Students gain perspective on the intended purpose of hydraulic accumulators and why they might be the next best innovation for hybrid passenger vehicles. They learn about how hydraulic accumulators and hydraulic systems function, specifically how they conserve energy by capturing braking energy usually lost as heat. Students are given the engineering challenge to create small-scale models from which their testing results could be generalized to large-scale latex tubing for a hydraulic accumulator. After watching a video clip of an engineer talking about his lab-based model to test the feasibility of using an elastomer as an energy accumulator, they brainstorm ideas about how latex can be used in a hydraulic system and how they could test the strength of latex for use in a hydraulic accumulator. The concepts of kinetic energy and energy density are briefly discussed.

Students massage (by sorts) spreadsheet data to tease out the relationships between latitude, angle of the sun, surface area of light beam and temperature. Also introduces possible confounding variable of elevation and the need to control for elevation.
• Uses data in a spreadsheet (provided) and flashlight beam lab or Sketchup file to see light surface area increase or decrease with angle change.

In a column devoted to interactive resoures for the K-5 classroom, this article features Recycle City, an EPA-produced, student-friendly web site designed to teach students about actions that create a sustainable community. Students will learn about recycling, reducing waste, and using less energy. The column regularly appears in the free, online magazine Beyond Weather and the Water Cycle, which focuses on the essential principles of climate literacy.

This article highlights lessons and activities for elementary students about heat, insulation, and how animals and people stay warm in cold environments.

Students learn how the sun can be used for energy. They learn about passive solar heating, lighting and cooking, and active solar engineering technologies (such as photovoltaic arrays and concentrating mirrors) that generate electricity. Students investigate the thermal energy storage capacities of test materials. They learn about radiation and convection as they build a model solar water heater and determine how much it can heat water in a given amount of time. In another activity, students build and compare the performance of four solar cooker designs. In an associated literacy activity, students investigate how people live "off the grid" using solar power.

In this video segment adapted from NOVA, a team of archaeologists and engineers explores different uses of the lever by recreating the engineering feats of the ancient Easter Island peoples.

In this activity, students conduct a life cycle assessment of energy used and produced in ethanol production, and a life cycle assessment of carbon dioxide used and produced in ethanol production.

In this lesson, students will extend their knowledge of matter and energy cycles in an organism to engineering life cycle assessment of a product. Students will learn about product life cycle assessment and the flow of energy through the cycle, comparing it to the flow of nutrients and energy in the life cycle of an organism.

This multi-week project begins with a measurement of baseline consumptive behavior followed by three weeks of working to reduce the use of water, energy, high-impact foods, and other materials. The assignment uses an Excel spreadsheet that calculates direct energy and water use as well as indirect CO2 and water use associated with food consumption. After completing the project, students understand that they do indeed play a role in the big picture. They also learn that making small changes to their lifestyles is not difficult and they can easily reduce their personal impact on the environment.

The project is used in two courses, both with the theme of understanding the environmental implications of our use of energy, exploring personal energy use, and learning about the types of energy available to Canadians. One is a face-to-face course for Education majors, the other is an on-line course available to all upper-level (3rd and 4th year) students.

(Note: this resource was added to OER Commons as part of a batch upload of over 2,200 records. If you notice an issue with the quality of the metadata, please let us know by using the 'report' button and we will flag it for consideration.)

This fun Web site is part of OLogy, where kids can collect virtual trading cards and create projects with them. Here, they are introduced to Einstein's life and work with four engaging and kid-friendly areas. Equation Invasion, a look at the world's most famous equation about the relationship between energy and mass. Web Master, the scientists whose ideas and discoveries shaped Einstein's career. Light the Way, an introduction to "the fastest thing in the universe" and the waves it travels in. Everyday Einstein: LASERS, a comic strip that illustrates how Einstein's work led to the development of lasers.

Students are introduced to the correct technical vocabulary for lighting, which is different than layperson's terms. They learn about lamp (light bulb) technology and how to identify the various types of lighting in their spaces. They are also introduced to lighting controls as a means for saving energy- reducing costs, human energy consumption, and greenhouse gas emissions on the environment. Using an accompanying worksheet, students embark on a guided audit in which they survey the lighting in their classroom and identify the potential savings from using controls.

This video segment adapted from Shedding Light on Science describes how astronomical distances can be measured in units of light-years, and how the finite speed of light allows astronomers to study how the universe looked long ago.

This video segment adapted from Shedding Light on Science demonstrates the law of reflection by showing how light energy is reflected off both smooth and rough surfaces at predictable angles.

Students are introduced to circuits through a teacher demonstration using a set of Christmas lights. Then students groups build simple circuits using batteries, wires and light bulbs. They examine how electricity is conducted through a light bulb using a battery as a power source. Students also observe the differences between series and parallel circuits by building each type.

Students measure the light output and temperature (as a measure of heat output) for three types of light bulbs to identify why some light bulbs are more efficient (more light with less energy) than others.

This video segment of Swift: Eyes through Time provides concrete examples to explain the concept that distance in space equals distance in time.

As ice retreats and energy resources along Alaska's North Slope become more accessible, diverse stakeholders consider potential futures and develop a science-informed view of the implications of development in the region.

This 5th grade unit will take about 8 weeks, 25.5 hours to complete. Students plan and carry out an original investigation in which they observe the effect of different types of matter on the growth of plants. They create their own observable question with prompting such as: “What type of matter do you think will affect plants’ growth?” or “Do you think the amount of a particular type of matter will affect how the plant grows?” They observe their experiment over a period of seven days (or longer if time allows). At the conclusion of the investigation, students use their data to explain how plants convert matter (gas and liquid) into plant matter.

This 5th grade unit will take about 8 weeks, 25.5 hours to complete. Students plan and carry out an original investigation in which they observe the effect of different types of matter on the growth of plants. They create their own observable question with prompting such as: “What type of matter do you think will affect plants’ growth?” or “Do you think the amount of a particular type of matter will affect how the plant grows?” They observe their experiment over a period of seven days (or longer if time allows). At the conclusion of the investigation, students use their data to explain how plants convert matter (gas and liquid) into plant matter.