I am proud to announce that two staff members from Penn Middle School will be presenting at an upcoming conference. Mr. Rick Steele a technology teacher and Mr. Jim Simpson the principal will present at the Pennsylvania School Boards Association conference in Hershey at the end of October. I think it is always wonderful that Penn-Trafford can share some of the great initiatives we are undergoing with the rest of the State. I particularly like the fact that the program they will be sharing is an innovative curriculum designed by Mr. Steele. The curriculum helps our students become better thinkers and expands their knowledge base. Mr. Steele and Mr. Simpson shared the following with me.
Penn Middle School Technology Instructor Rick Steele has been chosen to present the C.A.R.E.E.R. Technology Curriculum at the PSBA Educational Excellence Fair next month in Hershey. The curriculum was the product of a $5000 grant awarded by Dominion Energy during the 2010-2011 school year.
The purpose of the grant was to acquire funding that was used to purchase equipment, instructional supplies, and consumables to make eighth grade students aware of conserving energy while exposing them to renewable, non-renewable and inexhaustible forms of energy. The title for this pilot project is C.A.R.E.E.R. C.A.R.E.E.R. is an acronym, which stands for: Children Actively Researching Energy & Exploring Reduction. This title was chosen because it is applicable to life-long learning. The students need to realize that the habits they form now will be carried with them the rest of their life. Something as simple as turning off a light switch or lowering the thermostat a degree or two can not only save them money, but reduce their impact on the environment.
The three units of the activity focus on wind power, solar power, and energy conservation. The wind unit consists of the students constructing windmills and using them to create a wind farm. The students are moved into small groups for this challenge. The groups are supplied with the “bodies” for the three windmills. It is up to them to research and construct the most efficient blade and blade configuration. After attaching their blades, they take their completed windmills to a simulated wind field. In the solar unit, the students assemble a solar module. The students explore different wiring configurations (series, parallel, etc.) to see which one will produce the most voltage and/ or current. They also vary the light source to determine the minimum amount of light and impact of the angle of light. Finally, a load (a fan or light bulb) will be hooked to the module to see the real world application. The final unit will focus on light bulbs. The primary focus is to compare an incandescent bulb, a compact fluorescent bulb, and a light emitting diode (led) bulb. We conduct an experiment in which we measure light output, energy consumption, and the amount of heat given off. Some of the tools used to conduct our study are a digital thermometer, a light meter, and a Kill A Watt monitor. We also research life expectancy and cost per unit for each bulb. The goal is to see which bulb is the most cost effective to purchase.
Energy reduction and conservation can be achieved by making a few simple changes around the home. Using the sun to generate electricity and heat water. Utilizing the wind to power entire towns. These greener forms of energy are ever increasing in popularity while becoming more affordable for consumers. Who knows where it will end? By the time these students are homeowners, solar panels on roofs and windmills in local fields might be the norm, not the exception. By participating in these three units we hope the students realize they really can make a difference. Hopefully it will become a C.A.R.E.E.R. choice.
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