e d u c a t o r sf o rB r i g h t I d e a s

Creative projects by recipients of FirstEnergy’smathematics, science and Technology Education Grants

®

The Kindergarten Illuminating Math-Exploration Project

Geology In The Environment – A Workshop for Science Teachers

Simple Machines

Super Science

Math A La Cart

Power Town

GEMS – Girls Excited About Math and Science

Junior Electricians

An Alarming Electricity Project

Starry, Starry Night

Electricity – At What Cost?

Energy Fair

Circuit City

Sources of Electricity

Building a Kite

2

3

4

5

6

7

8

9

10

11

12

13

14

15

16

Dear Educator:

Since 1985, FirstEnergy and its electric utility operating companies – Ohio Edison, TheIlluminating Company, Toledo Edison, and Penn Power – have awarded more than 800Mathematics, Science and Technology Education Grants to educators who developcreative classroom projects that make learning fun for students.

We’ve funded projects that have included everything from teaching youngsters aboutelectric safety, magnetism, computers and robotics, to those that make learning aboutthe physics of kites, superconductors and high-speed transportation captivating for highschool students.

Bright Ideas for Educators features some of the projects that were highly rated andrecommended for funding by the FirstEnergy Educational Advisory Council. This panelof educators and school administrators evaluates and endorses the educational resourceswe make available to schools and community groups.

We’ve included project titles; teacher, school, and contact information; the project’spurpose; materials used; a brief description of the work; and the teachers’ conclusionsand recommendations for others who may want to duplicate the project.

Please feel free to contact any of the educators who developed and carried out theenclosed projects. They would be happy to discuss these and other ideas for incorporatingmathematics, science and technology into your curriculum.

For more information on the educational resources FirstEnergy makes available, free ofcharge to schools, youth and community groups, visit our Web site atwww.firstenergycorp.com/community, call or visit the Area Manager at your localoffice, or contact the Community Support Department, FirstEnergy Corp.,76 S. Main St., Akron, OH 44308; 330-384-5022.

We’re always pleased to be of service to educators.

1

®

TheKindergartenIlluminating

Math-Exploration

Project

2

Grade: Kindergarten Mathematics

Teacher:Cindy Dressel

School:Jefferson Elementary903 Fifth Street, SWWarren, Ohio 44485(330) 841-2401

Purpose:To help students learn concretemath and critical thinking skillsusing a light box and othermanipulatives to explore suchconcepts as counting, sorting,estimating, and adding.

Materials:Purchased from Lakeshore Company• Light box• Light Box Math Manipulative

Library: Translucent Fish,Shimmering Shapes, SparklingGems, and Sparkling Shells

• Light Box Math ManipulativeActivity Mats: Sorting,Estimating, Patterning,Comparison,and Graphing

• Crystal Lego Blocks

The Work:After teacher demonstration andexploration learning, the studentsdeveloped the light center. For theremainder of the school year,students went to the center daily touse the light box, manipulatives,and activity mats to complete therequired work. Activities included:• Creating a variety of patterns and

simple geometric shapes• Comparing and ordering objects

of different sizes and lengths• Separating, joining, and ordering

sets of objects• Estimating the number of items in

a set using comparisons• Reproducing teacher-directed

activities and creating somethingon their own

Parent volunteers assisted thestudents at the light center.

In Conclusion:“The children weredelighted with the lightbox and enthused aboutusing their math skills.This was a creative,hands-on activity thatused concrete objects todo math. Soon thestudents were lookingfor other objects thatmight let light through,thus a science unit wasdeveloped to discuss theproperties of light. Thechildren also beganputting paper on thelight box to draw or tracepictures to use in art.The results were betterthan I expected. Thechildren had neverexperienced the rewardsof working with a lightbox. They became verycreative with it,experimenting andevaluating their own andothers’ work.”

C. Dressel

3

Grade: K-8Science Education

Teacher:Eileen Bodendorfer, Director

School:Industrial InformationInstitute for Education, Inc.One University PlazaYoungstown, Ohio 44555(330) 742-2314

Purpose:To address the Science As InquiryStandard, science teachers receivedinstruction in scientific inquiry skillsof observation, investigation, theuse of appropriate tools, datacollection, mathematics, criticalthinking, and oral and writtencommunication appropriate to theclassroom and grade level of theirstudents. Participants wereinstructed in the use of appropriatetools, measurement, samples, andmodels to investigate geologicalconcepts. They also receivedinstruction in integrating scienceinto other content areas, formats tohelp students organize theircollected data, reporting formatsfor students, and assessment ideasfor the inquiry processes. Themethods of inquiry were linked tointerdisciplinary lessons and tolearning outcomes required by theOhio Proficiency Test and theCorrelation Chart for LearnerOutcomes in Science Curriculum forGrades K-8 for school districts inWestern Pennsylvania.

Materials:• Stipends for six instructors• Mailings to all schools in

Ashtabula, Columbiana, Mahoningand Trumbull counties in Ohio andMercer County in Pennsylvania

• Printing brochures and handoutsfor science teachers

• Audio-visual materials andequipment rental

• Rock sample collection• Lesson plans• Bibiography• Slides and other teaching

resources

The Work:The Science Workshop PlanningTeam, a group of 15 scienceeducators from throughout the five-county area, met in May, June, July,and September 1999, to plan theworkshop. Brochures were mailedto all schools on September 1. Thedeadline for registration wasOctober 14. Committee membersfinalized presentation details,prepared an evaluation form andmade arrangements for the meetinglocation, hospitality, registrationand refreshments. Nametags andhandout materials were printed inadvance. Stipends for thepresenters were prepared by thedirector of the Institute.Educational resource materialswere collected and distributedto participants.

In Conclusion:“We were surprised andpleased by theoverwhelming responseto the workshop. Onehundred and fifty-sixscience teachers from 33school districtsparticipated in theworkshop on October 20,1999. Evaluations wereexcellent and includedmany requests for futureworkshops. Thepresentations were verypractical and the handoutmaterials were especiallyappreciated. Futureworkshops will be basedon areas of needexpressed by the scienceteachers in attendance.”

E. Bodendorfer

Geology InTheEnvironment –A Workshopfor ScienceTeachers

SimpleMachines

4

Grade 2:All subjects

Teacher:James A. Huddleston

School:Monclova Primary8035 Monclova RoadMonclova, Ohio 43542(419) 865-9408

Purpose:To teach students about simplemachines including inclined planes,pulleys, gears, wheels, axles, andlevers. Students constructedvarious types of machines using theK-Nex System®.

Materials:• K-Nex System®

• Screwdrivers• Hammers• Pliers• Wire cutters• Materials donated to be

disassembled: clocks, radios,circular saw, telephones, VCR

The Work:Working in small groups and usingthe exploration cards of the K-NexSystem®, students built andexplained various simple machines.Problem solving was a major focusin that the students had todetermine which pieces from theK-Nex System® kit were required tobuild the needed machine. As a sideactivity, the students disassembledand carefully examined variousdonated household appliances tosee how simple machines affectmore complex machines. The entireclass, working as a team, created afour-foot-tall Rube Goldberg TeamProject Machine. As an outsideproject, each student had to builda fully operational machine to helpwith a chore around the home. Awritten report on this machineincluded the rationale for makingit, how it made the job easier, andan explanation of how each of thesimple machines contributedto the whole.

In Conclusion:“I was very pleased withthe results. The childrensurpassed myexpectations. By workingin small groups, theydeveloped a sense ofteamwork andcamaraderie. Studentinterest and excitementwas very high, especiallywhen they were able todismantle the donatedmachines. I enjoyedwatching the childrencreate the Rube Goldbergmachine. Although theproject took almost amonth to complete,interest never waveredand excitementconcerning thecompletion wasevident daily.”

J. Huddleston

5

Grade 2:All subjects

Teacher:Amy C. Murray

School:Mercer Elementary School301 Lamor RoadMercer, PA 16137(724) 662-5102

Purpose:To involve 125 second-gradestudents and five teachers in hands-on experiments designed to nurturethe students’ curiosity aboutmagnets and electricity. It was alsohoped that students would learn tocollaborate with each other at thescience stations, assess theexperiments, and develop anunderstanding of magnetismand electricity.

Materials:• Magnet Exploration Kit

(ETA Science)• Electrical Supply Kit

(Hands-On Science)• Electricity and Magnetism Cluster

(Hands-On Science)• Adventures in Science – Electricity

(Summit Learning)• Adventures in Science –

Magnetism (Summit Learning)

The Work:Created 16 hands-on activity stationsinvolving electricity and magnetism:• Making and Using My Magnet Book• What Will a Magnet Attract?• Mighty Magnet• Measuring the Strength of Magnets• Fish and Clips• Will a Magnet Attract Through

These?• Making Magnets• Make a Compass• Different Strokes• Creating Static Electricity• What Causes Static Electricity?• Safety Rules to Follow During an

Electrical Storm• Light Bright• On Or Off? -Testing Electrical

Conductivity of Various Objects• How Does Electricity Flow Into A

Light Bulb?• Biographies/Electricity Time LinePairs of trained student volunteersguided other students through thestations. One day each month wasSuper Science Day. Students fromother second grade classes weredivided into groups of four or fiveand spent ten minutes at each of thefive stations set up for the day. Thetwo student volunteers conductedthe experiments, actively engagedthe other second-graders and helpedthem understand the principles.Afterwards, the students wrote intheir journals about their experiencesand what they learned. By the endof the year, every second-gradestudent in the school had visitedeach of the 16 stations.

In Conclusion:“This project was adefinite success. Theresults were beyond myexpectations. Not only didthey enjoy the activities,they verbally describedwhat they learned duringthe activities. I believe thestudents learned a greatdeal and were given theopportunity to rethinksome misconceptionsthey had aboutmagnetism and electricity.I would suggest thatteachers who wish toduplicate this project feelfree to use or adapt someof the MANY activitiesalready out there andavoid re-inventing thewheel. Also, I plan to giveeach of the student pairsthe opportunity to createa science experiment oftheir own involvingmagnetismand electricity.”

A. Murray

SuperScience

MathA La Cart

6

Grade 3:Mathematics

Teacher:Peg Klingenberg

School:Thomas Jefferson ElementaryLakeshore BoulevardEastlake, Ohio 44095(440) 942-7244

Purpose:• To increase problem-solving skills

by using activity packets toreinforce, enrich, and extend theskills covered in the eight strandsof Ohio’s math proficiency test

• To provide students withopportunities to use appropriatemath tools in a hands-onapproach to problem solving

• To provide tutors, volunteers,parent helpers and studentsworking both outside and withinthe classroom with “portable”math activities

Materials:Teacher resources for skill activities• Geometry for Primary Grades

(Steck-Vaughn)• From Carson-Dellosa, Publisher

-Math Problems-Word Problems-Lifeskills: Everyday Math

• From Educator's Outlet:-Communicating Math With

Color Tiles-Beginning Algebra Thinking-Hands-On Measurement-Time & Money-Daily Math Activities-Activity Math-Critical Thinking

• From Learning Resources:-Data, Chance & Probability-Geometry & Fractions with

Geoboards-Calculator Connections-Making Sense of Fractions-Manipulatives/Math Tools

• Double-sided plastic Geoboards

• Overhead Circular Geoboard• Calc-U-Vue student calculators• Red dice• 1-6 number spinners• Coin and bill sets• Overhead clock dials• Large number cubes• Basic fractions activity cards• 3-meter retractable tape• Storage trolleys

The Work:Step 1 - Activities preparationResource books and manipulativeswere organized according to theeight strands of the math proficiencytest. A minimum of 10 individual skillactivities were selected for eachstrands. The problem-solvingactivities, evaluation sheets andappropriate manipulatives wereplaced in individual zip-lock bags,labeled accordingly, and placed inone of the eight math strandcontainers of the portable mathactivity cart.

Step 2 - Student menusBased upon the previous year’sproficiency profile, observations,assessments, and analyses of thestudents’ weak areas, specific skillbaskets were assigned to eachstudent. A master chart of theappropriate skill activities wasprovided for the student and put ina storage file that hung above theportable math activity cart.

Step 3 - ImplementationThe portable math cart was usedwhen daily assignments werecompleted. Students had tocomplete a specific activity fromtheir menu each week. The cart wasalso available to the tutors, helpers,volunteers, and parents who workedwith students outside theclassroom. Individual baskets or theentire cart could “travel” with thestudent and tutor. A student wouldget the menu from the folder storagefile, be directed to a specific skillarea basket, select an activity fromthe skill list, and gather themanipulatives to carry out theactivity. Upon completion, thestudent filled out the answer sheet,turned it in, and checked off theactivity from the master chart. Allmaterials were then returned to theportable cart.

In Conclusion:“Math A La Cart providedmany opportunities toinvolve students inmanipulative activities.They really enjoyedhaving a choice ofactivities, whichmotivated them to wantto solve problems. Theactivities made learningfun for them, as I hadexpected it would. Inassessing growth andimprovement by lookingat daily work andcontinual progress insolving problems withinthe activities, I have beenvery pleased with thestudents’ work.”

P. Klingenberg

7

Grade: 3All subjects

Teachers:Carolyn Dehner and Judith Lehmer

School:Hopkins Elementary School7565 Hopkins RoadMentor, Ohio 44060(440) 974-5268

Purpose:As a culminating activity to anintegrated unit of study on energy,students designed and created ascale model of a community withthree-dimensional buildings and anelectrical network to power lightswithin the city.

Materials:• Ohio Energy Project membership

and materials• Particleboard• Wire• Small posts• Connectors• Large batteries for generators• Low-voltage lighting

The Work:The project was carried out over asix-week period and included:• Developing a concept web

consisting of types of energy,resources, uses, safety factors, anda historical perspective with afocus on electricity

• Activities/experiments in the FOSSScience Kit on magnetismand electricity

• Students read the biography ofThomas A. Edison and completedthe Science Court computerprogram on electricity.

• The class visited the PorterScience Center for additionalhands-on lessons.

• Students designed and created amap of the city using the TomSnyder software, NeighborhoodMap Machine and CommunityConstruction Kit.

• Students used the knowledge theyacquired to construct the scalemodel of their electrified city.

In Conclusion:“The project resulted inan exciting and positivelearning experience forteachers, students, andparents. The children werevery enthusiastic aboutthe unit of study. Theirlearning and interestexceeded ourexpectations. A deeperunderstanding of thematerial resulted becauseof the variousways/ formats in which itwas presented,experimented with, andapplied. The unitintegrated well with allcontent areas, allowingfor connections to bemade and richer, deeperlearning to occur.”

C. Dehner andJ. Lehmer

Power Town

GEMS - GirlsExcited

About Mathand Science

Grades: 3-5All subjects

Teacher:Ruth Brickley

School:Smith Elementary School535 Wyleswood DriveBerea, Ohio 44017(440) 234-2797

Purpose:To provide meaningful opportunitiesfor girls to experience math andscience – specifically physics,electricity, and magnets – and tobetter understand their majorconcepts. To provide young girls withhands-on math and scienceexperiences outside of the normalclassroom, where the fear of gradescan stifle creativity and success.

Materials:From AIMS Education Foundation:• Mostly Magnets• Electrical Connections• Hard Hatting In A Geo-World• Soap Films and Bubbles

• Energy Balls and Electrical SupplyKit - NASCO

• Sticky notes, iron filings, sand,lunch bags, string, aluminum foil,plastic cups, tweezers, plasticbags, large needles, pie plates,and construction paper

The Work:Invitations went out to 85 girls ingrades 3-5. Due to limited space,the GEMS group was limited to thefirst 30 who signed up. During thenext four months, ten one-hourevening meetings were scheduled.Using selected AIMS lessons as afocus, the students explored suchdiverse topics as:• Structures• Pillars of Strength• Thanks For Your Support• Bridge It• Fun Stuff• The Human Body• Heat, Light and Sound• The Water Cycle• Magnets and Electricity• Fish and Clips• Through it All• How Close Can You Get?After each session students reflectedon the activity by writing in a journal.At the final session, students andparents completed evaluation formsand discussed topics to consider fornext year.

In Conclusion:“I was very pleased withthe outcomes of theproject and studentparticipation.The girls hadexcellent questions anddeveloped their thinkingskills through theactivities we shared. Theirjournal recordings werevery insightful and usuallyvery positive. Allexpressed a desire to sign-up for the next schoolyear. Before undertakingthis project, I wouldsuggest teachers attendan AIMS summerworkshop to learn thephilosophy behind theirprogram and activities.” R. Brickley

8

9

Grade: 4Science

Teacher:John Bietzel

School:Eagle Heights Academy1833 Market StreetYoungstown, Ohio 44507(330) 742-9090

Purpose:Students will identify anddemonstrate how electricity is made,develop a wiring plan, create aparallel circuit, and identify andinstall a power source. To evaluatestudent knowledge, they designedand constructed a model house thatcontained working lights, switches,and a parallel circuit design.

Materials:• Copper wire• Alkaline batteries (9-volt)• Battery holders• Toggle switches• Plywood• Small light bulbs• Miscellaneous building materials

The Work:After the instructor introduced theunit on electricity, students:• Learned to create a parallel circuit

during a mini-lab experience;• Constructed a homemade switch

using simple materials;• Compared and contrasted

conductors and insulators;• Viewed award-winning house

construction projects frompast years;

• Used old electronics for houseparts during an electronics “junkday”; and

• Designed and began constructionof their model house at school andcompleted them at home.

A rubric was used to evaluate thesuccess of the model houses. Therubric consisted of a checklist ofrequired items including, fourworking lights, working switches, atleast one parallel circuit, quality ofconstruction, and creativity.

In Conclusion:“I was very pleased withthe results. Both studentand parent involvementwere above what Iexpected. The studentsfelt they were not onlyinvolved, but were trueinstruments in their ownlearning. The sense ofpride and accomplishmentwas deeply ingrainedwithin every student whocompleted the project.”

J. Bietzel

JuniorElectricians

An AlarmingElectricity

Project

10

Grade 4:All subjects

Teacher:Karen Loychik

School:Dobbins Elementary School3030 Dobbins RoadPoland, Ohio 44514(330) 757-7011

Purpose:This was the culminating activity fora unit on electricity. Students put touse their knowledge of electricalcircuits and switches by designinga pencil box burglar alarm.

A book that the students hadrecently read, “Dear Mr. Henshaw”by Beverly Cleary, served as thestimulus for this project. In the book,the main character designed aburglar alarm for his lunch box.

Materials:• Pencil boxes, aluminum foil,

masking tape, cardboard,electric bells, buzzers,wire, switches, smalllight bulbs,and batteries

The Work:Working in small groups, studentswere given a battery, light bulb, andelectric wire and instructed on howto make a complete electrical circuitto light the bulb. Students were theninstructed on how to insert anelectrical switch into the circuit andthe differences between series andparallel circuits. Using thisinformation, they were then giventhe task of designing and buildinga quiz board using cardboard,aluminum foil, masking tape, abattery, bulb, and wire. Finally, thestudents designed and built theirpencil box burglar alarms. For all ofthe projects, students recorded intheir science journals their designs,observations, results, andconclusions for the variousinvestigations intoelectrical circuitry.

In Conclusion:“Students successfullycompleted the projectsand seemed to have a realunderstanding ofcomplete circuits. Theproject experiences aidedin their understanding ofhow a complete circuitworks. I was pleased withthe project. Having thestudents working in smallgroups was helpful. Thestudents who finishedtheir projects then helpedstudents who werehaving difficulty.”

K. Loychik

11

Grade 5:All subjects

Teacher:Rebecca S. Reiter

School:St. Paul School1580 Brown StreetAkron, Ohio 44301(330) 724-1253

Purpose:Exploration of the solar system iscombined with the properties ofelectricity to provide students withan exciting hands-on approach todiscovering how an electric circuitworks. Each student will useresearch and report writing skills tostudy a constellation of their choice.After completing severalintroductory activities on electricalcircuitry, the students will constructan illuminated constellation board.This illuminates the constellationand provides a diagram of theelectrical circuitry.

Materials:• “D” batteries, 600-count light

strands, pegboard, black spraypaint, electrical tape, wire cutters,end caps, paper clips, brass-plated fasteners, contact cement,and thumbtacks

The Work:Students spent one weekconducting five activities fromScience in a Nutshell/ElectricalConnections, while learning aboutbasic electrical terminology and howto create series and parallel circuits.They then researched a constellationof their choice, its location in thelate spring sky, and other interestingfacts. The students then combinedtheir knowledge of electrical circuitryand constellations to construct aconstellation board using a 2' x 2'piece of pegboard spray-paintedblack, miniature Christmas treelights, batteries, thumbtacks, andpaperclips. The constellation boardconsisted of a series circuit shapedlike the constellation, operated bya switch, powered by batteries, andilluminated with miniatureChristmas tree lights. The studentsincluded a diagram of their circuits,a report about the constellation, anda creative title for the project. Thestudents then demonstrated theirconstellation boards to visitingclasses.

In Conclusion:Combining the science ofelectricity with the studyof constellations wasexciting for the children.The report writing,creative labeling, andcircuitry illustrationsallowed them to use theircomposition and art skillsas well. More problemsoccurred thananticipated, however,with getting the seriescircuits to workconsistently.To improveupon the project, I wouldhave parents available tohelp, allow more time toimplement the project,and use other materialssuch as battery holdersor adjustable straps. Iwould definitely do theproject again. Some ofthe students even gaveup free time to work onthe project. Whenstudents give up freetime to do school work,it is a project worthdoing again.”

R. Reiter

Starry,Starry Night

Electricity –At What

Cost?

12

Grade 6:Science

Teacher:Thomas LaMoreaux

School:Columbia Middle School13646 West River RoadColumbia Station, Ohio 44028(440) 236-5741

Purpose:To increase student awareness ofthe monetary and environmentalimpact of electric energy usage inthe home. Students will firstmeasure overall monthly kilowatthours of electric usage by householdappliances in their home and thencompete with other members of theclass and the teacher to reduceoverall monthly electric usage.Students will also evaluate variousalternate energy sources as a meansof satisfying their householdelectricity needs.

Materials:• Watts Up? Meter, Teacher’s

Guide, and StudentWorkbook – ETA Science

• Student awards

The Work:A letter was sent home explainingthe project to parents and askingthem to share and discuss theprevious month’s household electricbill with their student. Each studentcalculated a daily average kilowatt-hour usage for his or her home. The“Watts Up? Meter” was used tomeasure cumulative electricityconsumption in watts and watt-hours for various appliances, as wellas dollars and cents, assuming anaverage charge of approximately$0.11 per kilowatt-hour used. Eachstudent organized the data into aspreadsheet and attempted toreduce the total kilowatt-hours usedfor the next month. In the classroom,alternate energy sources werediscussed and investigated by thestudents. These energy sourceswere compared to fossil fuel sourcesboth monetarily andenvironmentally. At the end of themonth, students presented writtenand oral reports on alternate energysources as possible sources ofelectricity, and how they reducedtheir daily kilowatt-hour usage forthe previous month. The studentwho lowered his or her usage by thegreatest percentage received aprize. If any student lowered his orher percentage greater than theteacher, that science class receiveda free recess.

In Conclusion:“The results of this projectwere even better thanexpected. Parentinvolvement was high andthey were very pleased atthe awareness of thestudents as to electriccosts and usage. Thisproject is extremelyflexible and can be carriedout while involved inanother unit. Theinclusion of both mathand computer teacherswas a definite plus.”

T. LaMoreaux

13

Grade: 7Chemistry & Physics

Teacher:Cheryl Porter

School:Willetts Middle School1045 Hadcock RoadBrunswick, Ohio 44212(330) 225-7731

Purpose:To have students host an EnergyFair for the school and community.Students will develop and teach atvarious stations a variety of hands-on, energy related projects, whichvisitors will be able to work on andtake with them. The projectsinclude:• Energy demonstrated by the

change of temperature(Participants make ice cream andmeasure before and aftertemperatures.)

• Energy demonstrated through amagnetic force (Participants makeelectromagnets.)

• Energy demonstrated bymovement of air (Participantsmake windmill pencils propelledby a balloon.)

• Energy produced and storedthrough photosynthesis(Participants learn how plantsmake and use nutrients bygrowing their own plants.)

Materials:• Paper, copper wire, nails, batteries,

milk, rock salt, plastic bags,vanilla, mouse traps, balloons,pencils, straws, plant materials,food materials

The Work:In early January, students generatedideas and researched energysources for the fair booth activities.Students then created a pamphletwith scientific descriptions of eachactivity and organized the following:• Materials to be bought and used• Contacts for outside sponsors• Charts and instructions for each

booth activity• Invitations to other schools• Flyers for neighborhood stores• Cable TV and newspaper contacts

Upon completion, studentspresented their activity toclassmates. After peer review,changes were made and a final“dress rehearsal” was made to theclass. The “Energy Fair” waspresented in April, prior toSpring break.

In Conclusion:“The results were betterthan I expected. Thestudents demonstratedpatience and eagerness.Over 200 people attendedand were very impressed.The students instructedtheir visitors in the howand why of their subjectsin a hands-on approach toscience that had everyonetalking and eating (icecream and cotton candy).I suggest that teachers bespecific in instructions,delegate, have specifictimelines, notify parentsabout the magnitude ofthis project and seek theirhelp in evaluating studentsand their results.”

C. Porter

Energy Fair

Circuit City

14

Grades: 7-8Science

Teachers:David Sandys and Jahnine Blosser

School:East Toledo Junior High355 Dearborn AvenueToledo, Ohio 43605(419) 691-4692

Purpose:• To create a large-scale circuit board

where students and parents canbuild and explore parallel andseries circuits to understand howelectricity flows in a city

• To have students trace energytransformation in anelectrical system

• To familiarize students withelectrical terms and concepts topositively affect proficiencytest scores

• To provide opportunities for peerteaching, exploration learning, andembedded assessment

Materials:• Plywood sheets,

balsa wood, lightbulbs, light bases,switches, batteryholders, batteries,tools, wooddowels, paint,alligator clips,buzzers

The Work:As a class project to enter in theschool’s Energy Carnival, studentsbuilt Circuit City. After the materialswere purchased and assembled,students downloaded buildingmodels from the Internet. Buildingswere attached to a 4'x 4' plywoodboard, bulbs were placed inbuildings, and the city was wired.Students, working in teams,followed various “work orders” toroute electrical power from thepower plant (batteries) to thevarious buildings. Work ordersincluded series circuits, parallelcircuits, switches and doorbells(buzzers). Specific tasks weredeveloped such as wiring twobuildings so that one switchcontrolled the lights inboth structures.

In Conclusion:“The students enjoyed allphases of the project,which was very effectivein meeting the objectives.Student involvement wasvery high, peer teachingoccurred frequently,students often sharedthoughts and ideas incooperative problemsolving, and all had fun.One of the secrets to thesuccess of this project isto let the students do asmuch of the workas possible.”

D. Sandys andJ. Blosser

15

Grade: 7-8Science and Algebra

Teacher:Nancy Pevets

School:Eisenhower Middle School331 North Curtice RoadOregon, Ohio 43618

Purpose:Students studied various sources ofelectricity by constructing dry andwet cells, an electromagnet,thermocouple, and a simple electricgenerator. Using a multimeter, theymeasured the voltage, current, andelectrical resistance produced byeach of the devices. Studentslearned about the nature ofelectricity, electrical circuitry, circuitdiagrams, and Ohm’s law.

Materials:• Economy analog multimeters,

copper wire, iron wire, strips ofcopper and zinc, beakers,ammonium chloride and saltsolutions, styrofoam cups, rubberbands, masking tape, filter paper,batteries: (AA, AAA, D and 9-volt),bar magnets, and matches

The Work:Students were introduced to thenature of electricity, charges, electriccurrent, voltage, resistance, circuitry,and batteries. They then conductedexperiments to discover howcharged materials interact andconstructed electric circuits byreading diagrams. They used dryand wet cells, an electromagnet,thermocouple, and a simplegenerator.

The students used the multimeterto measure current, voltage, andelectrical resistance of the devices.Ohm’s law was presented and thestudents practiced rearranging thisequation for the variables. Theeffectiveness of this project wasmeasured by student responses onteacher-constructed lab sheets,periodic quizzes, and acumulative test.

In Conclusion:“The students wereenthused about theprojects, activities, andlabs. I teach general-levelscience classes and thetest scores were actuallyhigher than I expected. Ithink this increase wasdue to the high studentinterest in all of theactivities.”

N. Pevets

Sources ofElectricity

Grade: High SchoolAlgebra and geometry

Teacher:Rebecca Nickoli

School:Norwalk High School80 East Main StreetNorwalk, Ohio 44857(419) 668-2079

Purpose:To have students use mathematicsand physics as tools to design andbuild a kite capable ofsustained flight.

Materials:• Wood strips (bead board)• Glue• Plastic and fabric covering• Kite string

Building AKite

16

The Work:Students first studied the history ofkites and kite making. Using appliedphysics, students evaluateddifferent styles of kites (two-stick,hexagon, box) as to how well eachwould fly. After discussing themerits of each basic design type,student pairs designed a kite of theirown. Each team had to measure thetotal surface area of their kite andall angles. Students then chose theconstruction materials, cut out thevarious parts, and assembled thekite in class. The kite designs weretested on the football field. Uponcompletion of the project, studentssubmitted a paper that included anevaluation of the design andsuggested improvements.

In Conclusion:“Students enjoyed thisproject. In addition tolearning the history ofkites, students becameaware of the need forexact measurements,how to work in teams,and how to solveproblems. We alllearned that things donot always go asplanned. Teachersinterested induplicating this projectshould be aware of theimportance of usingthe lightest wood (orsubstitute material)possible for the spinesand spars of the kites.Also, the physicsteacher can be invitedinto your class todiscuss such conceptsas flight, lift, andwind properties.”

R. Nickoli