The Texas Green Energy Grid: Engineering the Future

Step 1: Preparation (15 mins). Ensure all multimeters have fresh batteries. Set up halogen lamps to ensure consistent light intensity across groups.

Step 2: Introduction & Theory (20 mins). Discussion prompt: 'Why doesn't a solar panel in Dallas produce the same energy as one in Seattle?' Explain incident angle and irradiance.

Step 3: Safety Protocol (5 mins). Warn students that halogen lamps get very hot. Do not touch the bulb. Wear safety glasses in case of bulb breakage.

Step 4: Data Collection - Angles (45 mins). Students rotate the panel relative to the light source using a protractor. They must record Volts and Amps at each interval to calculate Watts.

Step 5: Differentiation. For advanced students, introduce the 'temperature' variable by heating a panel with a hairdryer and measuring the efficiency drop. For support, provide a pre-made data table.

Step 6: Analysis (45 mins). Students graph their results. Ask: 'At what angle was power maximized? How does this relate to the latitude of Dallas (approx 32 degrees N)?'

Step 7: Clean up and Debrief (15 mins).

Step 1: Introduction (20 mins). Show images of West Texas wind farms. Ask: 'Why are the blades long and thin?' Explain aerodynamics.

Step 2: Software Setup (15 mins). Ensure all students are logged into the CAD platform. Troubleshoot login issues.

Step 3: Guided Practice (45 mins). Project your screen. Show students how to drag shapes, group objects, and use the 'hole' function to shape the blade curve. Monitor room and assist.

Step 4: Design Challenge (60 mins). Prompt: 'Design a set of 3 blades that maximizes rotation speed.' Students work independently or in pairs.

Step 5: Fabrication (Offline or Online) (60 mins). If 3D printers are not available, have students translate dimensions to heavy cardstock and cut/fold. If simulating, use software simulation tools.

Step 6: Testing (30 mins). Mount blades to a DC motor hub. Use a box fan to create wind. Measure voltage output using the multimeters from Module 1.

Step 7: Evaluation (10 mins). Discuss which designs worked best and why.

Step 1: Safety Briefing (10 mins). Goggles and aprons are mandatory. Explain that we are generating Hydrogen (flammable). No open flames until the controlled test.

Step 2: Theory (20 mins). Write 2H2O -> 2H2 + O2 on the board. Ask students to predict the volume ratio (2:1).

Step 3: Setup (20 mins). Guide students to mix warm water with a tablespoon of Epsom salt (electrolyte). Pure water doesn't conduct well.

Step 4: Apparatus Construction (30 mins). Insert sharpened pencils (graphite) through a cardboard lid into a beaker. Connect alligator clips to the exposed top graphite.

Step 5: Reaction (30 mins). Connect the 9V battery. Students should immediately see bubbles. Have them note which electrode produces more bubbles (Cathode = Hydrogen).

Step 6: Confirmation (20 mins). If using proper Hofmann apparatus or test tubes, trap the gas. Use a lit splint to hear the 'squeaky pop' of Hydrogen.

Step 7: Stoichiometry (20 mins). Have students calculate the moles of gas produced based on volume (Ideal Gas Law extension for advanced groups).

Step 1: Context (15 mins). Discuss the deregulated energy market in Texas. Ask who pays the bills at home and if they know what a kWh is.

Step 2: Document Analysis (30 mins). Have students read an EFL (Electricity Facts Label). Identify the base charge, TDU delivery charges, and energy charge.

Step 3: Simulation (45 mins). Scenario: A house uses 1,200 kWh/month. Cost of grid power = $0.14/kWh. Cost of Solar Install = $18,000. Solar generates 100% of needs.

Step 4: Math Modeling (20 mins). Monthly Bill = 1200 * 0.14 = $168. Years to pay off = $18,000 / ($168 * 12).

Step 5: Variables (Optional). Add interest rates on a loan or tax incentives (30% Federal Credit).

Step 6: Debrief (10 mins). Discuss how 'Going Green' is an economic decision as much as an environmental one.