Examples: Sunlight (solar energy), water (hydropower), geothermal, biomass. The Renewable Energy Living Lab gives students a chance to evaluate U.S. renewable energy sources. a project of D2L (www.achievementstandards.org). Plan Time. Curriculum. (Grades A former solar energy experiment site has become KIT Energy Lab 2.0, a testing ground for renewable energy. However, you must work within some constraints, as in real life. 6 - Name an example of one: Nonrenewable resources are used faster than they can be replaced by natural Earth processes. Small groups work best so each student has a chance to explore the data. Inform students that in order to complete the assignment, they will use the Renewable Energy Living Lab to determine where potential sites are. Students learn and discuss the advantages and disadvantages of renewable and non-renewable energy sources. Examples: Forest and wild plant growth (trees, branches, stumps), industrial wastes (such as from lumber and paper mills), urban waste (park trimmings, yard clippings, municipal solid waste, animal matter, sewage, food scraps), agricultural residues and fuel crops (corn, sugarcane, bamboo, hemp, wheat, straw, rice husks, grasses, algae, seaweed, animal fats, vegetable oils), etc. However, these contents do not necessarily represent the policies of the National Science Foundation, and you should not assume endorsement by the federal government. In the ASN, standards are hierarchically structured: first by source; e.g., by state; within source by type; e.g., science or mathematics; His research focuses on control and optimization in power systems with high levels of renewable energy. Copyright © (left) Idaho National Laboratory, (right) The White House https://inlportal.inl.gov/portal/server.pt?open=514&objID=1269&mode=2&featurestory=DA_531113 http://www.whitehouse.gov/blog/2011/04/22/resilient-and-sustainable-economies-gulf-coast, Middle School The official grand opening for the Alternative Energy Lab took place in February 2019, and complete details are available in the media release. Which renewable energy source would produce best at your school? Analyze data to make recommendations for where renewable energy projects are best located. Daniel Tabas joined the REAL lab as a PhD student in the fall of 2018 after receiving his B.S. Videos include contextual information explaining why these topics matter to students and society. Use of the TeachEngineering digital library and this website constitutes acceptance of our Terms of Use and Privacy Policy. For wind power, they must convert from watts per square meter (W/m2) to kilowatt-hours per square meters per year (kW/m2/year) in order to answer worksheet question 3. In the ASN, standards are hierarchically structured: first by source; e.g., by state; within source by type; e.g., science or mathematics; (Grades 6 - 8). This table is given under the Wind Speed Offshore icon in the lower left corner, but for easy accessibility it is provided below. Do you agree with this alignment? 6 - Subject Areas: (Be detailed. Using the map, have students answer the data analysis worksheet questions: Describe the amount of solar energy that is received by your school. Renewable energy resources are currently a hot topic in science and engineering as society looks for ways to produce affordable power without permanently damaging our environment. Students become familiar with the online Renewable Energy Living Lab interface and access its real-world solar energy data to evaluate the potential for solar generation in various U.S. locations. 6), computer with internet access (or printed or projected renewable energy potential maps as found on the Renewable Energy Living Lab website). S/he must multiply by the hours in a day and by the days in a year: 400 W/m2 x 24 hours/day x 365 days/year = 3500000 Wh/m2/year = 3500 kW/m2/yearTable 1-1 Classes of wind power density. Working in small groups, they examine maps and make calculations using NREL/US DOE data from the online Renewable Energy Living Lab. Recommended option (solar panels or wind turbines). Examples: Petroleum, natural gas, coal. Which option will generate the most energy for the investment? Renewable Energy courses from top universities and industry leaders. Additional background information is provided in the living lab interface including source information used to compile the data. Students can just round and estimate if numbers fall in between (i.e., do not have to interpolate to get the density). Here are a few examples: We will learn more about renewable energy potential sources using the Renewable Energy Living Lab in the next few class periods. In the United States, both marine renewable energy (MRE) and offshore wind energy (OSW) industries are still developing, 6 - Free K-12 standards-aligned STEM curriculum for educators everywhere. All 100,000+ K-12 STEM standards covered in TeachEngineering are collected, maintained and packaged by the Achievement Standards Network (ASN), Thanks for your feedback! How much power potential? Associate Professor of Renewable Energy and Thermal Sciences Department of Mechanical & Aerospace Engineering Director, Renewable Energy and Thermal Systems (REThermS) Laboratory New Mexico State University Jett Hall, Room 126 1040 S. Horseshoe St., Las Cruces, NM 88003-8001 Phone: +1 575-646-1587 Fax: +1 575-646-6111 Email: skuravi AT nmsu DOT edu Your task is to act as engineers and analyze data about the potential amount of solar and wind energy available at our school location. Give students time to explore the living lab before they begin to analyze data. 6 - Then, you will write a recommendation for which option (solar panels or wind turbine) the school should build, using your data analysis for support. As scientists and engineers look for ways to better utilize renewable energy resources, they look at a variety of data to determine if these energy resources are feasible for given areas. hydropower: Power created from the movement (falling) of water. Building a wind turbine in an area with little wind would not be the best choice. Evaluate competing design solutions based on jointly developed and agreed-upon design criteria. That's right, renewable energy comes from natural resources such as wind, plant material (wood), water (rivers, tides, dams), geothermal (underground) and sunlight—and is naturally replenished. renewable energy: Energy obtained from natural resources that are continually replenished, for example, regardless of how much of the Sun's heat energy is "used" today, more is received by the Earth tomorrow. NREL delivers impactful scientific discoveries, innovations and insights that transform clean energy technologies, systems and markets. Enforcement. Then lead a class discussion to review possible answers and ideas for the prompts. Thanks for your feedback! (Grades Do you agree with this alignment? Review the worksheet with the class by reading it aloud. Thanks for your feedback! Working in small groups, they examine maps and make calculations using NREL/US DOE data from the online Renewable Energy Living Lab. Point out hot links at the bottom of the legend box for additional resources about each energy type. How much is there/how much power potential? His research laboratory explores the formulation, combustion, and emission characteristics of alternative fuels (including biofuels). Energy Experts Elaborate and Evaluate: After students complete the ELABORATE questions on the worksheet, have them share their answers with the class. For example, to utilize energy from water, engineers must design and build dams along with electric generators and transmission lines. To consider whether a renewable energy source is feasible, scientists and engineers ask a variety of questions, such as: We will learn more about renewable energy potential sources using the online Renewable Energy Living Lab during the next couple of class periods. Renewable Energy Living Lab: Power Your School. 3 - Give each group an. Enforcement Letter, Alliance for Sustainable Energy, LLC. This means that the DOE will help our school pay for a renewable energy system. 12), Earth's natural resources provide the foundation for human society's physical needs. These videos will help students with concepts that they will face in the Research Challenge, but can also be used for individual exploration of key topics in energy and power. Scientists and engineers around the world gather data through observation and experimentation and use it to describe and understand how the world works. Wind or solar? Find your school. www.teachengineering.org/activities/view/csm_powershool_activity1, Search curriculum by Common Core standards, http://www.teachengineering.org/livinglabs/renewable_energy/, Click to view other curriculum aligned to this Performance Expectation, Power Your School Worksheet Example Answers (pdf), Power Your School Worksheet Example Answers (docx), Renewable Energy Living Lab: Energy Priorities, Renewable Energy Living Lab: The Bright Idea, Renewable Energy Living Lab: Exploring Regional Resources, http://www.teachengineering.org/livinglabs/index.php. Using the numerical data from worksheet questions 1 and 2, have students calculate the amount of solar and wind energy the school could possibly generate in one year, assuming the following conditions: Your school roof has a surface area of approximately 4,300 square meters; 50% of that space is useable space. Although no charge or fee is required for using TeachEngineering curricular materials in your classroom, the lessons and activities often require material supplies. Activities and Video Teach the Importance of Energy Alternatives.VWR offers a complete catalog of instruments and tools useful for demonstrating key, basic concepts of physics that are applicable to everyday life both in and out of the laboratory. 3 - Visit each "How It Works" link to explore the engineering. MS-ETS1-1. Partial Design Process These resources engage students in some of the steps in the engineering design process, January 24, 2020. Engineers use both renewable and non-renewable energy sources to generate electricity, power vehicles, and make buildings functional. Specification of constraints includes consideration of scientific principles and other relevant knowledge that is likely to limit possible solutions. SERI was a federal facility dedicated to harnessing power from the sun and quickly caught national attention. Any reusable equipment that is necessary to teach the activity is not included in this estimate; see the Materials List/Supplies for details. 12), Energy resources can be renewable or nonrenewable. Activity, High School This is the question that we will investigate today. technology, engineering or math (STEM) educational standards. Renewable Energy Living Lab: Smart Solar. Additional background information is provided in the living lab interface including source information used to compile the data. Any reusable equipment that is necessary to teach the activity is not included in this estimate; see the Materials List/Supplies for details. Use the icons in the lower left corner to read more information about each form of energy. Do you agree with this alignment? A wind turbine along the Colorado front range.copyrightCopyright © 2012 NREL. Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem.

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