Going For A Spin - Making a Model Steam Turbine

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Going For A Spin - Making a Model Steam Turbine
http://energyforkeeps.org/wp-content/uploads/2011/08/Pages-1-7-from-ch2_activities.pdf

Marilyn Nemzer, Deborah Page, Anna Carter, Energy Education Group

Students explore how various energy sources can be used to cause a turbine to rotate and then generate electricity with a magnet.

Activity takes one to two 45-minute class periods. Additional materials necessary.

Learn more about Teaching Climate Literacy and Energy Awareness»

See how this Activity supports the Next Generation Science Standards»

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Middle School

Performance Expectations: 1

MS-ETS1-1: Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account relevant scientific principles and potential impacts on people and the natural environment that may limit possible solutions.

Disciplinary Core Ideas: 2

MS-ETS1.B2: There are systematic processes for evaluating solutions with respect to how well they meet the criteria and constraints of a problem.

MS-PS3.B1: When the motion energy of an object changes, there is inevitably some other change in energy at the same time.

Cross Cutting Concepts: 3

Systems and System Models, Energy and Matter

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Systems and System Models, Energy and Matter

MS-C4.2: Models can be used to represent systems and their interactions—such as inputs, processes and outputs—and energy, matter, and information flows within systems.

MS-C4.3: Models are limited in that they only represent certain aspects of the system under study.

MS-C5.3: Energy may take different forms (e.g. energy in fields, thermal energy, energy of motion).

Science and Engineering Practices: 6

Developing and Using Models, Planning and Carrying Out Investigations, Constructing Explanations and Designing Solutions, Obtaining, Evaluating, and Communicating Information, Asking Questions and Defining Problems

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MS-P1.4: Ask questions to clarify and/or refine a model, an explanation, or an engineering problem.

MS-P2.2: Develop or modify a model— based on evidence – to match what happens if a variable or component of a system is changed.

MS-P3.1: Plan an investigation individually and collaboratively, and in the design: identify independent and dependent variables and controls, what tools are needed to do the gathering, how measurements will be recorded, and how many data are needed to support a claim.

MS-P6.2: Construct an explanation using models or representations.

MS-P6.8: Optimize performance of a design by prioritizing criteria, making tradeoffs, testing, revising, and re- testing.

MS-P8.5: Communicate scientific and/or technical information (e.g. about a proposed object, tool, process, system) in writing and/or through oral presentations.

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High School

Performance Expectations: 1

HS-PS3-3: Design, build, and refine a device that works within given constraints to convert one form of energy into another form of energy

Disciplinary Core Ideas: 2

HS-ETS1.A2: Humanity faces major global challenges today, such as the need for supplies of clean water and food or for energy sources that minimize pollution, which can be addressed through engineering. These global challenges also may have manifestations in local communities

HS-PS3.D1: Although energy cannot be destroyed, it can be converted to less useful forms—for example, to thermal energy in the surrounding environment.

Cross Cutting Concepts: 4

Systems and System Models, Energy and Matter, Structure and Function

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Systems and System Models, Energy and Matter, Structure and Function

HS-C4.1: Systems can be designed to do specific tasks.

HS-C4.3: Models (e.g., physical, mathematical, computer models) can be used to simulate systems and interactions—including energy, matter, and information flows—within and between systems at different scales.

HS-C5.3: Energy cannot be created or destroyed—only moves between one place and another place, between objects and/or fields, or between systems.

HS-C6.1: Investigating or designing new systems or structures requires a detailed examination of the properties of different materials, the structures of different components, and connections of components to reveal its function and/or solve a problem.

Science and Engineering Practices: 7

Asking Questions and Defining Problems, Developing and Using Models, Planning and Carrying Out Investigations, Analyzing and Interpreting Data, Engaging in Argument from Evidence, Obtaining, Evaluating, and Communicating Information

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HS-P1.8: Define a design problem that involves the development of a process or system with interacting components and criteria and constraints that may include social, technical, and/or environmental considerations.

HS-P2.2: Design a test of a model to ascertain its reliability.

HS-P2.3: Develop, revise, and/or use a model based on evidence to illustrate and/or predict the relationships between systems or between components of a system

HS-P3.1: Plan an investigation or test a design individually and collaboratively to produce data to serve as the basis for evidence as part of building and revising models, supporting explanations for phenomena, or testing solutions to problems. Consider possible confounding variables or effects and evaluate the investigation’s design to ensure variables are controlled.

HS-P4.5: Evaluate the impact of new data on a working explanation and/or model of a proposed process or system.

HS-P7.5: Make and defend a claim based on evidence about the natural world or the effectiveness of a design solution that reflects scientific knowledge and student-generated evidence.

HS-P8.5: Communicate scientific and/or technical information or ideas (e.g. about phenomena and/or the process of development and the design and performance of a proposed process or system) in multiple formats (i.e., orally, graphically, textually, mathematically).

Grade Level

Middle (6-8)
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High School (9-12)
Find more resources at this grade level.

Topics

Energy Use
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Energy Literacy

This Activity builds on the following concepts of Energy Literacy.

Click a topic below for supporting information, teaching ideas, and sample activities.

Excellence in Environmental Education Guidelines

1. Questioning, Analysis and Interpretation Skills:B) Designing investigations
Other materials addressing:
B) Designing investigations.

1. Questioning, Analysis and Interpretation Skills:C) Collecting information
Other materials addressing:
C) Collecting information.

2. Knowledge of Environmental Processes and Systems:2.4 Environment and Society:D) Technology
Other materials addressing:
D) Technology.

3. Skills for Understanding and Addressing Environmental Issues:3.1 Skills for Analyzing and Investigating Environmental Issues:C) Identifying and evaluation alternative solutions and courses of action
Other materials addressing:
C) Identifying and evaluation alternative solutions and courses of action.

Notes From Our Reviewers The CLEAN collection is hand-picked and rigorously reviewed for scientific accuracy and classroom effectiveness. Read what our review team had to say about this resource below or learn more about how CLEAN reviews teaching materials
Teaching Tips | Science | Pedagogy | Technical Details

Teaching Tips

Be sure to go over safety precautions beforehand. Thermal gloves should be used whenever possible.
Educators will need to build the model first in order to understand where students might get stuck or injured.
Educators should point out that reversing the action of the apparatus in Part B demonstrates how electric motors work (also a feature of hybrid cars).
Be sure to remind the students to keep their bare skin away from the steam (page 7 of activity).

About the Content

Hands-on activity that demonstrates how turbines work.
Good at demonstrating the relationship between magnetism and electricity.

About the Pedagogy

Good selection of assessments to prompt student thinking and analysis.
Good hands-on activities to gain a tactile understanding of how a generator works.
Student answer sheets are missing, but the activity can be done without them.
Building (kinesthetic) type activities increase participation of students with different learning styles.

Technical Details/Ease of Use

Necessary materials are commonly found in a classroom or at home.

Entered the Collection: February 2012 Last Reviewed: August 2016

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Middle School (see details)

Middle School

Performance Expectations: 1

Disciplinary Core Ideas: 2

Cross Cutting Concepts: 3

Science and Engineering Practices: 6

High School (see details)

High School

Performance Expectations: 1

Disciplinary Core Ideas: 2

Cross Cutting Concepts: 4

Science and Engineering Practices: 7

Grade Level

Topics

Energy Literacy

Excellence in Environmental Education Guidelines

Teaching Tips

About the Content

About the Pedagogy

Technical Details/Ease of Use

About

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