options for alternative power
|Site:||High School Moodle|
|Course:||Mobile Transformation Lab|
|Printed by:||Guest user|
|Date:||Thursday, August 22, 2019, 9:15 PM|
Information, lesson plans, and more. MUCH more.
Thank you to Dan Lepinski
Professional Solar Consultant & Design Engineer
2010 State of Texas Renewable Energy Industries Association Honoree
and Award Recipient for Meritorious Achievement in Renewable Energy.
Professional Profile: http://www.linkedin.com/pub/dan-lepinski/22/9bb/533
"Scientists investigate that which already is; engineers create that which has never been."
~ Albert Einstein
Curricula, solar cooking information, teacher grants, and more...
This is the program I initially mentioned to you. High school students design, build (from scratch), and race totally solar-powered cars. The program includes many facets of everyday business, from accounting and art .. to marketing, promotion, fund raising, aerodynamics, physics, teamwork, leadership, safety, and more. The entire school can bee involved. In odd-numbered years, the students race for four days around the track at Texas Motor Speedway. In even-numbered years, teams race cross-country, starting at the Speedway, and ending in another state. This year, the race goes from Texas to Minneapolis. Cars operate on 100% solar energy. The cars are required to be totally roadworthy, including a horn, turn signals, and braking systems. Qualified students will drive the cars on backroads that have been fully assessed for suitability of the race cars. No major highways or Interstates are ever used. In places where no safe backroads exist, cars are put on their trailers and
transported to a safe location where they can again be driven. The Solar Car Challenge has been around for more than 20 years.
For younger students (not even in high school yet), there's a "miniature" version of the Solar Car Challenge. It's called the "Junior Solar Sprint":
The Junior Solar Sprint is a free educational program for students in grades 5-8. Students design, build and race solar powered cars .. but these are small enough to hold in your hand. Each has its own solar panel on top that directly powers a small DC motor. The solar cars are available as complete kits.
Renewable Energy Activities –
Choices for Tomorrow
Teacher’s Activity Guide for grades 6-8
TO THE EDUCATOR
This activity booklet was developed by the Education Office at the National Renewable Energy
Laboratory. Users of this booklet should practice appropriate safety guidelines in doing
demonstrations or hands-on activities.
Teacher: Susie Mickel
More to come!
Transforming Instruction -
The SAMR Model is one standard that Lewisville ISD uses to judge how effectively technology is being effectively integrated into teaching and learning. It was developed by Dr. Ruben Puentedura. “SAMR” is an acronym that stands for Substitution, Augmentation, Modification, and Redefinition. Redefinition is the hardest level to achieve because the project would not be possible without technology.
Skype in of national expert -
Dan Fink -skyped to discuss wind power
Adjunct Professor in Solar Energy Technology, Ecotech Institute
Executive Director, Buckville Energy Consulting LLC
NABCEP Registered Continuing Education Providers
IREC/ ISPQ Certified Instructor™ for:
~ PV Installation Professional
~ Small Wind Installer
Visit by Local Expert: Lisa Weaver presented to Mrs. Mickels’ class Lewisville’s plan for the future. She discussed why they are using solar panels on the emergency warning sirens, how energy is collected for use and redistribution back to the grid and Lewisville’s 2025 Plan.
City of Lewisville
Trela Weesner student engagement -
Leah Mann Design Thinking
Using human-centered Design Thinking, students created an original product using alternative energy sources. Design Thinking, according to Tim Brown, founder and CEO of Ideo (the people behind the concept) is, “A process—applicable to all walks of life—of creating new and innovative ideas and solving problems. Design thinking is all about upgrading within constraints.” Students learned about the value of empathy in design, and followed the process (empathy, definition, ideation, prototype, test) to create inventions that not only used alternative energy, but solved a real-world problem. Students were guided through a Blendspace lesson that taught them about what it means to have empathy, how Design Thinking works, how to demonstrate a design to an audience, and a real-world example of human-centered design in action: a 3D printed hand for a small child who was born without one. After digging into these concepts and examples, students formed teams to brainstorm their ideas for how to make life better for someone, using alternative energy.
Susie Mickle - Project focus / TEK alignment / Observations / student quotes
Students focused on the advantages and disadvantages of fossil fuels and researched the benefits of switching to an alternative energy sources.
The focus was on solar power, wind energy, geothermal, hydropower and biomass.
The unit focused on alternative energy and drew upon the strengths of the staff and students to create this alternative final exam.
As a teacher it was thrilling to see the students practicing almost all of the 21st Century Learning objectives. They collaborated, communicated, participated in creative thinking, and they were innovative. A pleasant result of the unit was that students internalized how using alternative power is a social responsibility. The energy and excitement in my classroom over the past several weeks was amazing!
I Some of the “inventions” were a GoGo Brush ( a solar powered hair straightener/curler/blow dryer), Pillowzzz (a pillow with a built in alarm), Relish This (a solar powered condiment machine and Cool Caps (a hat with built in fans). The ideas were innovative and given some real investors some of these 6th graders could start their own companies.
“There are a lot of things I loved about Shark Tank. We got to use creativity and empathy that would help people like us. It was good practice for the real world. I also liked that we incorporated learning into it by powering our inventions with alternative energy. It was the best final I’ve ever done!” Alayna Meilinger
“ We came up with many ideas that expressed empathy, but finally came out with the right one. Walking into the theme song and seeing the “Sharks” there made me feel like some kind of electricity shooting through my body. It made me terrified and excited at the same time. This was the best exam ever!” Nathan Harmon
“I loved that we got to collaborate with each other. If one thing didn’t work, we built a different prototype that was bigger and better. I will definitely include Shark Tank in my e-Portfolio!” Madison Freedman
“I wish these prototypes were patented. I would invest in some of the concepts the kids imagined and presented. The first thing I would buy a lawn chair that has a solar powered phone charger and fan at the end of the chair. A brilliant concept was a group's presentation on solar powered sun glasses to charge my cell phone, and the self-propelled mower that edged the lawn when it detected the sidewalk a was amazing!. “Jody Rentfro, Emerging Technologies Specialist