Light Up the Martian City: Alternative Energy Challenge - Virtual

Virtual Experience Streamed Live from the Science Museum

We need a team to examine the use of solar and wind energy on a Martian landscape. Build a wind turbine to generate enough electricity to light up a city on Mars. Measure the volts, connect the wires, and forces of motion will result in energy transformation.

Format:
RMSC sends Zoom link to the teacher. The teacher co-hosts Zoom and manages the participants.

Requirements:
Computer or Smart Device to connect to internet, Zoom, webcam & microphone; Projector and external speakers needed in the classroom.

*Only offered to Monroe County Schools. Kit is delivered and picked up by the RMSC.

Explore our in-person Light Up the Martian City: Alternative Energy Challenge field trip program

Subjects: Engineering & Design, Physical Sciences, Technology & Applications of Science
Program Type: Virtual Lesson
Supporting Curriculum Materials:

Educator Guide

• Essential Questions
• Making the Most of Your Visit
• Correlation to Standards
• Facilitation (What to Expect, Floor Map)
• Glossary Resources

 

Kit Description:

Turbine, base, fans, wires, fan to be returned to RMSC.

Materials for 30 students to build blades for turbine.

NYS Standards:

• K-2-ETS1-1.Ask questions, make observations, and gather information about a situation people want to change to define a simple problem that can be solved through the development of a new or improved object or tool.

• K-2-ETS1-2. Develop a simple sketch, drawing, or physical model to illustrate how the shape of an object helps it function as needed to solve a given problem.

• K-2-ETS1-3. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs.

• 3-5-ETS1-1. Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost.

• 3-5-ETS1-2. Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem.

• 3-5-ETS1-3. Plan and carry out fair tests in which variables are controlled and failure points are considered to identify aspects of a model or prototype that can be improved.

• 4-PS3-2. Make observations to provide evidence that energy is conserved as it is transferred and/or converted from one form to another.

• 4-PS3-4. Apply scientific ideas to design, test, and refine a device that converts energy from one form to another.

• 4-ESS3-1. Obtain and combine information to describe that energy and fuels are derived from natural resources and their uses affect the environment.

• MS-PS3-5. Construct, use, and present an argument to support the claim that when work is done on or by a system, the energy of the system changes as energy is transferred to or from the system.

• MS-ETS1-1. Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account relevant scientific principles and potential impacts on people and the natural environment that may limit possible solutions.

• MS-ETS1-2. Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem.

• MS-ETS1-3. Analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success.

• MS-ETS1-4. Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved.

• 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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