Energy, Power, & Transportation

Transcription

1 Elizabethtown Area School District Energy, Power, & Transportation Course Number: 784 Length of Course: 1 semester 18 weeks Grade Level: Elective Total Clock Hours: 120 hours Length of Period: 80 minutes Date Written: July 16, 2008 Periods per Week/Cycle: 5 periods / week Written By: Troy Erdman Credits (if app): 1.0 Weighting: 1.0 Pathway: Engineering, Science & Manufacturing Course Description: This course is focused on development of a basic technological understanding of energy, power, and transportation systems. Energy systems will consist of renewable and non-renewable energy sources including solar, wind, water, and nuclear and their economical, social, and environmental impacts. Students will develop, produce, use, manage, and assess mechanical, electrical, and fluid power systems while studying the technical subsystems of simple machines and electronics. In transportation, students will study the technical systems of propulsion, structure, suspension, guidance, control, and support in land, water, and air and space environments. Students will complete a variety of projects such as model rockets, solar sprint cars, remote-controlled car racing, catapults, dry cell batteries, electric motors, electronic soldering applications and Lego Mindstorms NXT robotics. Lab Fee: $25.00 EPT 1

2 I. Overall Course/Grade Level Standards Students will KNOW and be able TO DO the following as a result of taking this course. A) Describe and evaluate the interrelationship of various energy, power, and transportation systems in the community. B) Assess and predict the impacts that energy, power, and transportation systems have on the economy, society, and environment by balancing multiple constraints and providing tradeoffs. C) Classify and analyze energy, power, and transportation technologies of propelling, structuring, suspending, guiding, controlling and supporting. D) Discuss and apply the concepts of vehicular propulsion, guidance, control, suspension and structural systems through design and production of specific complex energy, power, and transportation systems. E) Define the importance of capital on specific energy, power, and transportation applications. F) Apply advanced information collection and communication techniques to successfully convey solutions to specific energy, power, and transportation problems. G) Design and operate component parts and operations of energy, power, and transportation systems. H) Explain and differentiate between open loop and closed loop systems through developing, producing, using, and assessing technological control systems. I) Identify and apply the laws, principles and phenomena that describe engineered systems through the development and production of working engineered systems models. J) Recognize and utilize decision-making strategies commonly used by engineers. K) Investigate various careers involved in energy, power, and transportation systems. EPT 2

3 II. Content Major Areas of Study List all units of study below: Unit Estimated Time Materials 1. Energy 20 hrs. Energy, Power, and Transportation Textbook, Multimedia Presentation, Handouts, Modern Marvels: Renewable Energy Video, Science Fair Fuel Cell Kit, Lego Education Resource Set 2. Power: Electrical 40 hrs. Electricity Textbook, Handouts, Multimedia Presentations, Lab Experiments and Exercises, Solder Practice Kits, Electronics Equipment and Supplies, Dry Cell Batteries Demonstration Kits, Neo SCI Magnets and Magnetism Investigation, 2-Pole DC Electric Motor Kits, Electronic Student Project Kits, 3. Power: Mechanical 20 hrs. Handouts, Multimedia Presentations, United Learning: Work and Energy Video, Inclined Plane, Wedge, Screw Video, Lever, Wheel and Axle, and Pulley Video 4. Air and Space Transportation: Rockets 20 hrs. Brief History of Rockets Student Reading and Study Guide, Space Exploration: The Rockets Video and Activity Guide, Newton s Laws of Motion and Model Rocketry, The Reaction Engine, Newton Car, Pop Can Hero Engine, Practical Rocketry Student Reading and Study Guide, NAR Safety Code, Handouts, Modern Rocket Kits, Modern Rocketry Launch Equipment 5. Land Transportation: Robotics 20 hrs. Lego Mindstorms Education NXT Base Set, Lego Mindstorms NXT Robotics Programming Software, NXT Robotics Engineering Vol. I: Introduction to Mobile Robotics Curriculum EPT 3

4 Name of Course: Energy, Power, & Transportation Name of Unit: Energy Essential Question: How does technological literacy help citizens in making informed decisions regarding technological energy issues that affect society? How do engineers design energy systems for a wide variety of energy, power, and transportation needs? Unit Objectives/Key Question Priority Aligned to Course Standard Aligned to PA Standard 1. What are the six major forms of energy? C I B B 2. How are renewable and nonrenewable energy resources identified? E A, B C 3. What is the relationship between the supply and demand of energy resources? E A, B B B 4. How is energy measured? I D B 5. What is meant by of the laws of energy conservation? E C, I B B 6. What are the basic components and operations performed by a PEM type hydrogen fuel cell? I H A 7. How does a fuel cell produce electricity? E I C 8. How can you design, build, and test a fuel cell that will produce power to run a model car? E D, F, G, J D D 9. What potential careers are in energy technological fields? I K C EPT 4

5 Name of Course: Energy, Power, & Transportation Name of Unit: Power: Electrical Essential Question: How does one s responsibility effect which precautions should be used when working with electronic circuits? How do engineers design electrical power systems for a wide variety of energy, power, and transportation needs? Unit Objectives/Key Question Priority Aligned to Course Standard Aligned to PA Standard 1. How much current (amperage) can cause death? E B, I C C 2. What precautionary rule is used by experienced technicians when working with electricity? E J A 3. What is the nature of matter? C I A A 4. What is electron theory? I I A A 5. How does an electric current flow through a wire or conductor? E I C 6. How are electronic components identified in a schematic diagram? I F, G B B 7. What is a printed circuit board (PCB)? C G A A 8. How is a PCB designed from a schematic diagram? I G D D 9. What is the unit of electromotive force called a volt? E I C 10. How is an electrical current measured? E G B 11. What are the instruments used for measuring of electric circuit values? I F, G B 12. How are meters connected in a circuit? C G, H B 13. What is resistance? E I C 14. How are resistors identified and tested? I F, G B EPT 5

6 15. How is resistance used in electronic circuits? E I C 16. What are the seven steps to insure good solder connections? I B, G A 17. What is tinning? C G A 18. What methods can you use to desolder a component? C G A 19. What types of switches are used in electrical circuits? 20. What is the relationship between voltage, current, and resistance in a circuit? 21. What is Ohm s Law and how can we use it to solve electrical problems? I G, H A E A, H B B E I B B 22. What is power? E E C 23. What is the relationship between Ohm s Law and the power law? E I, H B B 24. What produces electricity? C A B B 25. How are batteries constructed and used? E G A 26. How can an electric current produce magnetism? E G C 27. What are the common applications of the electromagnet? I A C 28. How can electrical energy be converted into mechanical energy? 29. What is the theory and operation of the electric motor? E C, H, I B B I G, H, I A A 30. How are electrical devices connected in series? I G, H A 31. What are the laws of series circuits? E I C 32. How are electrical devices connected in parallel? I G, H A 33. What are the laws of parallel circuits? E I C EPT 6

7 34. How does your design and construction of the Carbot racer work? E C, D, F, G, J D D C A 3.712A EPT 7

8 Name of Course: Energy, Power, & Transportation Name of Unit: Power: Mechanical Essential Question: How does one s responsibility effect which precautions should be used when working with mechanical power systems? How do engineers design mechanical power systems for a wide variety of energy, power, and transportation needs? Unit Objectives/Key Question Priority Aligned to Course Standard Aligned to PA Standard 1. How do force, power, torque, and energy work? C A, I B,C B,C 2. How is horsepower measured? C I B,C B,C 3. What are the six simple machines and examples of each? I I A 4. How are simple machines classified? I C A 5. What are the principles of mechanical advantage derived from incline planes, wedges, and screws in terms of force and distance? E G C 6. What are the principles of mechanical advantage derived from levers, wheel and axles, and pulleys in terms of force and distance? 7. How is mechanical advantage calculated for compound machines? 8. What is the difference between ideal mechanical advantage (IMA) and actual mechanical advantage (AMA)? 9. What are the different types of gears and examples of each? 10. What are the principles of mechanical advantage derived from gear ratios in terms of torque and speed? 11. How can you design, build, and test a catapult that will throw a projectile the furthest distance? E G C E H, I C I I C I I A E G C E C, D, F, G, J D D C EPT 8

9 EPT A 3.712A

10 Name of Course: Energy, Power, & Transportation Name of Unit: Air and Space Transportation: Rockets Essential Question: How do aerospace engineers design rocket systems for a wide variety of transportation needs? How does one s responsibility affect the code of ethics used when building and launching model rockets? Unit Objectives/Key Question 1. What are some of the major accomplishments of the space programs in the United States and in the former U.S.S.R.? Priority Aligned to Course Standard Aligned to PA Standard I F, K C,E C,E 2. What is Newton s First Law of Motion? E I C 3. Why do satellites stay in space? C G C 4. What is Newton s Second Law of Motion? E I C 5. What is Newton s Third Law of Motion? E I C 6. How does Newton s Third Law of motion relate to rockets? C G C 7. What are the main parts of every model rocket and the purpose of each component? 8. What are the design and construction steps involved in building a model rocket? 9. How far away must one remain when launching a model rocket? 10. What conditions can prevent you from launching model rockets? 11. How are solid and liquid fuel engines different from each other? 12. What control systems are required to make a rocket stable? I G A E C, D, F, G, J D D C A 3.712A E B C C I B C C C D A E C, D A A EPT 10

11 Name of Course: Energy, Power, & Transportation Name of Unit: Land Transportation: Robotics Essential Question: How is automation and robotics used in energy, power, and transportation systems? Unit Objectives/Key Question 1. What is the difference between downloading a program and running a program? 2. Which program blocks are different between the moving forward and moving backward? Priority Aligned to Course Standard Aligned to PA Standard E G E E I C, D D D 3. When does a rotation sensor need to be reset? E G B 4. How is the motion of a swing turn different from a point turn in both the program and in the robot behavior? I C, D D D 5. What is a threshold and how do you calculate this value? 6. How does a robot track a line based on the programming strategy when using a light sensor? 7. How does an ultrasonic sensor differ from a touch sensor when used as an obstacle detector? 8. What kinds of sensors can be used to detect obstacles and when would you use them? 9. Why do changing gears sometimes make a robot go faster, go slower, or stay the same speed? 10. What is multitasking and how is it used in programming? 11. Why is it important for your robot to have an emergency stop button? 12. What is the difference between move blocks and motor blocks? E G B E C, D B I G B E C, D B I C, D, I C I G, H D D E C, D D D E C, D D D 13. How can you build, program, and test a Legos E C, D, F, G, J D EPT 11

12 NXT Mindstorms robot that will solve a design brief challenge? D B,C B,C B,D,E 3.712B,D,E EPT 12

13 III. Course Assessments Check types of assessments to be used in the teaching of the course and provide examples of each type. Objective Tests/Quizzes Constructed Responses Essays Reports Projects Portfolios Presentations Performance Tasks Response Journals Logs Computer Simulations Research Papers Class Participation Note Taking Daily Assignments Writing Samples Provide copies of common assessments that will be utilized for all students taking this course. Overall course/grade level standards will be measured by a common course assessment. Unit objectives will be measured on an ongoing basis as needed by the classroom teacher to assess learning and plan for instruction. List common assessments below and recommend date/time frame for administration (at least quarterly). Name of Common Assessment When given? 1. Pretest Beginning of unit 2. Unit Tests End of unit 3. Quizzes During each unit 4. Projects Each unit 5. Final Exam End of semester EPT 13

14 IV. Expected levels of achievement Current grading scale A B C D 64-below F PA Proficiency Levels Advanced Proficient Basic Below Basic The following scoring documents have been developed for this course: EPT 14

15 Category / Score Legos Mindstorms Design Brief Evaluation Criteria Total Points Possible: (100 points) Exemplary Proficient Average Below Average (x 4) Generating a Successful Solution Does the solution effectively meet the design brief criteria? Category / Score Solution solves all parts of the design challenge and super challenge. Solution solves most parts of the design challenge and super challenge. Solution solves some parts of the design challenge and super challenge. Solution solves no parts of the design challenge and super challenge. (x 4) Originality & Creativity Is the solution an original one that demonstrates creativity & uniqueness? Category / Score Superb degree of originality and uniqueness Sufficient degree of originality and uniqueness Reasonable degree of originality and uniqueness Poor degree of originality and uniqueness (x 4) Documentation Is there ample written evidence that steps in the problem solving process have been followed? Category / Score Outstanding documentation. Obvious attention to detail. Good documentation. Some attention to detail Fair documentation. Little attention to detail. Poor documentation. Lack of attention to detail. (x 4) Programming Efficiency Is the problem as concise as it could be? Category / Score Superb degree of programming efficiency. Adequate degree of programming efficiency. Fair degree of programming efficiency. Poor degree of programming efficiency. (x 4) Time Was a successful solution generated in the time allotted? Category / Score Solution completed on time. Minimal extra time needed. Much extra time needed. Solution not submitted. (x 4) Repeatability Does the solution work with a high degree of repeatability? Excellent degree of repeatability. Good degree of repeatability. Fair degree of repeatability. Poor degree of repeatability. Category / Score Number of Pieces Used (Tie Breaker) Which successful solution used the fewest number of pieces? TOTAL: Least number of pieces used for a successful solution. Second least number of pieces used for a successful solution. Third least number of pieces used for a successful solution. Fourth least number of pieces used for a successful solution. EPT 15