| Rolling Blackouts & Environmental Impact - What are our Electricity Options? |
The goal is for the students to understand the environmental design considerations required when generating electricity. The electric power that we use every day at home and work is generated by a va...
... moreThe goal is for the students to understand the environmental design considerations required when generating electricity. The electric power that we use every day at home and work is generated by a variety of power plants. Power plants are engineered to utilize the conversion of one form of energy to another. The main components of a power plant are an input source of energy that is used to turn large turbines, and a method to convert the turbine rotation into electricity. The input sources of energy include fossil fuels (coal, natural gas, and oil) wind, water, nuclear materials, and refuse. This activity focuses on how much energy can be converted to electricity from many of these input sources. It also considers the impact of the by-products associated with using these natural resources, and looks at electricity requirements. To do this the students will research and evaluate the electricity needs of their community, the available local resources for generating electricity, and the impact of using those resources.
...less |
11 (11-12) |
Massachusetts (2001):
 Science
S100D107 S101F91A |
80 minutes |
2 |
US$ 0.00 |
| Bouncing Balls (for High School) |
In this activity, students examine how different balls react when colliding with different surfaces. Also, they will have plenty of opportunity to learn how to calculate momentum and understand the principle of conservation of momentum. |
10 (9-11) |
Colorado (1995):
Science
S1002447 S10069B9 S100D7F5 S1012041 S1022DDF
Math
S103C227 S103C235 S103C24D S103C289 |
45 minutes |
3 |
US$ 5.00 |
| Swinging Pendulum (for High School) |
This activity shows students the engineering importance of understanding the laws of mechanical energy. More specifically, it demonstrates how potential energy can be converted to kinetic energy and b...
... moreThis activity shows students the engineering importance of understanding the laws of mechanical energy. More specifically, it demonstrates how potential energy can be converted to kinetic energy and back again. Given a pendulum height, students calculate and predict how fast the pendulum will swing by using the equations for potential and kinetic energy. The equations will be justified as students experimentally measure the speed of the pendulum and compare theory with reality.
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10 (9-12) |
Colorado (1995):
Science
S1002447 S10069B9 S1012041 S1022DDF
Math
S103C221 S103C230 S103C246 S103C272 S103C285 |
45 minutes |
3 |
US$ 1.00 |
| Sliders (for High School) |
In this hands-on activity, students learn about two types of friction — static and kinetic — and the equation that governs them. They also measure the coefficient of static friction and the coefficient of kinetic friction experimentally. |
10 (9-11) |
Colorado (1995):
Science
S10069B9 S1012041 S1015D9B
Math
S103C235 S103C24D S103C279 S103C289 |
60 minutes |
2 |
US$ 5.00 |
| Ramp and Review (for High Scool) |
In this hands-on activity — rolling a ball down an incline and having it collide into a cup — the concepts of mechanical energy, work and power, momentum, and friction are all demonstrated. During...
... moreIn this hands-on activity — rolling a ball down an incline and having it collide into a cup — the concepts of mechanical energy, work and power, momentum, and friction are all demonstrated. During the activity, students take measurements and use equations that describe these energy of motion concepts to calculate unknown variables and review the relationships between these concepts.
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10 (9-11) |
Colorado (1995):
Science
S1002447 S1012041 S1015D9B S1022DDF
Math
S103C227 S103C235 S103C279 S103C289 |
60 minutes |
3 |
US$ 7.00 |
| Edible Rovers - High School |
During this activity, students have the opportunity to become Mars exploratory rover engineers. To start the activity, students evaluate the rover equipment options and material options to determine w...
... moreDuring this activity, students have the opportunity to become Mars exploratory rover engineers. To start the activity, students evaluate the rover equipment options and material options to determine which parts might fit in their given NASA budget. Given a parts and material list, groups analyze their design options and use their findings to design their rover. Lastly, students build and display their edible rover for a design review.
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10 (9-11) |
Colorado (1995):
Science
S100D7F5 S1012041 S1014E28 S1015D9B
Math
S103C227 S103C235 S103C236 S103C24D S103C251 S103C265 S103C266 S103C278 S103C279 S103C289 |
120 minutes |
2 |
US$ 3.00 |
| Establish the Design Criteria |
This activity introduces students to design criteria; specifically what functionality must the trains on the west corridor meet to satisfy the needs of customers and of the owner. Students will discus...
... moreThis activity introduces students to design criteria; specifically what functionality must the trains on the west corridor meet to satisfy the needs of customers and of the owner. Students will discuss what criteria need to be met. This activity requires the use of the FasTracks Living Lab.
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10 (9-12) |
|
20 minutes |
3 |
US$ 0.00 |
| Graphing the West Corridor Data |
This activity introduces students to using graphical analysis of data to analyze flaws in a transit system's design. Students will evaluate factors such as ride time, wait time, and percentage of capa...
... moreThis activity introduces students to using graphical analysis of data to analyze flaws in a transit system's design. Students will evaluate factors such as ride time, wait time, and percentage of capacity used in a train. This activity requires the use of the FasTracks Living Lab.
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10 (9-12) |
|
30 minutes |
2 |
US$ 0.00 |
| Analyze the Data |
This activity takes students through the logical process of quantitatively analyzing the data from the FasTracks system. Students will gain experience identifying problems with the current design base...
... moreThis activity takes students through the logical process of quantitatively analyzing the data from the FasTracks system. Students will gain experience identifying problems with the current design based upon their earlier observations and experiences in activities 1 and 2. Students will discuss the flaws that they find in the system. This activity requires the use of the FasTracks Living Lab.
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10 (9-12) |
|
20 minutes |
2 |
US$ 0.00 |
| Improve the System |
This activity will lead your class through identifying possible solutions to the design problems that the current west corridor of FasTracks faces. The students will combine what they have learned fro...
... moreThis activity will lead your class through identifying possible solutions to the design problems that the current west corridor of FasTracks faces. The students will combine what they have learned from all three previous activities to come up with possible solutions to the design problems faced by the system. This activity requires the use of the FasTracks Living Lab.
...less |
10 (9-12) |
|
30 minutes |
3 |
US$ 0.00 |
