ACTION PACK

Explore
Power & Energy
Explore
• Power and energy consumption in
your own home
• Renewable energy solutions

Design
Design an energy conservation
solution for client

Take Action
Verify the effectiveness of your
energy conservation solution
 Power & Energy

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 Power & Energy

Foreword

Student driven. Interactive. Real world. Full of opportunity to get feedback as they practice recently introduced
ideas and as they demonstrate mastery of concepts. These are the learning experiences that I strive to
facilitate for my students. To make that happen, I need resources that inherently have those characteristics.

My goal is for students to demonstrate an increased curiosity and confidence in

failing. I want them to have the curiosity to explore the phenomena of the biological There is always
and physical world and the confidence to take on design challenges. Their room for
confidence in failing helps them stay motivated and helps them recognize that the problem solving,
designs around them are made through many failed attempts, by people just like innovation, and
them. No design is perfect and no one single solution is the only solution. There is new solutions.
always room for problem solving, innovation, and new solutions.

To build that kind of confidence, students need to experience real problem solving in a context where they can
get guidance and feedback. Whether students are saying, "this is new to me" or "yes I get it,” they must have
opportunity for feedback. Even when they're demonstrating mastery, students need feedback on how well
they’re demonstrating it. They need feedback to confirm they are moving in the right direction and that they
actually mastered the target concept. That is hard to do in a traditional classroom model of one teacher to 20-
30 students. It's impossible to give each student constant feedback. But that is where NI technology can help.
NI tools inherently take advantage of the fact that technology can provide some of that feedback; it can start,
mediate, and extend discussion, naturally scaffolding learning for each student. Students can quickly organize
their observations and build their intuition as they tinker and make design changes.

The present world is full of "black boxes.” I want students to understand that, yes
they can open some and understand what’s inside. Through my work with
Through my work with National Instruments and the use of NI tools in the classroom, I’ve been able to
National Instruments reveal some of the inside of the “black boxes” so that students see again and
and the use of NI tools again that many boxes contain the same parts. And as students see similar tools
in the classroom, I’ve from elementary, through high school, even through university and industry, they
been able to reveal see the repeated skills and pieces. I want my students to understand that they can
some of the inside of be informed and make decisions on what products they create, use, or buy. To
the “black boxes.” have a sense of control and empowerment. To be an active participant in life and
the world around them, rather than a passive consumer of what others decide and
design for them.

When students see that they can put their own ideas into something, they realize their own capability. They
see that the physical world is here for them to explore and improve, and they begin to grow their abilities and
chart their own paths with their interests and ideas. A robot is not always a car. It's a car to the student who
loves cars. It's a dancing music mixer for the student who loves dance and music.

William Church
High School Physics and Robotics Teacher
Executive Director
White Mountain Science, Inc. (WMSI)

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 Power & Energy

How to Use NI LabVIEW Action Packs

NI LabVIEW Action Packs are modular, action-packed units that fit into your existing curriculum where you
want, when you want. The purpose of a LabVIEW Action Pack is to add hands-on, open-ended learning
experiences to the theory and concepts you already teach. LabVIEW Action Packs also make industry and
university-grade technology available for applying the theory in student design projects.

Below is a suggested use and flow, but make it your own, adding and moving things as needed.

• Introduce the concept you're about to teach. Explain that the explorations are meant to get students
to start asking questions and thinking about how they might find the answers.
• Guide students to complete the first exploration to experience the concept before they hear or read
about the in-depth theory.
• Give students a printed copy of the student handout, or have students view the PDF version on
Exploration 1 screen. Have students open the corresponding software application from the desktop shortcut.
• Use the corresponding discussion one material to diliberate on their observations and connect the
theory to their experience.

• Guide students to complete the second exploration to build on their experience and understanding
from the first exploration, as well as to to view the concept from a new direction.  
• Give students a printed copy of the student handout, or have students view the PDF version on
screen. Have students open the corresponding software application from the desktop shortcut.  

Exploration 2 • Use the corresponding discussion two material to diliberate on their observations and connect the
theory to their experience.  
• Next, teach the theory lesson as usual, or continue to use the LabVIEW Action Packs as you teach
the theory.

• After students have experienced the concept and contemplated the theory, guide them to complete
the design application to test and further build their intuition, as well as to learn the Engineering
Design Process.
• While the LabVIEW Action Packs offer problems to solve, encourage students to look for problems
Design that they see and would like to solve.
Application
• Students can work in groups or individually. Students should compare and discuss their various
designs and decisions with their peers.

• If you have the materials and time, guide students to build and test a prototype of their design.
Ideally, students would have the opportunity to create and implement their solutions in the real-world,
for a school, home, or community need.
• While the LabVIEW Action Packs offer problems to solve, encourage students to look for problems
that they see and would like to solve.
Take Action
• Programming Option: The LabVIEW Action Pack software programs are built on the graphical
programming language NI LabVIEW. Students can use LabVIEW to incorporate a computer program
into their solutions or to test their solutions. Begin coding with the included template program.

Visit K12Lab.com for more ideas or to share your own.

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 Power & Energy

EXPLORE POWER & ENERGY

Students connect their understanding of how energy, work, and time create power to the kind of power they
use every day—electrical power. Students explore a power grid to see how enough electricity gets generated
to power entire houses and neighborhoods just like theirs. Students explore and research renewable energy to
analyze its purposes and make judgments on its uses. Students simulate and then design a renewable energy
solution to apply their knowledge of power, energy, and renewable energy.

Table of Contents  
EXPLORE POWER & ENERGY  ...............................................................................................................................  7  
UNIT AT A GLANCE  .......................................................................................................................................................  9  
CONCEPT OVERVIEW  .................................................................................................................................................  9  
STANDARDS  ...................................................................................................................................................................  9  
TEACHER PREREQUISITE KNOWLEDGE  .............................................................................................................  10  
TIME EXPECTATIONS  ................................................................................................................................................  11  
MATERIALS & TOOLS  .................................................................................................................................................  11  
CLASSROOM SETUP  ..................................................................................................................................................  11  
HOW DOES POWER GET TO MY HOME?   ..........................................................................................................  17  
MAKE SOME PREDICTIONS  ...................................................................................................................................  17  
GOALS  ..........................................................................................................................................................................  17  
MATERIALS & SETUP  ................................................................................................................................................  17  
HOW DOES POWER GET TO MY HOME?   ..........................................................................................................  25  
ESSENTIAL QUESTIONS  .........................................................................................................................................  25  
MATERIALS & SETUP  ................................................................................................................................................  25  
BUILD INTUITION  ........................................................................................................................................................  27  
HOW MUCH DOES POWER REALLY COST?  .....................................................................................................  33  
MAKE SOME PREDICTIONS  ...................................................................................................................................  33  
GOALS  ..........................................................................................................................................................................  33  
MATERIALS & SETUP  ................................................................................................................................................  33  
HOW MUCH DOES POWER REALLY COST?  .....................................................................................................  39  
ESSENTIAL QUESTIONS  .........................................................................................................................................  39  
GOALS  ..........................................................................................................................................................................  39  
MATERIALS & SETUP  ................................................................................................................................................  39  
BUILD INTUITION  ........................................................................................................................................................  41  
DESIGN AN ENERGY EFFICIENT SYSTEM  ........................................................................................................  47  
GOALS  ..........................................................................................................................................................................  47  
MATERIALS & SETUP  ................................................................................................................................................  47  
DESIGN  .........................................................................................................................................................................  47  

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 Power & Energy

CREATE AN ENERGY EFFICIENT SYSTEM  .......................................................................................................  53  

GOALS  ..........................................................................................................................................................................  53  
MATERIALS & SETUP  ................................................................................................................................................  53  
CREATE  ........................................................................................................................................................................  54  
APPENDIX  ...............................................................................................................................................................  55  
ENERGY SAVING ACTION PLAN  .........................................................................................................................  57  

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 Power & Energy

UNIT AT A GLANCE
Lesson 1 Lesson 2 Design Application Take Action Project
How Does Power Get to How Much Does Power Design an Energy Create an Energy
My Home? Really Cost? Efficient System Efficient System
(45 minutes) (45 minutes) (Approx. 2 classes) (Approx. 5 classes, or
complete outside of
Exploration – Students Exploration – Students Students apply their class)
explore power and explore renewable exploration and learning
energy. energy. to design a new Students create a
product. working solution of their
Discussion – Students Discussion – Students design proposal from
discuss power and discusses renewable the Design Application.
energy. energy.
Students build their
intuition.

CONCEPT OVERVIEW
Energy is the ability to do work. Work equals the force applied to a body with energy multiplied by the
distance that body moves in space. When work occurs over time, you get power. Thus, energy, work, and
time are all required to create power. In this unit, students learn about electrical power. When a force
moves an electrically charged body from one point in an electric field to another point over time, work is
being done to create electrical power.
On a much larger scale, electrical power gets generated and used in a power grid to supply power to entire
houses or neighborhoods. The power grid is a system of producers and consumers of electricity. Producers
include coal, nuclear, natural gas, wind, solar, hydroelectric, and other generators of energy to create
electricity. Consumers include residential, commercial, and other consumers of electricity.

STANDARDS
Included Standards
-­‐ Next Generation Science Standards
-­‐ Common Core Math Standards
-­‐ Texas Essential Knowledge and Skills Student Expectations
-­‐ Accredited Board for Engineering and Technology (ABET) Standards

The following assume completion of the entire unit. Some standards apply to particular Take Action projects.

Next Generation Science Standards

§ HS-PS2-5. Plan and conduct an investigation to provide evidence that an electric current can produce a
magnetic field and that a changing magnetic field can produce an electric current.
§ HS-PS3-1. Create a computational model to calculate the change in the energy of one component in a
system when the change in energy of the other component(s) and energy flows in and out of the
system are known.
§ 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.

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 Power & Energy

§ HS-ESS3-2. Evaluate competing design solutions for developing, managing, and utilizing energy and
mineral resources based on cost-benefit ratios.
§ HS-ESS3-4. Evaluate or refine a technological solution that reduces impacts of human activities on
natural systems.
§ HS-ETS1-1. Analyze a major global challenge to specify qualitative and quantitative criteria and
constraints for solutions that account for societal needs and wants.
§ HS-ETS1-2. Design a solution to a complex real-world problem by breaking it down into smaller, more
manageable problems that can be solved through engineering.
§ HS-ETS1-3. Evaluate a solution to a complex real-world problem based on prioritized criteria and trade-
offs that account for a range of constraints, including cost, safety, reliability, and aesthetics, as well as
possible social, cultural, and environmental impacts.
§ HS-ETS1-4. Use a computer simulation to model the impact of proposed solutions to a complex real-
world problem with numerous criteria and constraints on interactions within and between systems
relevant to the problem.

Common Core Math Standards

§ CCSS.Math.Content.HSA-CED.A.2 Create equations in two or more variables to represent
relationships between quantities; graph equations on coordinate axes with labels and scales.
§ CCSS.Math.Content.HSA-CED.A.4 Rearrange formulas to highlight a quantity of interest, using the
same reasoning as in solving equations. For example, rearrange Ohm’s law V = IR to highlight
resistance R.
§ CCSS.Math.Content.HSA-SSE.B.3 Choose and produce an equivalent form of an expression to reveal
and explain properties of the quantity represented by the expression.
§ CCSS.Math.Content.HSF-IF.B.6 Calculate and interpret the average rate of change of a function
(presented symbolically or as a table) over a specified interval. Estimate the rate of change from a
graph.

Texas Essential Knowledge and Skills Student Expectations

§ Integrated Physics and Chemistry 2B-D; 3A; 5H-I; 7F
§ Physics 2E-G, K; 3A; 5F
§ Chemistry 11B
§ Environmental Systems 5C-F; 6B; 9J
§ Engineering Design and Problem Solving (130.373) 2; 5; 6

Accredited Board for Engineering and Technology (ABET) Student Outcomes (a - k)

• Ability to apply mathematics, science and engineering principles.
• Ability to design and conduct experiments, analyze and interpret data.
• Ability to design a system, component, or process to meet desired needs.
• Ability to function on multidisciplinary teams.
• Ability to identify, formulate and solve engineering problems.
• Understanding of professional and ethical responsibility.
• Ability to communicate effectively.
• The broad education necessary to understand the impact of engineering solutions in a global and
societal context.
• Recognition of the need for and an ability to engage in life-long learning.
• Knowledge of contemporary issues.
• Ability to use the techniques, skills and modern engineering tools necessary for engineering practice.

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 Power & Energy

TEACHER PREREQUISITE KNOWLEDGE

§ General flow of power through a city power grid
§ Parts and use of a solar cell
§ AC and DC
§ Engineering design process
§ Using NI myDAQ device + LabVIEW Power & Energy app + myGrid NI miniSystem

TIME EXPECTATIONS
1-2 WEEKS

MATERIALS & TOOLS

§ LabVIEW Power & Energy software application
§ NI myDAQ device
§ myGrid NI miniSystem
§ See materials for specific lessons

CLASSROOM SETUP
1. Students can complete each lesson or activity in groups of two or three.
2. Begin by having students make predictions and answer the Essential Questions. Before students do
each exploration, give them the Essential Questions for that exploration as homework the night before,
or as an anticipatory activity. Students can take educated guesses or do their own research to answer
the questions.
3. Next, students complete the exploration lessons individually or in groups of no more than 3 students.
(Groups can share the hardware and the computer.)
4. After students explore, complete the discussion lessons as a whole-class discussion or small-group
discussions to guide, validate, or redirect learning.
5. Use the Design Application and the Take Action projects as the means of teaching the theory and
concepts, or assign them as post-lesson projects to demonstrate understanding. You can decide
whether to focus on a computer programming in during your lessons.

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Teacher Planning Chart

Lesson 1 Explore and Discuss –

How Does Power Get to My Home?
Overview The Power Grid
Students explore the parts of a power grid and how power and energy works in their home.
Goals, -­‐ Identify the components of a power grid.
Expectations -­‐ Explain how energy flows through a power grid.
and Standards -­‐ See how math is used in a city’s power grid.
-­‐ Explain how a Feedback Loop works and why it’s important.
-­‐ Draw and label a schematic diagram of an electrical system such as the power grid.
Teacher -­‐ Parts of a power grid
Prerequisite -­‐ Flow of energy through a city power grid
Knowledge -­‐ Law of Conservation of Energy

Time Approx. 45 minutes total

Expectations 15 min – Exploration 1
15 min – Discussion 1
15 min – Build Intuition
Materials & -­‐ LabVIEW for Education software installed
Tools -­‐ LabVIEW Power & Energy app installed and open
-­‐ myGrid miniSystem attached

Teaching I. Exploration
Strategies Have students work individually or in partners to explore the purpose and workings
of a power grid, answer the provided questions, and label the Power Grid diagram.
Guide students to think about and look for answers to the essential questions as
they explore.

II. Discussion

After students experience the concepts through exploration, use the Cornerstone
Discussion section to connect and apply the theory to the concepts students just
explored. Have students go back and complete any unanswered questions in the
Explore lesson as needed throughout the discussion.

Essential Questions:
-­‐ How do people use power?
-­‐ What are common energy sources used in your country and around the
world?
-­‐ How can solar energy be used together with current energy sources
such as fossil fuels?

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Science

-­‐ Law of Conservation of Energy

-­‐ Power = change in work / change in time

Math
Have students complete word problems to understand how math connects to
the concept.

Vocabulary
-­‐ Generator
-­‐ Turbine
-­‐ AC (alternating current)
-­‐ DC (direct current)
-­‐ Voltage
-­‐ Feedback Loop
-­‐ Schematic diagram

III. Build Intuition

Have students complete this review section to help them recall and use the
knowledge they’ve just gained.

a. Review – Fact-check questions

b. Analyze – Concept analysis questions
c. Create – Students synthesize concepts to design something new

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EXPLORATION 1
STUDENT HANDOUT

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 Power & Energy

How Does Power Get to My Home?

What would you do if you could not turn on the lights at home? What if you could not turn on the stove or the
television? All of these household items need power, but our current sources such as oil, gas, and coal can
run out fast. Explore how solar energy can be used as part of a system to give us a renewable energy source.

MAKE SOME PREDICTIONS

How do homes in a city get electrical power?

§

§

§

GOALS
§ See how people are power consumers.

§ Explore solar energy as a source of renewable energy.

§ Identify the components of a city power grid.

MATERIALS & SETUP

§ Open the LabVIEW Power & Energy app.

§ Make sure you have all the components for your hardware system:

o NI myDAQ device

o myGrid NI miniSystem

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EXPLORE
1. Draw or describe what you already know about power generators, solar energy, and power used in a
home. If you are unfamiliar with these concepts, complete this exploration and then come back to respond
to this prompt.

2. Go to http://tcipg.mste.illinois.edu/applet/pg to answer the following questions. Be sure to read the

Description section on the side of the Web page. (Skip these questions if you do not have internet access.)
a. What is the power grid?

b. Explain how the power grid allows businesses and residential neighborhoods to get power.

c. What are five sources of energy shown in the interactive power grid?

3. Open and close the blue lines to redirect power. Can you get the interactive power grid to have a power
outage? Explain why the power outage occurred.

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 Power & Energy

4. Label the parts of the power grid diagram. Add arrows to show how energy flows through the power grid.

Calibrate

5. Calibrate your power grid simulation system to start exploring. (Calibrate your system each time you want
to simulate a new situation and gather data.)

a. Open the LabVIEW Power & Energy app and

follow the instructions.
b. On the Explore page, follow the instructions to
calibrate your power grid simulation system.
You cover the solar cell because the system
needs to know what a “night time” (no light
shining on the solar cell) reading is and what a
“day time” reading is.
c. What do you notice about the voltage or
frequency measurement when you cover or
uncover the solar cell?

d. What happens to the signal, or waveform on the graph when you cover or uncover the solar cell?

Measure

6. After your power grid simulation system is calibrated, go to the Run page to run your system and measure
energy levels. Explore and observe as you answer the following questions.

a. By looking at the controls and indicators on the Run page, what kinds of power can you tell are being
generated or measured?

b. Set the controls so that you are not using any Fossil Fuel. Use only Solar energy. What happens?

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 Power & Energy

c. What do you see happen when you increase the Fossil Fuel Level?

d. Use the flashlight to simulate more sun. Describe the changes you observe and why you think they
occur.

e. Get the system into the stable, “System OK” state by changing the distance at which you cover the
solar cell. This action simulates a change in the amount of solar energy being used.
i. Is it easy or difficult to keep the system
stable? Why do you think that is?

ii. Record any other observations.

f. Then turn on the houses one at a time.

I. What changes occur when you turn on one
house?

II. Two houses?

III. Three houses?

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 Power & Energy

g. Notice that the app is in manual mode, where a person must constantly control the power grid system.
i. Is it reasonable to have a person controlling the power grid for everyone? Why or why not?

ii. What would be better than having a person controlling the grid?

h. Simulate the following situations and click Log to Spreadsheet each time to log your data.
a. Middle of the night, System Okay
b. Middle of the night, System Overload
c. Middle of the night, System Failure
d. Middle of a sunny day, System Okay
e. Middle of a sunny day, System Brown Out
f. Middle of a sunny day, System Overload
Describe what you learned through simulating each situation. Reference the data that you logged in
each simulation. What can you infer from the data?

i. Think about it: Why do you have to use both fossil fuel and solar energy?

How Does Power Get to My Home?

7. Did your exploration match what you expected and predicted? What would you change?
Rewrite your arguments or make new arguments based on your observations.
a.

b.

c.

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 Power & Energy

DISCUSSION 1
STUDENT HANDOUT

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 Power & Energy

How Does Power Get to My Home?

Why can’t you rely on solar energy alone? Do you really need fossil fuels to be a part of your power system?

ESSENTIAL QUESTIONS
§ How do people use power?

§ What are common energy sources used around the world?

§ How can solar energy be used together with current energy sources such as fossil fuels?

MATERIALS & SETUP

As a class or in small groups, discuss the principles presented below. Be sure to connect what you
experienced in your exploration with the principles you’re learning.

DISCUSS
The power grid is a system of producers and consumers of electricity. Producers include coal, nuclear,
natural gas, wind, solar, hydroelectric and other generators of energy to create electricity. Consumers
include residential, commercial, and other consumers of electricity.

VOCABULARY

§ Generator
§ Turbine
§ AC (alternating current)
§ DC (direct current)
§ Voltage
§ Schematic diagram

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MATH

Complete the following problems to use math in a real-world situation.

1. Given the following information and using the myGrid miniSystem, complete the table below.
a. When you run the simulated power grid, 1 minute = 1 hour in the real world.
b. The average home uses 50 kWh of electricity per day.

Minutes the Grid Ran Amount of Power Used Number of Real Hours Amount of Real Power Used
1 min
3 min

2. Use the information in number 1 and dimensional analysis to solve the following problems.

a. If a house uses .35 kW of power in 10 minutes, how much power would the house use
over one month?

b. What about over three days?

It’s okay if you don’t know the answer or how to come up with the answer. You’re going to use
dimensional analysis to break the problem down into several small problems that you can solve.

Ask yourself, “What do I already know?”

-­‐ .35 kW = 10 min
-­‐ 60 min = 1 hr
-­‐ 24 hrs = 1 day
-­‐ 30 days = 1 month

SCIENCE

Define the following science concepts in your own words.

§ Law of Conservation of Energy

§ Generation of Power

Equation for Power: Power = change in work / change in time

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 Power & Energy

BUILD INTUITION
1. Review

a. What is the Law of Conservation of Energy?

b. What does AC stand for? What does DC stand for?

c. Why is time an important factor in how much power a home uses?

2. Analyze

a. How is the Law of Conservation of Energy seen in a power grid system?

b. In a power grid, what causes a blackout?

c. How is the power grid an example of a circuit?

d. What might happen if all homes consumed the maximum amount of power at the same time for a
long period of time?

e. What is the potential problem with fossil fuel?

3. Connect

a. Look for elements of the power grid system around your neighborhood or home.

b. Make a detailed diagram of that power grid system. Make sure to label as many elements as you
can.

c. Now make a schematic diagram showing the electrical and electronic components of your power
grid system. Use the correct symbols.
(Resource for the symbols: http://www.rapidtables.com/electric/electrical_symbols.htm)

d. Do you see any ways to improve the power grid system that you see? List at least two of your
ideas.

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 Power & Energy

Teacher Planning Chart

Lesson 2 Explore and Discuss–

How Much Does Power Really Cost?
Overview myGrid miniSystem and Renewable Energy
Students use hardware and software to explore and simulate a power grid to understand
the possibilities of using renewable energy to power their home.

Goals, -­‐ Explain how energy flows through a power grid.

Expectations -­‐ Explore what happens when everyone needs power at the same time.
and Standards -­‐ Understand why renewable energy sources are important.
-­‐ Explain the difference between AC and DC voltage.
-­‐ Explain the role people play in power consumption.
-­‐ Discuss benefits and drawbacks of using renewable energy sources.

Teacher -­‐ Parts of a power grid

Prerequisite -­‐ Flow of energy through a city power grid
Knowledge -­‐ How to set up NI myDAQ + myGrid + LabVIEW Power & Energy app on the computer

Time Approx. 60 minutes total

Expectations 20 min – Exploration Activity 2
20 min – Cornerstone Discussion
20 min – Build Intuition

Materials & -­‐ LabVIEW for Education software installed

Tools -­‐ NI myDAQ software installed and hardware configured
-­‐ LabVIEW Power & Energy app open
-­‐ myGrid NI miniSystem connected
-­‐ Flashlight or other portable lighting

Teaching I. Explore
Strategies Have students work individually or in partners to explore the purpose and
workings of a power grid, answer the provided questions, and label the Power
Grid diagram. Guide students to think about and look for answers to the essential
questions as they explore.

Work with students to explore KWh in relation to the cost of electricity in their own
homes. One option is to have students bring in their parents’ utility bills, or you can
bring in example utility bills to analyze.

Notes on the LabVIEW Power & Energy app:

-­‐ Running the myGrid for 24 minutes simulates a 24-hour day
-­‐ During one “myGrid day,” the myGrid simulates power usage based on an
average of 3,000 kWh per 3-person household, per month. Ask students
what that means the average power usage is per person each month, and
then ask how much power is used in their own household per month,
based on the number of people in their household.

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 Power & Energy

II. Cornerstone Discussion

After students experience the concepts through exploration, use the Cornerstone
Discussion section to connect and apply the theory to the concepts students just
explored. Have students go back and complete any unanswered questions in the
Explore lesson as needed throughout the discussion.

Essential Questions:
-­‐ How does a power grid work?
-­‐ What steps can you take to lower energy consumption in your home or
school?
-­‐ What forms of renewable energy are available?

Science

-­‐ Law of Conservation of Energy

-­‐ Power = change in work / change in time

Math

Have students complete word problems to understand how math connects to

the concept.

Vocabulary
-­‐ Prototype
-­‐ Solar Cell
-­‐ Biomass Generator
-­‐ Resistor

III. Build Intuition

Have students complete this review section to help them recall and use the
knowledge they’ve just gained.

a. Review – Fact-check questions

b. Analyze – Concept analysis questions
c. Create – Students synthesize concepts to design something new

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 Power & Energy

EXPLORATION 2
STUDENT HANDOUT

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 Power & Energy

How Much Does Power Really Cost?

The components of a city’s power system must work together to provide enough power to the entire city each
day and night. Explore how a power grid handles different loads of power consumption to keep power available
to people at all times.

MAKE SOME PREDICTIONS

What kinds of things affect the cost of using electrical power on a typical day in your home?

§

§

§

GOALS
§ Explain how energy flows through a power grid.

§ Explore what happens when everyone needs power at the same time.

§ Understand why renewable energy sources are important.

MATERIALS & SETUP

§ Connect the myGrid NI miniSystem to the NI myDAQ device and connect the myDAQ to the computer
with the USB cable.

§ Open the LabVIEW Power & Energy app.

§ Have a flashlight or other portable light source nearby.

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 Power & Energy

EXPLORE
1. To better understand how your power grid simulation system connects with real city power grids, label
the parts of the myGrid NI miniSystem. Use resources such as the internet or textbooks to identify parts
you don’t know.

Calibrate

2. Calibrate your power grid simulation system to start exploring. (Calibrate your system each time you
want to simulate a new situation and gather data.)

a. If necessary, open the LabVIEW Power &

Energy app and follow the instructions on
screen.
b. On the Explore page, follow the instructions
to calibrate your power grid simulation
system.

You cover the solar cell because the system

needs to know what a “night time” (no light
shining on the solar cell) reading is and what
a “day time” reading is.

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Measure

3. After your power grid simulation system is calibrated, go to the Run page to start exploring. Take some
time to figure out what is being measured and displayed.

4. Change the app to Automatic mode by pressing the

Auto/Manual button. Then simulate each situation.

a. Night time, no load

b. Night time, full load
c. Middle of day, no load
d. Middle of day, full load
e. What is the app trying to regulate when in
Automatic mode? Hint: The North American
grid control system is set up to keep the load
voltage at a particular level. Use the app to
figure out what that voltage is.
Auto Mode

f. Why does changing from day or night or no load to full load matter?

5. When you run the simulated power grid, 1 minute = 1 hour in the real world. Run the myGrid for varying
number of minutes to see how much power is being used.

For each test, calibrate your system, set up the scenario, time the duration, click Log to Spreadsheet,
record your data in the table, clear the data, and then repeat. Try your own two experiments.

Simulation Scenario Minutes the Grid Ran Amount of Power Used Any Other Observations?
30 sec

1 min

3 min

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Calculate Cost

6. How much does it cost to run the following appliances?

Calculating the amount of energy used:

Power (W) / 1000 x time (h) = energy transferred (kWh)

Cost of electricity:
$.10 per kWh (one kilowatt of power delivered over one hour)

Appliance Watts of Power Time Energy used Cost

32” LCD TV 125 W .25 kWh

Xbox 360 185 W 3 hours

Dishwasher with drying 1200 W $1.30

Other appliance?

7. What steps can you take to lower energy consumption in your home or school?

How Much Does Power Really Cost Me?

8. Did your exploration match what you expected and predicted? What would you change?
Rewrite your arguments or make new arguments and conclusions based on your observations.

a.

b.

c.

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 Power & Energy

DISCUSSION 2
STUDENT HANDOUT

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 Power & Energy

How Much Does Power Really Cost?

Discuss the math and science that allows us to convert raw energy into electricity that can be used in homes
and businesses.

ESSENTIAL QUESTIONS
§ How does a power grid work?

§ What steps can you take to lower energy consumption in your home or school?

§ What forms of renewable energy are available?

GOALS
§ Explain the difference between AC and DC voltage.

§ Explain the role people play in power consumption.

§ Discuss benefits and drawbacks of using renewable energy sources.

MATERIALS & SETUP

As a class or in small groups, discuss the principles presented below. Be sure to connect what you
experienced in your exploration with the principles you’re learning.

DISCUSS
The power grid is a system of producers and consumers of electricity. Producers include coal, nuclear,
natural gas, wind, solar, hydroelectric and other generators of energy to create electricity. Consumers
include residential, commercial, and other consumers of electricity.

VOCABULARY

§ Prototype
§ Solar Cell
§ Generator
§ Biomass Generator
§ Turbine
§ Resistor

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MATH

Complete the following table to use math in a real-world situation.

Assume the average cost of electricity is $.10 per kWh (one kilowatt of power delivered over one
hour). Use the following equation to complete the table below. Show your work. Use the LabVIEW
Power & Energy app to check your answers.

The equation to figure out the cost of electricity is

Wattage / 1000 x Hours Used x Cost of Electricity
Dividing by 1000 changes the Watts (W) to kilowatts (kW), and multiplying the KWs by the hours
used gives you the amount of Kilowatt Hours (kWh).

For example, a 60 W light bulb that is on for 8 hours at a cost of $.10 per kWh costs you $.05.
60 W / 1000 x 8 hrs x $.10 = $.05

Appliance Watts of Power Time Energy used Cost

Laptop computer 45 W .27 kWh

2.5-ton central AC 3500 W 2 hours

Refrigerator 72 W $.17

SCIENCE

§ Define the following science concepts in your own words.

§ Law of Conservation of Energy:

§ Generation of Power

Equation for Power: Power = change in work / change in time

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 Power & Energy

BUILD INTUITION
4. Review

a. What does the myGrid miniSystem model from the real world?

b. What are the three sources of energy modeled in the Grid mini-system?

c. Which energy source in the Grid mini-system is an example of renewable energy?

d. What do transistors do in a power grid?

2. Analyze

a. What can cause a city power grid to overload?

b. How does solar energy work compared to another source of renewable energy such as wind
energy?

c. What might happen if you live in a very rainy and cloudy climate?

3. Connect

Connect your new understanding of city power grids and renewable energy to what you see in your own
city or neighborhood.

1. Can you find any signs that people or companies in your city use renewable
energy sources? For example, have you seen any solar panels or wind farms
around?

2. Draw a picture of your house and where you would put solar panels on it so that
your home could use solar energy to power all of your electrical appliances, like
the television and microwave.

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 Power & Energy

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 Power & Energy

Teacher Planning Chart

Design Application –
Design an Energy Efficient System
Overview Design a Renewable Energy Solution
The Application Activity presents students with a real-world problem to which they can
apply their knowledge of the concept to brainstorm and design a real-world solution.

Goals, -­‐ Research and become aware of problems that can be solved using renewable energy.
Expectations -­‐ Use the Engineering Design Process.
and Standards -­‐ Develop a plan for a renewable energy solution to a specific problem.

Teacher -­‐ The Engineering Design Process

Prerequisite -­‐ General background on real-world energy problems
Knowledge

Time Two 45-minute class periods to brainstorm and design a solution.

Expectations (Optional) One 45-minute class period for each group to present their solutions.

Materials & -­‐ Internet and/or access to a library for research

Tools -­‐ (Optional) Refer to the appendix for an example energy plan template
-­‐ NI myDAQ software installed and hardware configured
-­‐ LabVIEW Power & Energy app open
-­‐ myGrid miniSystem connected
-­‐ Flashlight or other portable lighting

Teaching I. Get Set Up – students are put in a real-world scenario

Strategies II. Design – students pick a problem and design a potential solution
III. Present – students present proposed solution

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 Power & Energy

DESIGN APPLICATION
STUDENT HANDOUT

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 Power & Energy

Design an Energy Efficient System

Here’s the scenario: You work at an engineering consulting firm that helps clients reduce energy consumption
in their home or business. You know that solar power alone cannot provide all the energy needed in a home. A
city power grid can use some solar energy but must also use non-renewable sources. What steps can your
clients take to minimize their energy use?

GOALS
§ Design a smart energy plan for your client.

§ Use the Engineering Design Process.

§ Develop a plan for a renewable energy solution for a specific problem.

MATERIALS & SETUP

§ You’ll need access to the internet or other research materials such as recent textbooks and research
journals to explore possible problems to solve.

§ You can use paper and pencil or computer software to draw out your design plan.

§ Work in groups to brainstorm ideas, but each student designs his or her own solution. It’s okay to have
several solutions to the same problem!

DESIGN
1. Create a Before and After Energy-savings Plan

§ Based on energy used in a typical home, including use of 6 different consumer electronics and
small appliances in the home, write an energy savings plan proposal for your client.

2. Complete steps 1-4 of the Engineering Design Process to develop your idea.

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 Power & Energy

State the
Problem

Show Your
Brainstorm
Process &
Solutions
Results

Engineering Identify
Make it Solution
Better Design
Criteria
Process

Design
Try out the the
Solution Solution

Create a
Prototype

Step 1: State the Problem – Do some exploration and research so you can fully describe the problem
you want to solve.
Step 2: Brainstorm Possible Solutions – List or draw out your ideas.
Step 3: Identify Criteria and Constraints – What must your solution have (or do) and why?
Step 4: Design the Solution – Draft designs of your solutions and choose the best one.

3. Present your idea to the class.

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 Power & Energy

Teacher Planning Chart

Take Action –
Create an Energy Efficient System
Overview Students complete the Engineering Design Process by creating a prototype of their
proposed solution.
-­‐ This project is less about building and more about connecting what students just
designed with what professionals do to problem solve and create solutions.
-­‐ The design is real-world, but the implementation can be kept to prototype only.

Goals, -­‐ Use the Engineering Design Process to design, prototype, and implement a real-world
Expectations solution.
and Standards -­‐ Demonstrate your understanding of the essential questions and principles presented
throughout this unit.

Teaching Decide what guidelines or parameters you will set for the projects.
Suggestions
Decide how student work and final products will be evaluated beforehand so that students
understand the expectations and requirements for this project. You can use the rubric
provided or create your own.

Opportunity to Publish: You or your students are encouraged to submit student projects
to be displayed on the website, K12Lab.com. Share your inspiration and innovation!

Time Four to five 45 minute class periods for in-class prototyping projects
Expectations
Materials & -­‐ Any materials required to prototype the students’ projects of choice.
Tools
Keep the following materials available for reference.
-­‐ NI myDAQ software installed and hardware configured
-­‐ LabVIEW Power & Energy app open
-­‐ myGrid mini system connected
-­‐ Flashlight or other portable lighting

Teaching I. Get Set Up – students reassess the real-world scenario for which they are
Strategies creating a solution
II. Design – students update their designs based on feedback from presentation
III. Create – students create their proposed solutions
IV. Present – students present proposed solution

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 Power & Energy

TAKE ACTION PROJECT

STUDENT HANDOUT

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 Power & Energy

Create an Energy Efficient System

Here’s the scenario: Your proposed plan to reduce energy consumption was accepted by your client! Now they
want to see your plan in action.

GOALS
§ Use the Engineering Design Process to design, prototype, and implement a real-world solution.

§ Demonstrate your understanding of the essential questions and principles presented throughout this
unit.

§ Challenge: Create your own LabVIEW app to test, run, or control your solution.

MATERIALS & SETUP

§ Decide with you teacher whether you will work in groups or individually to develop the solution you
designed.

§ Brainstorm a list of materials you will need for your prototype and work with your teacher, parents, and
the community to gather everything you need.

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 Power & Energy

CREATE
Follow the Engineering Design Process to implement your best idea from the application lesson.

Step 1: State the Problem – Do some exploration and research so you can fully describe the problem you
want to solve.
Step 2: Brainstorm Possible Solutions – List or draw out your ideas.
Step 3: Identify Criteria and Constraints – What
State the must your solution have (or do) and why?
Problem
Step 4: Design the Solution – Draft designs of your
Show Your
Process &
Brainstorm solutions and choose the best one.
Solutions
Results
Step 5: Create a Prototype – Build a working model
of your solution.
Step 6: Try out the Prototype – Test your prototype
Engineering Identify against the criteria you came up with in step 3.
Make it Solution
Better Design
Process
Criteria Step 7: Make it Better – What did not work with your
prototype? How can you make it better?
Step 8: Show Your Process and Results – Present
the process you followed and the results you
Design
Try out the the observed.
Solution Solution

Create a
Prototype

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Appendix

Contents:

1….Example Energy Saving Plan Template

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56
Energy Saving Action Plan
The following is a basic template to help you form an energy saving action plan.

Guide to Producing an Action Plan

§ Generate a list of actions that are likely to help you save energy.

§ Rate the actions based on whether they give you the least or the most savings (in energy or money
savings).

§ Identify and prioritize the actions which are most appropriate to your needs, identify who will be
responsible for carrying out each action and set a completion or review date.

§ The final Section of the template (Your Actions) leaves space to create your own actions.

§ Implement and then evaluate your plan.

Rating Key

None or low Moderate High

Current Cost

Little or none Moderate High

Potential
Energy Saving

Little or none Moderate High

Potential Cost
Saving

Energy Plan Preparation

Review/
Current Energy Cost Action Person
Action Completion
cost saving saving taken responsible
date
Record your current energy
consumption

Create awareness with friends

and family

Get buy-in from friends and

family

(What else?)
Housing Adjustments
Review/
Current Energy Cost Action Person
Action Completion
cost saving saving taken responsible
date
Check or replace weather
stripping on doors and windows

Heating
Review/
Current Energy Cost Action Person
Action Completion
cost saving saving taken responsible
date
Check and adjust heating
control settings

Cooling
Review/
Current Energy Cost Action Person
Action Completion
cost saving saving taken responsible
date
Check and adjust cooling control
settings

Add shade blinds to windows

Lighting
Review/
Current Energy Cost Action Person
Action Completion
cost saving saving taken responsible
date
Replace incandescent light bulbs
with halogen light bulbs

Create a schedule or plan for turning

off the lights

Home and Personal Electronics

Review/
Current Energy Cost Action Person
Action Completion
cost saving saving taken responsible
date
Monitor how long the TV is on

Transportation
Review/
Current Energy Cost Action Person
Action Completion
cost saving saving taken responsible
date
Walk to more places

Carpool
Waste and Recycling
Review/
Current Energy Cost Action Person
Action Completion
cost saving saving taken responsible
date
Use reusable bags for groceries

Water
Review/
Current Energy Cost Action Person
Action Completion
cost saving saving taken responsible
date
Check for leaks

Time how long the water runs during

showers and baths

Document Your Evaluation Results: