Interactive Energy Simulations

Interactive Energy Simulations Activities Inside: • Electricity Production Simulation • Nuclear Power Plant Simulation

• PV Ping Pong • Hydrogen Fuel Cell Simulation • Baseload Balance

Grade Levels:

Elem

Elementary

Intermediate

Secondary

Subject Areas: Science Technology

Math

Teacher Information &Background In science, there are many concepts and processes that are very tricky to explain - even a diagram doesn’t always help make sense of a concept.

Simulations to the rescue!

Simulation-based learning is a classroom practice that guides students through or immerses them into an experience that aims to replicate a real-world process. Simulations typically involve a combination of modeling, entertainment or game-play, and instruction, and can come in many shapes, sizes, and formats. Simulations in the classroom help students understand a process while exploring, practicing, and mastering content expectations, especially when scale is tough to observe or the actual process is difficult to recreate or view first-hand.

Simulations help surgeons learn to operate, astronauts to make repairs in space, actors to learn their characters, and meteorologists to predict the weather. Practice makes perfect!

These energy simulations will help introduce students to a few challenging energy concepts and processes, including energy transformations in power generation, how a nuclear power plant works, the photoelectric effect in solar cells, hydrogen fuel cells, and managing electrical demand. Each of the energy simulations we have selected require that students get up and out of their seats to act out a portion of the concept or process represented. Can’t take students to a power plant? Create one in your classroom!

All of the simulations in this sampler can be found within existing NEED modules and guides, and each is referenced on the individual simulation overview page. Each simulation includes an introduction, suggested grade levels, set-up instructions, a list of suggested materials, and opportunities for extension. Most of the simulations will utilize the majority of your class to run, but each can be tweaked to match the materials of your choosing, the number and grade level of students available, and the space you have to work with. As you work through each simulation, allow students the opportunity to switch roles for further practice and mastery. Looking for a quick and easy assessment to follow the simulation? Ask students to write an expository paragraph explaining the process, or ask them to detail what they might change in the simulation to make a better model.

This sampler includes five example simulations for various topics and grade levels. However, NEED has many more to offer within several of our other energy units. Check out some of these other fun simulation activities, too! All guides can be downloaded from www.shop.need.org.

Cool Coal Story - Understanding Coal, grades 6-8 Hot Topics in Hydropower – Exploring Hydroelectricity, grades 6-12 Offshore Oil and Gas Lease – Exploring Ocean Energy and Resources, grades 9-12 Nifty Natural Gas Story – Exploring Oil and Natural Gas, grades 6-12 Pretzel Power – Transportation Exploration, grades 3-5

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Siting a Wind Farm – Exploring Wind Energy, grades 9-12

Interactive Energy Simulations

MATERIALS ACTIVITY

MATERIALS SUGGESTED

Electricity Production Simulation

Construction

paper String

or rope Scissors

Art supplies as needed to create props

Nuclear Power Plant Simulation

Poker

chips, sticky notes, small candies, or counting pieces (60-100 pieces needed) 3 Pieces of poster board Blue

plastic table cloth Index

cards String

Hole

punch Red

construction paper Blue

construction paper Rope

or extension cord Flashlight

Masking

tape Swivel

stool (optional)

PV Ping Pong

20 – 25 Foam or tennis balls Flashlight

Colored

tape Sticky

name tags

Hydrogen Fuel Cell Simulation

4 Flashing bulbs 1 Flashlight Fringe

(4 pieces, each 6ft in length) Colored

tape Scissors

String

Baseload Balance

Scissors

Tape

Rope

Colored

paper Individual

marker boards with erasers and markers

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3

Electricity Production Simulation This activity, or similar versions titled A Cool Coal Story or Nifty Natural Gas Story, can be found in the following NEED guides at www.NEED.org: ElectroWorks Elementary Science of Energy Intermediate Science of Energy Wonders of Oil and Natural Gas Exploring Oil and Natural Gas

Time 20 – 30 minutes

Grade Levels Elementary, grades 3-5 Intermediate, grades 6-8

Number of Students 24

Extensions To incorporate more students, add additional students in the roles of cooling towers, power lines, and electrical devices.

&Background Energy is constantly transforming around us. Energy transformations are what enable us to generate electricity from the natural resources we harness from our environment each day. As a society, we are accustomed to plugging in, flipping a switch, and powering whatever we desire.

However, we don’t always think about all that must occur in order to provide electricity to carry out our tasks. Power plants are not always located near where we live, because electricity can be transported to us over long distances. So, understanding what goes on in a power plant, and how energy is constantly transforming to power our lives is often difficult for students to comprehend.

In this simulation, students will explore the energy flow involved in a coal power plant, the number one source used for electricity generation in the U.S. Students will assume a role in the flow of energy from ancient swamp plant to electrical consumer. As students become more comfortable with the simulation, ask them to identify the form of energy involved in their assigned role. This simulation is great for student energy fairs, to teach younger students, and to showcase at parent nights.

 Objectives Students

will be able to describe how a power plant generates power using coal.

Students

will be able to list or draw an energy flow from energy source to consumer.

Students

will be able to identify forms of energy and how they transfer in an energy flow.

 Suggested Materials Construction

paper String

or rope Scissors

Art supplies as needed to create props

Set-up Procedure 1. Assign students to the roles listed on page 5.

Change

the source utilized in the simulation from coal to wind.

2. Ask students to create a prop or set of props and determine the actions that might help them demonstrate their role.

Have

students draw and illustrate the process after completing the simulation.

3. Direct students to try and put themselves in order for the story you will read. For older students, or an added challenge, assign students their roles in a mixed-up manner, rather than using the ordered list.

Ask

students to create a book that expands and illustrates the story in the simulation.

4. Work through the simulation once, reading the script and directing students to act out their role. Use the prompts in parenthesis as needed. After the first round, ask students to think about what form or forms of energy their role might involve and make themselves a prop or sign to showcase their form(s). Run the simulation again and highlight the energy transformations involved at each step.

Ask students to write a paragraph explaining the process using appropriate transition words and energy form vocabulary.

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5. Repeat the simulation as needed, switching roles as many times as needed.

Interactive Energy Simulations

Student Roles 3 students representing plants that will turn into coal

1 student to represent the pipes leading to the turbine

1 student to represent the sun

1 student to represent the turbine

3 students to represent the miners

3 students to represent the generator

3 students to represent the train taking the coal to the power plant

1 student to represent the power lines out of the power plant

2 students to unload the coal from the train and put it under the boiler

1 student to represent the power lines into the house

1 student to represent the boiler

1 student to represent the transformer 3 students to represent electrical items in a house (toaster, fan, TV, etc.)

Simulation Story Millions of years ago, the sun was shining and plants were growing. (The sun puts his hands up in a circle around his head. The plants go from squatting to standing up.)

Then the plants died. (Plants fall to the ground.)

Over the years, the plants decayed and pressure was put upon them, turning them into coal. (The teacher pretends to push down on them.)

Miners come and dig out the coal and then they load it on a train. (Miners pretend to be mining out the coal and shoveling it onto the train that is made up of three students.)

The train takes the coal to the coal power plant. (Have the three students travel to the power plant making the sound of a train.)

The coal is unloaded at the power plant and burned beneath the boiler. (Students pretend to shovel coal under the outstretched curved arms of the student representing the boiler.)

The water in the boiler boils and the steam goes through the pipes and turns the turbine. (The boiler makes a bubbling sound, the person representing the pipes has outstretched arms and makes a hissing sound. The person representing the turbine has arms close to body but hands sticking out to be the blades.

The pipe steam pushes on the hands and the turbine turns.)

The turbine is hooked to the generator. When the turbine turns, the shaft in the generator turns with the coils of wire and magnets. (The person who is the shaft turns their outstretched arm around and around.

The other two students represent the wire and magnets and walk around the shaft.)

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Electricity is now produced in the generator and is sent out at high voltage through the power lines. (The power line person has both arms outstretched and moving really fast back and forth.)

The transformer reduces the voltage. (The transformer has both arms outstretched. The arm that is closest to the power line is moving back and forth quickly. The other arm is going much slower.)

The electricity travels to the home. (The power line student moves outstretched arms slowly.)

Items in the house that run by electricity now have power. (Student representing a fan turns in circles, the toaster pops up from a squatting position and the TV comes on. The student representing the TV can start talking like a commercial or show.)

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Interactive Energy Simulations

Nuclear Power Plant Simulation & Background The operation of a nuclear power plant can be complicated, with its many systems, gauges, valves, backup systems, and alarms. However, the basic process is quite simple, and this simulation allows students to walk through that process.

In the simulation, students will represent the major parts of a nuclear power plant system: control rods, fuel rods, circulating water, and generation and transmission lines. Energy is represented using “energy chips” and the simulation demonstrates how that energy is passed and distributed throughout the entire system.

The simulation is meant to show the very basic operation, and how the energy is transferred from one loop to another within the power plant operation. If students take an interest in the energy transfer process, a more complex but realistic version depicting the distribution of energy within the system can be found in the secondary version of this activity found in NEED’s Exploring Nuclear Energy.

This activity can also be found in the following NEED guides at www.NEED.org: Energy From Uranium Exploring Nuclear Energy

Time 45-60 minutes

Grade Levels Intermediate, grades 6-8 Secondary, grades 9-12

Number of Students

 Objectives

22-27

Students

will be able to describe how energy is transformed in a nuclear power plant.

Students

will be able to explain how electricity is generated in a nuclear power plant.

Extensions

 Suggested Materials Poker

chips, sticky notes, small candies, or counting pieces (60-100 pieces needed) 3 Pieces of poster board Blue

plastic table cloth

Index

cards String

Hole

punch Red

construction paper Blue

construction paper Rope

or extension cord

Flashlight

Masking

tape Swivel

stool (optional)

2 Simulation Preparation Cut two “turbine blades” from one piece of poster board.

Using

the index cards, make 3-4 hang tags that say “steam” on one side and “water” on the other.

Laminate if you wish. Punch a hole in the top and thread string through the hole to make a loop big enough for a necklace.

Make

6-7 two-sided hang tags from red and blue construction paper, so red is on one side and blue is on the other. Laminate if you wish. Punch holes and construct necklaces as before.

If you would like, trim the plastic table cloth into a pond shape.

Mark

out three areas on the floor with masking tape using the diagram on page 9. One area will be the primary loop, one will be the secondary loop with generator and transmission, and one will be the cooling system. Indicate “exchange zones” where energy chips will be handed from one loop to another as the activity progresses.

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Once

you have gone through the simulation, students may ask what happens if one of the systems fails. Simulate a cooling loop failure by stopping the cooling loop. Students continue as before, but the cooling loop does not circulate. Have students explain what will happen in the secondary loop and the primary loop. Instruct the control rod to intervene, shutting the system down to prevent overheating.

Ask students to discuss if they think the shutdown stops the circulation quickly or slowly.

Simulate

a failure in the secondary loop by having them stop. What happens to the reactor? Again, have the control rod intervene.

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Set-up Procedure 1. Assign students roles in the simulation based on the diagram and list on page 9.

2. Explain to students that you will be simulating how a nuclear power plant generates energy. You will place them in the simulation based on their job. They are to NEVER cross over from one section to another during the simulation.

3. Each “fuel rod” has five students in line. Form two fuel rods, for a total of 10 people.

4. One student will act as a control rod, with two pieces of poster board in his/her hands.

5. Assemble the primary loop using 3-4 students who act as pressurized water, and circulate with energy chips as described in the simulation and shown on the diagram.

6. Set up the secondary loop with 3-4 students who act as water/steam, circulating with hang tags that say “water” on one side and “steam” on the other.

7. Place one student with “blades” made from poster board sitting on a swivel stool or standing at the exchange zone between the secondary loop and transmission. This student will be the turbine.

8. The transmission lines will require 2-3 students holding rope or a cord to represent the transmission lines and electricity grid.

9. One student will hold the light to demonstrate energy use in our homes and schools.

10. Create the cooling system using 2-3 students with hang tags that are red on one side and blue on the other. They will circulate through a “pond” of a blue plastic table cloth on the floor. They will carry the energy chips to the pond (red) and leave the pond without most of them (blue).

Simulation Instructions 1. Begin with the control rod standing between the two fuel rods, blocking the way for the pressurized water students in the primary loop.

2. To start the process, the control rod will come out of the space between fuel rods.

3. The primary loop will circulate, walking between the fuel rods, each picking up two energy chips and turning their hang tags to red.

When the primary loop reaches the exchange zone with the secondary loop, those two energy chips are handed to the secondary loop and the hang tags are turned back to blue.

4. The secondary loop will turn their hang tags to “steam” when holding energy chips. In the appropriate exchange zones, one energy chip will be handed to the transmission line, and the other will be handed off to the cooling loop. At that point the hang tags will be turned back to “water”.

5. Along the transmission line, the energy chip will be passed first through the turbine, who will spin, and the transmission line will continue passing the energy chip to the person holding the light, which will be switched on when the energy chip reaches him or her.

6. In the cooling loop, hang tags will be turned to red while holding an energy chip. The loop will circulate through the pond, where the energy chips will be dropped off, and the hang tags turned back to blue.

7. All of the people in all of the three loops will continue to circulate until you are satisfied that students understand what is happening.

8. Redistribute the students and assign different roles to repeat the process.

9. Ask the class to identify where there are spots energy “builds up“ in their simulation. Discuss how a power plant might deal with that.

10. Remind students that energy is never truly created or destroyed; it transforms. But, no transformation is ever fully efficient. If this is the case, what would students do with their energy chips instead? Would they keep some and pass some off? Would some get “dropped“ somewhere in the plant? Discuss student thoughts and explain that a nuclear plant is only about 35% efficient, meaning that not all of the energy chips in the primary loop area make it out to become electricity. Ask students to discuss what they think happens to this energy and why this could be a challenge for a nuclear facility.

11. Point out that this demonstration is simulating a Pressurized Water Reactor (PWR). Ask students to read about how reactors work and identify any items they might add to the simulation that are missing.

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Interactive Energy Simulations

CO N

STRUCTURE ENT M IN TA

Primary Loop “red” cards

Secondary Loop Exchange Zone - 1 energy chip

“steam”

Exchange Zone - 1 energy chip

“water” Exchange Zone

Cooling Loop

“blue” cards

“red” cards

“blue” cards

“Pond”

Role List/Supplies

Close-up of Transmission

10 students

Light 2 chips Turbine

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Fuel Rods - Give each student a few energy chips

1 acts as control rod Give this student 2 pieces of poster board 3-4 students

Primary Loop - Give each student a red and blue tag

3-4 students

Secondary Loop - Give each student a water/steam tag

1 student

Turbine - Give two blades

1 student

Light - Give a light

2-3 students

Transmission Lines - Hold the rope

2-3 students

Cooling System - Give each student a red/blue tag

www.NEED.org

9

PV Ping Pong This activity can also be found in the following NEED guide at www.NEED.org: Schools Going Solar

Time 15 – 30 minutes

Grade Levels Elementary, grades 3-5 Intermediate, grades 6-8 Secondary, grades 9-12

Number of Students 20-30

Extensions Have

students determine how they would extend the simulation to include more solar arrays and devices into the circuitry.

Have

students write a description of how PV cells work.

Have

students design a simulation to showcase how a concentrated solar power (CSP) facility operates.

&Background Solar energy can be used to produce electricity without any chemical reaction. This process, known as the photoelectric effect, allows electrons to be ejected or emitted from the surface of a material when photons of light strike the material. Solar panels, or photovoltaic cells, are the devices we use to collect radiant energy from the sun and turn it directly into electricity to power our homes, schools, and businesses. This process, however, can be somewhat mystifying to students. In this simulation, students will act as the layers of a solar cell within a solar panel, photons of light, and electrons on the move.

 Objective Students

will be able to explain that photovoltaic (PV) cells turn solar energy into electricity.

 Suggested Materials 20 – 25 Foam or tennis balls Flashlight

Colored

tape Sticky

name tags Photovoltaic

Cell master

2 Simulation Preparation Set up two lines of tape on the floor for students to stand on. The lines should be facing each other with a few feet between them.

Create

a circle behind one of the tape lines. This will be the photon home.

Write

out name tags for each of the roles. This can also be done by the students once roles are assigned. You may choose to get “fancy” giving name tags or props that resemble roles as well (i.e., N-layers=N, photons=light bulbs, etc.).

Set-up Procedure 1. Project the Photovoltaic Cell master and discuss how a PV cell works.

2. Show students the digital PV cell simulations on NEED’s website: Overview of Solar Cells - http://www.need.org/content.asp?contentid=157 Single Junction Silicon Solar Cells - http://www.need.org/content.asp?contentid=158 3. Assign students to roles.

4. Ask the P-layer students to stand on one line and the N-layer students to stand on the other line so that they are facing each other. Tell them the P-N junction is between them. Have the students on each line hold hands “wiring“ themselves together.

5. The electrical load(s) should stand at the end of two lines. Students on the end of each line should hold hands with the electrical load, forming an open loop from P-layer through electrical load and on to N-layer.

6. Ask the photons to congregate in the photon circle, their “light source”.

7. Give each N-layer student a ball. Tell students these are electrons. P-layer students should have none but should want to receive them.

8. When you signal, have the N-layer students toss his or her electrons to P-layer students, who will catch them.

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Interactive Energy Simulations

9. When you signal, photons must leave the light source circle and tap a P-layer student (student with a ball) on the shoulder. They should then return to the circle and repeat the process.

10. When a P-layer student with a ball feels a tap, he or she should pass their electron down to the next person in line towards the electrical load to start the flow of current (or balls) toward the electrical load student.

11. When the electrical load student receives an electron, he or she should turn on his or her flashlight and yell “WOOO HOO,” and turn it off as they pass the electron to the other side.

12. As electrons come to the N-layer from the load, they should immediately be tossed to the P-layer again.

13. Simulate darkness by having photon students sit in their circle, not moving. P-layer students should stand, holding electrons, ready to receive photons.

PV Ping Pong Simulation and Roles N-layer students – 17

Photons – 10

P- layer students – 17

Electrical loads 1-2

Ball

photon circle

P-Layer

Electrical load

N-Layer

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11

MASTER

12

Interactive Energy Simulations

Hydrogen Fuel Cell Simulation &Background A fuel cell is a device that produces a chemical reaction and generates electric current in the process. Fuel cells are used in hydrogen vehicles to produce the current that powers the vehicle.

Fuel cells can also work to generate power for other portable uses. In this simulation, students will assume the role of part of a fuel cell to show the electrochemical process that generates electricity, water, and heat.

In principle, a fuel cell operates like a battery. Unlike a battery, a fuel cell does not run down or require recharging. It can produce energy in the forms of electricity and heat as long as fuel is supplied. A fuel cell consists of an electrolyte membrane sandwiched between two catalyst–coated electrodes. Oxygen passes through one electrode and hydrogen through the other, generating electricity, water, and heat. Hydrogen gas (H2) from a storage tank is fed into the anode of the fuel cell. When the gas comes in contact with the catalyst, the hydrogen molecules split into hydrogen ions (H+) and electrons (e–). The positively charged hydrogen ions, attracted by the negatively charged oxygen ions, pass through the electrolyte membrane to the cathode. The membrane does not allow electrons to pass through, so the electrons flow through a separate circuit (that can be used to do work) as they travel to the cathode. Oxygen molecules from the air enter the fuel cell through the cathode, split into oxygen atoms, and pick up two electrons to become oxygen ions (O- -). At the cathode, two hydrogen ions and one oxygen ion combine to form a molecule of water, which exits the fuel cell through the cathode. For more information on hydrogen fuel cells, download H2 Educate from www.NEED.org.

 Objectives Students

will be able to explain how hydrogen is used to carry energy and generate electricity.

Students

will be able to explain the components of a polymer electrolyte membrane (PEM) fuel cell and how it works.

Students

will be able to trace the flow of the system of a PEM fuel cell by accurately drawing and labeling a diagram.

 Suggested Materials 4 Flashing bulbs 1 Flashlight Fringe

(4 pieces, each 6ft in length) Colored

tape Scissors

String

Fuel

Cell master Hang

Tag Masters

Write

or display the vocabulary list on the right onto the board.

Prepare

a copy of the Fuel Cell master to project for the class.

Make

four copies of the hang tag masters onto cardstock, cut out the hang tags and attach string to each tag. The hydrogen and oxygen hang tags are two-sided tags, folded on the dotted lines.

8408 Kao Circle, Manassas, VA 20110

H2 Educate

Time 30 minutes

Grade Levels Intermediate, grades 6-8 Secondary, grades 9-12

Number of Students 15 A

Simulation Vocabulary

anode

atom

catalyst

cathode

circuit

electrode

electrolysis

electrolyte

electron

hydrogen

ion

membrane

molecule

oxygen

PEM

polymer

Extensions

2 Simulation Preparation

©2017 The NEED Project

This activity can also be found in the following NEED guide at www.NEED.org:

1.800.875.5029

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After

participating in and observing the simulation several times, have the students imagine they are writing to other students to explain how a fuel cell works, with an explanation of how fuel cells are used. Students must use the vocabulary words and draw diagrams to support their explanations. Alternatively, you could also assign students to write a fictional story detailing their journey through a fuel cell as hydrogen or oxygen.

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Student Roles 4 Hydrogen atoms (H) 2 Oxygen atoms (O) 2 Anodes (A) 2 Cathodes (CA) 2 PEMs (P) 3 Circuit Members (C)

PEM Simulation

Set-up Procedure and Simulation Instructions 1. Have students review the vocabulary terms listed on page 13.

2. Use the Fuel Cell master to introduce the operation of a fuel cell to students and reinforce vocabulary.

3. Read or display the background information and review the activity instructions.

4. Assign roles to the students. Some students may be observers during the first simulation, then assume roles in a second simulation while others observe.

Alternatively, you may choose to run two simulations simultaneously, having a student act as a leader and moderator for each simulation so that you may observe and manage the flow of students.

5. All students wear hang tags representing their roles.

The Hydrogen hang tags have H on one side and H+ on the other. The Oxygen hang tags have O on one side and O– – on the other.

6. The two Anodes hold up two pieces of six-foot fringe forming a rectangle. The two Cathodes hold up two pieces of six-foot fringe forming a rectangle.

7. The two PEMs stand between the Anode and Cathode.

8. Two sets of two Hydrogens link arms to create two Hydrogen molecules on the outside of the Anode. Each Hydrogen carries a flashing bulb (turned off ) that represents its electron.

9. Two Oxygens link arms to create an Oxygen molecule on the outside of the Cathode.

10. The Hydrogens pass through the fringe into the Anode and each separate into two Hydrogen atoms.

11. The Oxygens pass through the fringe into the Cathode and separate into two Oxygen atoms.

12. The Hydrogen atoms pass through the inner fringe.

13. The PEMs stop the Hydrogen atoms from moving.

14. The Hydrogen atoms hand their electrons to the first Circuit Member and turn their hang tags to H+ ions.

15. The PEMs allow the H+ ions to pass through to the Cathode.

16. The Circuit Member turns on the flashing bulbs and hands them to the middle Circuit Member, who turns on a flashlight as he/she receives the electrons and turns the flashlight off as he/she passes the electrons to the last Circuit Member. The last Circuit Member hands two electrons to each Oxygen atom in the Cathode, who switches his/her hang tag to Oxygen ion (O– –).

17. Two Hydrogen ions link arms with an Oxygen ion (with the Oxygen in the middle), turning their hang tags and forming a water molecule. The water molecules then exit the outside of the Cathode.

14

Interactive Energy Simulations

MASTER

Fuel Cell

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15

HANG TAG MASTERS

16

Interactive Energy Simulations

Baseload Balance &Background Most students don’t give electric power much thought until the power goes out. Electricity plays a giant role in our day-to-day lives. This activity demonstrates how electricity supply is transmitted on the electric grid to consumers. It also encourages students to explore the differences between baseload and peak demand power, and how power companies maintain supply to ensure customers have power as they need it.

Students will be introduced to the economics of electricity generation and supply and be able to see first-hand the financial challenges utilities must overcome to be able to provide the power demanded by consumers at the lowest cost. Figures, costs, and sources used in this activity are roughly based on current industry uses and costs, but have been made into round figures for ease of implementation. This simulation asks students to assume the roles of “loads” or “generation”.

Objectives

Exploring Wind Energy Energy From the Wind Understanding Coal Exploring Coal

Time 45-60 minutes

Grade Levels Intermediate, grades 6-8

Students

will be able to differentiate between baseload and peak demand power.

Students

will be able to explain the purpose of using a variety of sources to meet base and peak load power demand.

Students

will be able to describe the challenges of using certain sources to meet base and peak load power demand.

 Suggested Materials Scissors

Tape

Rope

Colored

paper

Individual

marker boards with erasers and markers Baseload

Balance Student Infosheet

Baseload

Balance Generation Parameters Baseload

Balance Hang Tags Template

2 Simulation Preparation Familiarize

yourself with the activity instructions and student background information before facilitating the game with students. Make a copy of the cheat sheet information on page 19 for yourself.

Copy

the hang tags and cut them apart. Attach the tags to three colors of paper or color the cards so that the generation, the transmission, and the load cards are each a different color. Laminate, if desired, for future use.

Prepare

a copy of the Student Infosheet and Generation Parameters for projection.

Designate

an area of the room to be the Regional Transmission Organization (RTO). On one side of this area will be the generation group, and the other side will be the load group. Each side should have its own marker board, eraser, and marker.

Decide

if a student will be the RTO leader, or if the teacher or another adult will assume this role.

Having a student assume this position will create a more student-centered activity. Depending on the ability of the students in your group, using a student for this role may require more monitoring and time than if a teacher is in charge.

©2017 The NEED Project

This activity can also be found in the following NEED guides at www.NEED.org:

8408 Kao Circle, Manassas, VA 20110

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www.NEED.org

Secondary, grades 9-12

Number of Students 28+

Extensions RTOs

usually require generation to be 15 percent above demand.

Play the game again accounting for the prescribed demand plus the additional 15 percent. Hold a class discussion about why this extra generation is required.

Have

students brainstorm scenarios that could disrupt power on either end, and describe how they would respond on each side.

Students

could write a persuasive letter in support of a certain type of power plant after playing the game. Letters should include information gleaned about the plant’s advantages and disadvantages, as well as the feasibility for use in generation of electricity at the lowest cost.

17

Student Roles

A

Baseload

demand – 3 students Peak

load demand – 8 students Baseload

generation – 6 students Peak

load generation – 7 students Transmission

– 3-5 students RTO

– 1-3 students or a teacher

Baseload

Generation

Load

Transmission

Peak

demand Megawatt

Vocabulary SPECIFIC TO THE GAME

Set-up Procedure 1. Assign each student a role that corresponds to each hang tag. If your class does not have enough students for each tag, the baseload tags can be tied to the rope because they are always in operation. A list of the roles can also be found above. The Transmission roles are best assigned to students who are able to think quickly on their feet and have good math skills.

2. Allow time for students to research their roles and re-read the background information. Students should be familiar with the vocabulary and information on their hang tag, including generating capacity, energy source, and power demand. Depending on the level of your students, you may choose to have them skip the section of the background information that discusses regional transmission organizations and independent system operators.

3. Project the Generation Parameters master for the class. Discuss the relative cost for each source and plant type as well as the suggested reasoning for the cost of each.

4. The activity begins with the transmission organization students gathering in the Regional Transmission Organization area, each holding onto the rope or string. The student on each end should have plenty of available rope or string onto which the generation students and load students will attach. These students will decide which peak load providers (plants) will be brought online to meet increasing demand as the activity progresses. They will also help the RTO by tabulating the current load or generation on their side of the line. They will display it on their marker board and update it as the activity progresses.

5. In the generation group, the residential baseload, commercial baseload, heavy industry baseload, and all baseload generation students all hold ends of the rope on their respective sides. They will be holding onto the rope during the entire activity because as baseload power or generation, they are providing or using power all the time.

6. At the appropriate time indicated on each hang tag, each load student will join the grid, increasing the load demand. Residential demand comes up (online) at about 7:00 a.m. as people begin to wake. Demand continues to rise as more residential, commercial, and industry come on the grid, pulling electricity or creating another load.

7. The transmission organization students will need to balance the generation against the load while using the cheapest sources available for the longest amount of time. They will choose the best generation students to come online to balance the load students.

The RTO can monitor or assist the transmission group by announcing the time and reminding each load or role when to join on.

18

Generators

Transmission

Loads

Interactive Energy Simulations

8. If time allows after going through the activity once (one complete 24-hour period), reset the activity to early morning and run through a second time. You may also wish to reassign students to different roles, depending on their command of the activity in the first round.

Simulation Cheat Sheet LOADS

HANG TAGS

GENERATORS

3 Baseload Demand

BASELOAD DEMAND

8 Peak Load Demand 6 Baseload Generation

Residential

35 MW

7 Peak Load Generation

Heavy Industry

60 MW

3 - 5 Transmission

Commercial

1 - 3 RTO (Regional Transmission Organization)

TOTAL

AVAILABLE GENERATION BASELOAD GENERATION Coal Baseload

40 MW

$40/MW

20 MW

Natural Gas Baseload

20 MW

$50/MW

115 MW

Nuclear Baseload

50 MW

$30/MW

Hydropower Baseload

5 MW

$30/MW

Solar Baseload

5 MW

$180/MW

Wind Baseload

5 MW

$80/MW

10 MW

$60/MW

Natural Gas Simple Cycle 10 MW

$90/MW

Natural Gas Simple Cycle 5 MW

$90/MW

Natural Gas Simple Cycle 10 MW

$150/MW

Natural Gas Simple Cycle 5 MW

$200/MW

Natural Gas Simple Cycle 5 MW

$600/MW

Hydropwer Peak

$50/MW

PEAK LOAD/ DEMAND

28 - 32 TOTAL

7:00 a.m. - 12:00 a.m.

5 MW Residential

8:00 a.m. - 9:00 p.m.

5 MW Light Industry

PEAK GENERATION

8:00 a.m. - 11:00 p.m.

10 MW Residential

9:00 a.m. - 8:00 p.m.

5 MW Light Industry

Hydropower Pumped

9:00 a.m. - 9:00 p.m.

10 MW Commercial

10:00 a.m. - 8:00 p.m.

5 MW Light Industry

3:00 p.m. - 1:00 a.m.

10 MW Residential

5:00 p.m. - 11:00 p.m.

5 MW Commercial

5 MW

TOTAL ONLINE

TOTAL BASELOAD DEMAND

115 MW

TOTAL ONLINE PEAK LOAD GOING OFFLINE

PEAK LOAD COMING ONLINE 7:00 a.m. - 12:00 a.m.

5 MW

120 MW

8:00 p.m.

Lose 10 MW (2 Tags)

160 MW

8:00 a.m. - 9:00 p.m.

5 MW

125 MW

9:00 p.m.

Lose 15 MW (2 Tags)

145 MW

8:00 a.m. - 11:00 p.m.

10 MW

135 MW

11:00 p.m.

Lose 15 MW (2 Tags)

130 MW

9:00 a.m. - 8:00 p.m.

5 MW

140 MW

12:00 a.m.

Lose 5 MW (1 Tags)

125 MW

9:00 a.m. - 9:00 p.m.

10 MW

150 MW

1:00 a.m.

Lose 10 MW (1 Tags)

115 MW

10:00 a.m. - 8:00 p.m.

5 MW

155 MW

3:00 p.m. - 1:00 a.m.

10 MW

165 MW

5:00 p.m. - 11:00 p.m.

5 MW

170 MW

©2017 The NEED Project

8408 Kao Circle, Manassas, VA 20110

1.800.875.5029

www.NEED.org

19

Baseload Balance Student Infosheet Introduction

Cost of Electricity

Four kinds of power plants produce most of the electricity in the United States: coal, natural gas, nuclear, and hydropower. Coal plants generate a little more than 33 percent of the electricity we use. There are also wind, geothermal, waste-to-energy, solar, and petroleum power plants, which together generate a little less than ten percent of the electricity produced in the United States.

All of this electricity is transmitted to customers, or loads, via the network of transmission lines we call the grid.

How much does it cost to make electricity? Cost depends on several factors.

Fossil Fuel Power Plants Fossil fuel plants burn coal, natural gas, or petroleum to produce electricity. These energy sources are called fossil fuels because they were formed from the remains of ancient sea plants and animals.

Most of our electricity comes from fossil fuel plants in the form of coal and natural gas.

Power plants burn the fossil fuels and use the heat to boil water into steam. The steam is channeled through a pipe at high pressure to spin a turbine generator to make electricity. Fossil fuel power plants can produce emissions that pollute the air and contribute to global climate change. The amount and type of emissions can vary based upon the type of fossil fuel and technologies used within the plant.

Fossil fuel plants are sometimes called thermal power plants because they use heat energy to make electricity. (Therme is the Greek word for heat.) Coal is used by many power plants because it is inexpensive and abundant in the United States.

There are many other uses for petroleum and natural gas, but the main use of coal is to produce electricity. Over 90 percent of the coal mined in the United States is sent to power plants to make electricity.

Nuclear Power Plants Nuclear power plants are called thermal power plants, too. They produce electricity in much the same way as fossil fuel plants, except that the fuel they use is uranium, which isn’t burned.

Uranium is a mineral found in rocks underground. Uranium atoms are split to make smaller atoms in a process called fission that produces enormous amounts of thermal energy. The thermal energy is used to turn water into steam, which drives a turbine generator.

Nuclear power plants do not produce carbon dioxide emissions, but their waste is radioactive. Nuclear waste must be stored carefully to prevent contamination of people and the environment.

Fuel Cost

The major cost of generating electricity is the cost of the fuel. Many energy sources can be used. There are also other factors that tie into the cost of a fuel, including production cost, manufacturing or refining costs, cost of transporting the fuel, and more. Hydropower is the cheapest energy source while solar cells are typically the most expensive way to generate power.

Building Cost

Another factor is the cost of building the power plant itself. A plant may be very expensive to build, but the low cost of the fuel can make the electricity economical to produce. Nuclear power plants, for example, are very expensive to build, but their fuel—uranium— is inexpensive. Coal-fired plants, on the other hand, are cheaper to build, but the fuel (coal) is more expensive than uranium.

Efficiency

When figuring cost, you must also consider a plant’s efficiency.

Efficiency is the amount of useful energy you get out of a system.

A totally efficient machine would change all the energy put in it into useful work. Changing one form of energy into another always involves a loss of usable energy. Efficiency of a power plant does not take into account the energy lost in production or transportation, only the energy lost in the generation of electricity.

Combined Cycle vs. Simple Cycle In the most simple of thermal power plants, a fuel is burned, and water is heated to form high-pressure steam.

That steam is used to turn a single turbine. Thermal power plants running in this manner are about 35 percent efficient, meaning 35 percent of the energy in the fuel is actually transformed into useable electrical energy. The other 65 percent is “lost” to the surrounding environment as thermal energy.

Combined cycle power plants add a second turbine in the cycle, increasing the efficiency of the power plant to as much as 60 percent. By doing this, some of the energy that was being wasted to the environment is now being used to generate useful electricity.

Hydropower Plants Hydropower plants use the energy in moving water to generate electricity. Fast-moving water is used to spin the blades of a turbine generator. Hydropower is called a renewable energy source because it is renewed by rainfall.

20

Interactive Energy Simulations

In general, today’s power plants use three units of fuel to produce one unit of electricity. Most of the lost energy is waste heat. You can see this waste heat in the great clouds of steam pouring out of giant cooling towers on some power plants. For example, a typical coal plant burns about 4,500 tons of coal each day. The chemical energy in about two-thirds of the coal (3,000 tons) is lost as it is converted first to thermal energy, and then to motion energy, and finally into electrical energy. This degree of efficiency is mirrored in most types of power plants. Thermal power plants typically have between a 3040% efficiency rating. Wind is usually around the same range, with solar often falling below the 30% mark. The most efficient plant is a hydropower plant, which can operate with an efficiency of up to 95%.

Making Decisions

Meeting Demand

Transmission Organizations

We don’t use electricity at the same rate at all times during the day.

There is a certain amount of power that we need all the time called baseload power. It is the minimum amount of electricity that is needed 24 hours a day, 7 days a week, and is provided by a power company.

Besides making decisions about generation, RTOs and ISOs also manage markets for wholesale electricity. Participants can buy and sell electricity from a day early to immediately as needed.

These markets give electricity suppliers more options for meeting consumer needs for power at the lowest possible cost.

However, during the day at different times, and depending on the weather, the amount of power that we use increases by different amounts. We use more power during the week than on the weekends because it is needed for offices and schools. We use more electricity during the summer than the winter because we need to keep our buildings cool. An increase in demand during specific times of the day or year is called peak demand. This peak demand represents the additional power above baseload power that a power company must be able to produce when needed.

Ten RTOs operate bulk electric power systems across much of North America. More than half of the electricity produced is managed by RTOs, with the rest under the jurisdiction of individual utilities or utility holding companies.

Power plants can be used to meet baseload power or peak demand, or both. Some power plants require a lot of time to be brought online – operating and producing power at full capacity. Others can be brought online and shut down fairly quickly.

Coal and nuclear power plants are slow, requiring 24 hours or more to reach full generating capacity, so they are used for baseload power generation. Natural gas is increasing in use for baseload generation because it is widely available, low in cost, and a clean-burning fuel.

Wind, hydropower, and solar can all be used to meet baseload capacity when the energy source is available. Wind is often best at night and drops down in its production just as the sun is rising. Solar power is not available at night, and is greatly diminished on cloudy days. Hydropower can produce electricity as long as there is enough water flow, which can be decreased in times of drought.

Someone needs to decide when, which, and how many additional generating locations need to be brought online when demand for electricity increases. This is the job of the Regional Transmission Organization (RTO) or Independent System Organization (ISO). ISOs and RTOs work together with generation facilities and transmission systems across many locations, matching generation to the load immediately so that supply and demand for electricity are balanced.

The grid operators predict load and schedule generation to make sure that enough generation and back-up power are available in case demand rises or a power plant or power line is lost.

In the 1990s, the Federal Energy Regulatory Commission introduced a policy designed to increase competitive generation by requiring open access to transmission. Northeastern RTOs developed out of coordinated utility operations already in place. RTOs in other locations grew to meet new policies providing for open transmission access.

Members of RTOs include the following: Independent

power generators Transmission

companies Load-serving

entities Integrated

utilities that combine generation, transmission, and distribution functions Other

entities such as power marketers and energy traders RTOs monitor power supply, demand, and other factors such as weather and historical data. This information is input into complex software that optimizes for the best combination of generation and load. They then post large amounts of price data for thousands of locations on the system at time intervals as short as five minutes.

To meet peak demand, energy sources other than coal and uranium must be used. Natural gas is a good nonrenewable source to meet peak demand because it requires only 30 minutes to go from total shutdown to full capacity. Many hydropower stations have additional capacity using pumped storage. Some electricity is used to pump water into a storage tank or reservoir, where it can be released at a later time to generate additional electricity as needed. Pumped storage hydropower can be brought fully online in as little as five minutes.

Some power plants, because of regulations or agreements with utilities, suppliers, etc., do not run at full capacity or year-round.

These power plants may produce as little as 50 percent of maximum generating capacity, but can increase their output if demand rises, supply from another source is suddenly reduced, or an emergency occurs. ©2017 The NEED Project

8408 Kao Circle, Manassas, VA 20110

1.800.875.5029

The Continental U.S. Electric Grid

Data: Energy Information Administration

www.NEED.org

21

Baseload Balance

LOAD AND GENERATION PARAMETERS

Load Consumer

Capacity

Type

Heavy Industry

60 MW

Baseload

Commercial

20 MW

Baseload

Residential

35 MW

Baseload

Residential

5-10 MW

Peak Load

Commercial

5-10 MW

Peak Load

Light Industry

5 MW

Peak Load

Generation Fuel

22

Capacity

Type of Generation

Time Required for Full Capacity

Cost per Megawatt-hour

Coal

40 MW

Baseload

24 hours

$40

Nuclear (Uranium)

50 MW

Baseload

24 hours +

$30

Natural Gas Combined Cycle (NGCC)

20 MW

Baseload

30 minutes +

$50

Wind

5 MW

Baseload

Immediate when wind speed is sufficient; primarily at night

$80

Solar

5 MW

Baseload

Immediate when solar intensity is sufficient; only during day

$180

Hydropower

5 MW

Baseload

5 minutes

$30

Hydropower Pumped Storage

10 MW

Peak load

5 minutes

$60

Hydropower

5 MW

Peak load

5 minutes

$50

Natural Gas Simple Cycle (NGSC)

5-10 MW each site

Peak load

5 minutes

$90-$600 Interactive Energy Simulations

Baseload Balance Hang Tag Template Generation

Generation

Baseload

Baseload

Nuclear

Coal

50 MW $30 / MW-hour

40 MW $40 / MW-hour

Generation

Generation

Baseload

Baseload

Natural Gas CC

Hydro

20 MW $50 / MW-hour

5 MW $30 / MW-hour

Generation

Generation

Baseload

Baseload

5 MW $80 / MW-hour

5 MW $180 / MW-hour

Wind

©2017 The NEED Project

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Solar

1.800.875.5029

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23

Generation Peak Load

Natural Gas SC 10 MW $90 / MW-hour

Peak Load

Natural Gas SC 5 MW $90 / MW-hour

Generation

Generation

Peak Load

Peak Load

Natural Gas SC

Natural Gas SC

Generation

Generation

Peak Load

Peak Load

10 MW $150 / MW-hour

Natural Gas SC 5 MW $600 / MW-hour

24

Generation

5 MW $200 / MW-hour

Hydro (pumped storage) 10 MW $60 / MW-hour

Interactive Energy Simulations

Generation

Transmission

Peak Load

Hydro

5 MW $50 / MW-hour

Transmission

Transmission

Load

Load

Commercial

Heavy Industry

20 MW Baseload

©2017 The NEED Project

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60 MW Baseload

1.800.875.5029

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25

Load

Residential

Residential

35 MW Baseload

5 MW 7:00 am – 12:00 am

Load

Load

Residential

Commercial

Load

Load

10 MW 8:00 am – 11:00 pm

Commercial

5 MW 5:00 pm – 11:00 pm

26

Load

10 MW 9:00 am –9:00 pm

Light Industry 5 MW 8:00 am – 9:00 pm

Interactive Energy Simulations

Load

Load

Light Industry

Residential

5 MW 9:00 am – 8:00 pm

10 MW 3:00 pm – 1:00 am

Load

Regional Transmission Organization

Light Industry 5 MW 10:00 am – 8:00 pm

©2017 The NEED Project

8408 Kao Circle, Manassas, VA 20110

1.800.875.5029

www.NEED.org

27

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