kid-friendly language).' This should be motivating and inspiring for students! - Note: These sorts of activities are intended to sensitize students to various [|WISE Problems] AND [|WISE Activism] related to electricity. Note, also, that there are various forms of activism that people can take. - Note: WISE Problem-Activism Education can use [|different strategies].

WISE Problem-Activism A story that may be inspiring to students is that of a man who grew tired of very high electrical bills (in Hong Kong) and decided to do something about it. He invented very inexpensive wind mills that individuals could use to power their homes. The story is here: Micro-wind Turbines. (LB)

WISE Problem-Activism Education - A basic goal of these lessons/activities is to introduce students to different forms of activism. One of these, 'Provide Services,' can be very positive - in that people develop inventions, systems, etc. that promote WISE (LB). This is known as 'bright green environmentalism '; that is, trying to take positive steps towards WISE, rather than simply criticizing the system. A good example of this is the Inorganic Market ; i.e., a non-profit business that recycles electronics equipment and materials.

Organize a field trip to a landfill site. (JK) In groups, choose a small area of the landfill site and categorize/list the objects found. Collect data on electrical characteristics of object found (chart attached below) (JK)
 * WISE Problem-Activism Education**

Compare lists of objects found between groups. (JK) Focus on electronic objects that could have been recycled, reused or objects that are not appropriate for a landfill (i.e., batteries) (JK) Have students reflect/discuss whether or not the objects found could have been done without. For example, could this society live without the toaster they found in the landfill? If yes, how? If no, what improvements could be made so that it could be more energy efficient while in production and use and what could be done to make it recyclable? (e.g., using higher resistance material for the burners?)(societies and environments JK) Perhaps discuss the idea of radiation being emitted everytime a device is used? Can it be done without? (wellbeing of individuals JK) Give examples of how other societies live using little electricity (needs research JK) Have students hypothesize what they think they would find in the landfill of another city's site.
 * Upon return to class:**

Use the chart filled out with electrical characteristic data to determine the amount of energy used up by each device in its lifetime before it ended up in the landfill (assuming it was used until it was no longer functioning.) (JK) Translate amount of energy used to source of energy e.g. number of trees cut down to mine for coal/oil to fuel power plant. Can show first part of "The story of stuff " video. (JK) Discuss idea of turning landfill into electrical power (biogas). See http://www.enercogen.com/information.htm for information on Beare Road Landfill site in Scarbrough. (JK)
 * In a later class after introducing the concept of electrical energy W and kWh:**

Electricity use awareness (JK) 1. Have students make a list of all of the electric/electronic devices that they used that day. (JK) 2. Have students write the reason for why they used that device.(JK) Eg: Weak answer: hairdryer: because my hair was wet(JK) Better answer: hairdryer: because I wanted to dry it to a style that would make me fit in with my friends today.(JK) 3. Rate the devices with respect to necessity. (0=not necessary, 10=necessary)(JK) a. Define necessity.(JK) b. Have students re-rate the devices. (JK) 4. Ask students what they will do with the devices that they used today once they no longer function.(JK) 5. Briefing: Inform students of recycling programs for electronics in Toronto(JK) 6. In groups, have students prepare: a. a letter to their MP regarding programs for the recycling of electronics(JK) b. an outline for an organization that would deal solely with the recycling of electronics.(JK)
 * Wise Activism**


 * Wise Problem-Activism Education (Relates to Transportation)

__//Part 1: Video Introduction to WISE Problem as it relates to Transportation (KC)//__** Have Students watch the video: //Who killed the electric car? (// // Released in 2006 by Sony pictures) Students can answer then answer the following questions: // 1) What was the mandate set out in the state of California? 2)  Where were the first electric cars produced? 3) Who manufactured them? 4)  What were these electric cars called? 5) When were they released to the general public for use? 6)  How were the cars fueled? 7) Who are the key suspects accused in limiting the development and adoption of the electric car? Explain why and identify who was ultimately found to be responsible for the death of the EV1. (use the chart below) 8)  Why was the Toyota Prius created?

(check out the website [|www.whokilledtheelectriccar.com] for more information)
 * **Suspects** || **Evidence** || **Guilty?** ||

Students can research the logisitics surrounding the Zenn Car, an electric car manufactured right here in Canada and debate whether or not the car should be allowed on Canadian roads. Students can dispel myths surrounding the Zenn car and formulate their own opinions as to whether these vehicles are "safe and suitable" for Canadian roads. (Note: With a maximum speed of 40km/h these are low speed vehicles designed for urban environments) (check out the website [|www.zenncars.com] for more information) If students believe these electric cars are viable city cars they can conduct further research into the barriers preventing them from being used in certain provinces. They can then discuss various ways to "act" and elicit support for these electric vehicles. For example, organize a petition and send it to local politicians advocating for their use in Toronto.
 * __Part 2: WISE Activism as it relates to Transportation (KC)__**

A//**. Energy saving projects:**// 1.strategies to buy power saving products 2. examining your (your family's) habits of using electronic devices
 * {Possible Topics for Students' projects**

If yes, how? If no, why not? || ..... ||  ||   ||   || B. //**Alternative resources**// 1. What are the natural resources to generate electricity? 2. What are the advantages and disadvantages in using different resources? 3. Can the alternative resources (wind, tidal power or solar power) be a solution?
 * || always plug-in || plug-in when we use || Can you change your habits for saving energy?
 * TV ||  ||   ||   ||
 * Refrigerator ||  ||   ||   ||
 * Vacuum cleaner ||  ||   ||   ||
 * computer
 * Issues: e.g. (1) if we use the wind as the resource, we have to find the places where the wind is strong enough to generate (limitation of places), (2) we use most of the whole iron in the world to make the windmills for the same amount of electricity from nuclear power or fossil sources. (refer to Entropy: A new world view by Jeremy Rifikin, 1981)

C**//. NIE://** 1. finding issues on electricity from newspapers or the Internet [hyeran]}

.......

**WISE Products Education**
- The point of these lessons is to teach [|Products] of the unit, in this case electricity, in the context of [|STSE] and/or [|NoST] Education (but, especially, WISE Problems). 'Products' refer to laws, theories, inventions, etc. that are produced by scientists and engineers. It is what teachers often call 'content,' and the Ontario government calls 'Concepts.' - Note, again, that WISE Problem-Activism Education (which would be part of STSE-NoST Education) can be conducted in [|different ways].

This is a great interactive website that allows students to build circuits and manipulate several variables including voltage, current and resistance. This simulation provides an excellent visual representation of how direct current circuits work and can be arranged in both series and parallel. Using this interactive simulation allows several curriculum expectations to be met (E2.5-E2.8, E3.4-3.8) because so many variables can be examined in the building of these DC circuits. Students can change the voltage, current, resistance (in loads and wires), the number of loads and how these loads are arranged (series vs. parallel). Students can also measure the voltage and current using an ammeter and voltmeter provided to further examine the quantitative relationship V=IR (Ohm's Law). University of Colorado at Boulder (Interactive Simulations) http://phet.colorado.edu/simulations/sims.php?sim=Circuit_Construction_Kit_DC_Only
 * __Lab Activity: Building a Direct Current Circuit in Series and Parallel (KC)__ **

(I have designed worksheets students can work through using these simulations but I'm not sure how to upload these as a word document...) Possible STSE/NoST connection...Design a circuit that is reflective of a potential fire hazard. Discuss how an electrical fire may start and ways to prevent these from occurring in your home.

1. Ask students what they think will require more energy: boiling 1 litre of water in a beaker using a hot plate or boiling 1 litre of water in an electric kettle. ** 3. Students can calculate the energy consumption of these two appliances using **** the **** (E = P/t) calculation to determine which appliance is more efficient. ** 4. Students can then shut off each appliance and measure the phantom load of each appliance. 5. Using a similar method, students could conduct their own comparative research on an appliance of their choice. (For example, students could compare the energy consumption of a hair dryer on the low vs. high setting etc.) Participate in the Wattwize Program designed by the Citizens’ Environment Watch. This is a student-driven energy conservation program specifically for use in Ontario schools. The website provides all the teacher and student worksheets necessary to conduct energy audits within schools using wattmeters. The program allows students to:
 * __Lab Activity: Measuring Energy Consumption and Efficiency (KC)__**
 * 2. **Using a wattmeter have students test ** the energy required to boil 1 litre of water using these two different methods.  Students should be recording the power used and the amount of time that the energy is consumed for in a chart. **
 * ** Appliance ** || ** Power draw (Watts) ** || ** Time required to boil water (s) ** || ** Phantom load ** ||
 * ** Hot plate ** || || || ||
 * ** Electric kettle ** || || || ||
 * __Wise Activism (KC)__ **
 * 1. Perform a school energy audit. **
 * 2. Develop a school-wide energy conservation plan based on their audit. **
 * 3. Measure their success and share their results. **
 * The website link is [|www.wattwize.ca] **

- organize battery collection and proper disposal within the school, this could possibly extend into the community if students wish to make boxes for citizens to use at local convenience store and shops - students can organize an eco-fair where they showcase and promote green technologies, products and initiatives (see below for some examples) -  Make a green cleaners comparable with those sold in stores (ex. Glass cleaner) - Present a cost-benefit analysis of reusable batteries vs. disposal batteries - Design household products that can be powered with solar cells (ex. a solar paneled backpack that can recharge iPods) - Examine the benefits of LED’s and compare them with other lighting methods used to achieve similar goals (ex. Christmas lights, patio lighting) - Advertise alternate modes of transportation that are environmentally friendly (ex. electric bikes, hybrid cars, electric cars like the ZENN car etc.) - Design a model home that uses green technology to heat it (insulation and active vs. passive heating can be included in here) - Examine alternative modes of living “off the grid”, (ex. Ecopods or [|www.ecopods.com] for more information) - Choose an appliance or electronic device and compare it to others of similar function to determine which is the most energy efficient - Develop an eco-swan. As a class debate 10 changes you can implement into your daily life to reduce your ecological footprint. (Ex. only buy reusable batteries, turn lights off when you leave a room, use a travel mug etc.) Write them out and have students commit to changing these behaviours. Hold each other accountable by signing each others eco-swans. - Write letters and organize petitions to encourage government and elected MP’s and MPP’s to allow electric cars on the roads in Ontario (ex. ZENN car), and to develop infrastructure necessary to support electric cars. - Develop an ecopolicing system. Have students put tickets on the doors of empty classrooms with lights left on or have students survey various parts of the school to determine where energy is being wasted. Students could develop a proposal to be presented to the principal for approval and implementation. - Students could participate in the Wattwize program which conducts a school energy audit and submits the data (Audit, Action and Evaluation). Check out the website [|www.wattwize.ca] for more information on this program.
 * __WISE Activism (KC)__ **
 * // The following is a list of ideas to encourage students to take action through various forms of WISE activism. Below is a list of suggestions; however, it is ultimately the students who should determine and initiate their own form of activism. //**
 * Provide services **
 * Educate others **
 * Change your own views and actions **
 * Lobby Power-brokers **
 * Other **

Introduce students to concepts such as experiments, case studies, field studies etc, by providing an article for them to read. (See attached ) Have students state the hypothesis, and design of the experiment. Ask them to specify what the dependent and independent variables are and what the conditions being used in this study are. Can hand out a list of "research" definitions to help (see attached )
 * WISE Skills Education (JK)**

Have students design an experiment to do with energy use, performance of an electrical product, or anything else related to current electricity that is safe. For example, can compare different brands of batteries in a toy or appliance by timing how long two identical toys could run until the batteries ran out. Students would then submit a lab report to a "journal" which could be peer-evaluated (by class mates). A definition of validity would be given. Reports that were judged high in validity could then be "published" in the class "journal." Tips on lab report writing at the grade nine level are attached
 * Student's Projects (JK)**
 * Student's Wise Activism (JK)**

Put up some articles and photos on a few bristol boards or on the lab desks around the room. The articles would be related to energy savings, products that conume energy or any other energy -related news. Set up some computers so that students can complete their Greendex []
 * WISE Problem Activism Education**

Allow students to walk around the room to look at the information being presented. Have students choose a topic related to energy consumption and have then write out a proposal to test out an idea related to energy efficiency. Students present their topic in a format that is appropriate for a "Green Living Show." See attached
 * Student's WISE Activism**