Transcript
WIND-UP RADIO: RENEWABLE ENERGY POWERED MACHINE This activity should be used in conjunction with Scran’s Wind-up Radio Pathfinder Packs: How and why has the Radio changed? What is a Radio? How is the Wind-up Radio made? Who is the Wind-up Radio designed for? Freeplay - a Wind-up Radio Manufacturer These Pathfinder Packs are designed to support Design & Technology secondary education.
Key Teaching Points -
Awareness of energy sources used by domestic appliances and machines Finite versus renewable sources Concept - annotated sketches to explore initial design ideas How products evolve over time Style, technology, size as desired/required by different cultures, applications and users
Teacher Input Set context for session by asking pupils to describe the devices and machines they used in getting up and getting ready for school. E.g. woke up with alarm clock ringing; splashed face with hot water; used the toaster to make toast; listened to the radio etc. Ask them to describe the sources of the energy used to make the device do its job. E.g. gas, electricity, petrol, food (as in ‘pedal power’). Discuss where electricity comes from, and what other types of energy can be harnessed and used to generate electricity. Examples of demonstration circuits can be purchased or rigged up to illustrate key types of alternative, sustainable sources. E.g. -
Solarcell powered light bulb (photo voltaic cells on an overhead projector to run a fan) Water flow dynamo turbine (piped from a tap to light a signal lamp) Wind-up torch Wind-powered light bulb (desktop fanto simulate wind on generator) Battery-powered electric circuit Working model of steam engine that uses a finite resource (camping stove tablets or metholated spirit) A lemon battery powered signal light bulb
Ask pupils to describe the main differences between the batteries and steam engine circuits. Introduce the terms ‘finite’ and ‘sustainable’. Introduce a range of terms and words used. E.g. alternative, renewable, green, environmentally friendly, etc. Discuss the problems arising from the use of coal and oil. Ask the pupils to show hands if they listened to the radio that morning. Request a volunteer to explain how the radio was powered and how it worked. As a class, view the Pathfinder Packs: How and why has the Radio changed? Take time to look at the changing styles, sizes and materials and encourage pupils to read the text, which helps to explain the technological opportunity behind the change in design or the changing requirements of society that encouraged a different style to be explored. What is a Radio? This section may need several runs on the section relating to soundwaves being transformed into electrical signals. It is important for pupils to understand the conversion into a different form of energy and then into electricity. How is the Wind-up Radio made? In this section, discussion of the mechanics of the wind-up radio and how it can provide the same function using an alternative electricity generation method begins. The pupils can follow the gear transmission by modelling a simulation using construction kit material. Ask pupils to think about the advantages and disadvantages of a wind-up radio. Who is the Wind-up Radio designed for? The purpose and target users of the wind-up radio should be followed as this then enables the pupils to discuss the uptake in interest by other countries. It is of interest to encourage the pupils to take a close look at the radio (FPR1) for Africa and compare it with the radio (S360) for so-called developed countries. The pupils should flick back and forth between the individual specifications to spot differences in style, play-time, energy sources, weight, etc.
Pupil Activity Design a machine that uses an alternative source of energy. Sketch out your ideas and annotate to explain what is what and how it works, etc. Consider: -
Who it is for How it might improve their lifestyle What effects it might have on their environment Why this technology is more appropriate than some others for certain application types
