https://www.appropedia.org/w/api.php?action=feedcontributions&user=Logan+hsu&feedformat=atomAppropedia - User contributions [en]2021-01-22T08:31:59ZUser contributionsMediaWiki 1.35.0https://www.appropedia.org/w/index.php?title=User:Logan_hsu&diff=126720User:Logan hsu2010-05-10T04:14:51Z<p>Logan hsu: /* Interests in Engineering */</p>
<hr />
<div>[[Image:IMG 1765.JPG|thumb|left|Me in Sci D with long hair]]<br />
<br />
==About Me==<br />
I am a student currently enrolled at [[Humboldt State University]]. I enjoy engineering, and I am taking courses on [https://www3.humboldt.edu/engineering/ Environmental Resources Engineering].<br />
<br />
Name: Logan Baumgartner<br />
<br />
==Interests in Engineering==<br />
*Working with/for the environment<br />
*Hands-on qualities<br />
*Design<br />
<br />
==Experience in Engineering==<br />
*Odyssey of the Mind: creative problem solving <br />
*LEGOS, K'NEX <br />
*Boat building<br />
<br />
==Sample Documents==<br />
<br />
*Team Esquared "Education in a Box" Final document: [http://users.humboldt.edu/loganr/Final_Document.pdf Bust-A-Watt Final Document]<br />
*Final Design Appropedia Page: [http://users.humboldt.edu/loganr/Bust-A-Watt_webpage.pdf Bust-A-Watt webpage]<br />
*Project Planning Software: [http://users.humboldt.edu/loganr/215-esquared-s10-gantt.pdf Gantt Chart]<br />
*Memo: [http://users.humboldt.edu/loganr/memorandum.pdf Section 1 Memo]<br />
*Hours Spent on ENGR 215: [http://users.humboldt.edu/loganr/Timesheet4.pdf Final Timesheet]<br />
*CAD Creations: [http://users.humboldt.edu/loganr/DockingCAD.pdf Light Bulb Station],[http://users.humboldt.edu/loganr/E2logo.pdf Esquared Logo], [http://users.humboldt.edu/loganr/LoganBaumgartnerACAD2.pdf AutoCAD Assignment 2]<br />
<br />
[[Category:Engr215 Introduction to Design]]<br />
<br />
==Favorite Sites==<br />
My favorite site on Appropedia is the [[RCEA Know Your Load]] page.<br />
I also like:<br />
* http://cnn.com<br />
* http://humboldt.edu<br />
* http://google.com<br />
* http://eastbay.com<br />
<br />
[[Category:Engr115 Intro to Engineering]]</div>Logan hsuhttps://www.appropedia.org/w/index.php?title=User:Logan_hsu&diff=126719User:Logan hsu2010-05-10T04:14:23Z<p>Logan hsu: /* Interests in Engineering */</p>
<hr />
<div>[[Image:IMG 1765.JPG|thumb|left|Me in Sci D with long hair]]<br />
<br />
==About Me==<br />
I am a student currently enrolled at [[Humboldt State University]]. I enjoy engineering, and I am taking courses on [https://www3.humboldt.edu/engineering/ Environmental Resources Engineering].<br />
<br />
Name: Logan Baumgartner<br />
<br />
==Interests in Engineering==<br />
*Working outdoors<br />
*Hands-on qualities<br />
*Design<br />
<br />
==Experience in Engineering==<br />
*Odyssey of the Mind: creative problem solving <br />
*LEGOS, K'NEX <br />
*Boat building<br />
<br />
==Sample Documents==<br />
<br />
*Team Esquared "Education in a Box" Final document: [http://users.humboldt.edu/loganr/Final_Document.pdf Bust-A-Watt Final Document]<br />
*Final Design Appropedia Page: [http://users.humboldt.edu/loganr/Bust-A-Watt_webpage.pdf Bust-A-Watt webpage]<br />
*Project Planning Software: [http://users.humboldt.edu/loganr/215-esquared-s10-gantt.pdf Gantt Chart]<br />
*Memo: [http://users.humboldt.edu/loganr/memorandum.pdf Section 1 Memo]<br />
*Hours Spent on ENGR 215: [http://users.humboldt.edu/loganr/Timesheet4.pdf Final Timesheet]<br />
*CAD Creations: [http://users.humboldt.edu/loganr/DockingCAD.pdf Light Bulb Station],[http://users.humboldt.edu/loganr/E2logo.pdf Esquared Logo], [http://users.humboldt.edu/loganr/LoganBaumgartnerACAD2.pdf AutoCAD Assignment 2]<br />
<br />
[[Category:Engr215 Introduction to Design]]<br />
<br />
==Favorite Sites==<br />
My favorite site on Appropedia is the [[RCEA Know Your Load]] page.<br />
I also like:<br />
* http://cnn.com<br />
* http://humboldt.edu<br />
* http://google.com<br />
* http://eastbay.com<br />
<br />
[[Category:Engr115 Intro to Engineering]]</div>Logan hsuhttps://www.appropedia.org/w/index.php?title=User:Logan_hsu&diff=126716User:Logan hsu2010-05-10T04:13:43Z<p>Logan hsu: /* Sample Documents */</p>
<hr />
<div>[[Image:IMG 1765.JPG|thumb|left|Me in Sci D with long hair]]<br />
<br />
==About Me==<br />
I am a student currently enrolled at [[Humboldt State University]]. I enjoy engineering, and I am taking courses on [https://www3.humboldt.edu/engineering/ Environmental Resources Engineering].<br />
<br />
Name: Logan Baumgartner<br />
<br />
==Interests in Engineering==<br />
*Working outside<br />
*Hands-on qualities<br />
*Design<br />
<br />
==Experience in Engineering==<br />
*Odyssey of the Mind: creative problem solving <br />
*LEGOS, K'NEX <br />
*Boat building<br />
<br />
==Sample Documents==<br />
<br />
*Team Esquared "Education in a Box" Final document: [http://users.humboldt.edu/loganr/Final_Document.pdf Bust-A-Watt Final Document]<br />
*Final Design Appropedia Page: [http://users.humboldt.edu/loganr/Bust-A-Watt_webpage.pdf Bust-A-Watt webpage]<br />
*Project Planning Software: [http://users.humboldt.edu/loganr/215-esquared-s10-gantt.pdf Gantt Chart]<br />
*Memo: [http://users.humboldt.edu/loganr/memorandum.pdf Section 1 Memo]<br />
*Hours Spent on ENGR 215: [http://users.humboldt.edu/loganr/Timesheet4.pdf Final Timesheet]<br />
*CAD Creations: [http://users.humboldt.edu/loganr/DockingCAD.pdf Light Bulb Station],[http://users.humboldt.edu/loganr/E2logo.pdf Esquared Logo], [http://users.humboldt.edu/loganr/LoganBaumgartnerACAD2.pdf AutoCAD Assignment 2]<br />
<br />
[[Category:Engr215 Introduction to Design]]<br />
<br />
==Favorite Sites==<br />
My favorite site on Appropedia is the [[RCEA Know Your Load]] page.<br />
I also like:<br />
* http://cnn.com<br />
* http://humboldt.edu<br />
* http://google.com<br />
* http://eastbay.com<br />
<br />
[[Category:Engr115 Intro to Engineering]]</div>Logan hsuhttps://www.appropedia.org/w/index.php?title=User:Logan_hsu&diff=126715User:Logan hsu2010-05-10T04:07:38Z<p>Logan hsu: /* Sample Documents */</p>
<hr />
<div>[[Image:IMG 1765.JPG|thumb|left|Me in Sci D with long hair]]<br />
<br />
==About Me==<br />
I am a student currently enrolled at [[Humboldt State University]]. I enjoy engineering, and I am taking courses on [https://www3.humboldt.edu/engineering/ Environmental Resources Engineering].<br />
<br />
Name: Logan Baumgartner<br />
<br />
==Interests in Engineering==<br />
*Working outside<br />
*Hands-on qualities<br />
*Design<br />
<br />
==Experience in Engineering==<br />
*Odyssey of the Mind: creative problem solving <br />
*LEGOS, K'NEX <br />
*Boat building<br />
<br />
==Sample Documents==<br />
<br />
*Team Esquared "Education in a Box" Final document: [http://users.humboldt.edu/loganr/Final_Document.pdf Bust-A-Watt Final Document]<br />
*Project Planning Software: [http://users.humboldt.edu/loganr/215-esquared-s10-gantt.pdf Gantt Chart]<br />
*Memo: [http://users.humboldt.edu/loganr/memorandum.pdf Section 1 Memo]<br />
*Hours Spent on ENGR 215: [http://users.humboldt.edu/loganr/Timesheet4.pdf Final Timesheet]<br />
*CAD Creations: [http://users.humboldt.edu/loganr/DockingCAD.pdf Light Bulb Station],[http://users.humboldt.edu/loganr/E2logo.pdf Esquared Logo], [http://users.humboldt.edu/loganr/LoganBaumgartnerACAD2.pdf AutoCAD Assignment 2]<br />
<br />
[[Category:Engr215 Introduction to Design]]<br />
<br />
==Favorite Sites==<br />
My favorite site on Appropedia is the [[RCEA Know Your Load]] page.<br />
I also like:<br />
* http://cnn.com<br />
* http://humboldt.edu<br />
* http://google.com<br />
* http://eastbay.com<br />
<br />
[[Category:Engr115 Intro to Engineering]]</div>Logan hsuhttps://www.appropedia.org/w/index.php?title=User:Logan_hsu&diff=126712User:Logan hsu2010-05-10T04:00:16Z<p>Logan hsu: /* Sample Documents */</p>
<hr />
<div>[[Image:IMG 1765.JPG|thumb|left|Me in Sci D with long hair]]<br />
<br />
==About Me==<br />
I am a student currently enrolled at [[Humboldt State University]]. I enjoy engineering, and I am taking courses on [https://www3.humboldt.edu/engineering/ Environmental Resources Engineering].<br />
<br />
Name: Logan Baumgartner<br />
<br />
==Interests in Engineering==<br />
*Working outside<br />
*Hands-on qualities<br />
*Design<br />
<br />
==Experience in Engineering==<br />
*Odyssey of the Mind: creative problem solving <br />
*LEGOS, K'NEX <br />
*Boat building<br />
<br />
==Sample Documents==<br />
<br />
*Team Esquared "Education in a Box" Final document: [http://users.humboldt.edu/loganr/Final_Document.pdf Bust-A-Watt Final Document]<br />
*Project Planning Software: [http://users.humboldt.edu/loganr/215-esquared-s10-gantt.pdf Gantt Chart]<br />
*Memo: [http://users.humboldt.edu/loganr/memorandum.pdf Section 1 Memo]<br />
*Hours Spent on ENGR 215: [http://users.humboldt.edu/loganr/<br />
*CAD Creations: [http://users.humboldt.edu/loganr/DockingCAD.pdf Light Bulb Station],[http://users.humboldt.edu/loganr/E2logo.pdf Esquared Logo], [http://users.humboldt.edu/loganr/LoganBaumgartnerACAD2.pdf AutoCAD Assignment 2]<br />
<br />
[[Category:Engr215 Introduction to Design]]<br />
<br />
==Favorite Sites==<br />
My favorite site on Appropedia is the [[RCEA Know Your Load]] page.<br />
I also like:<br />
* http://cnn.com<br />
* http://humboldt.edu<br />
* http://google.com<br />
* http://eastbay.com<br />
<br />
[[Category:Engr115 Intro to Engineering]]</div>Logan hsuhttps://www.appropedia.org/w/index.php?title=User:Logan_hsu&diff=126711User:Logan hsu2010-05-10T03:59:49Z<p>Logan hsu: /* Sample Documents */</p>
<hr />
<div>[[Image:IMG 1765.JPG|thumb|left|Me in Sci D with long hair]]<br />
<br />
==About Me==<br />
I am a student currently enrolled at [[Humboldt State University]]. I enjoy engineering, and I am taking courses on [https://www3.humboldt.edu/engineering/ Environmental Resources Engineering].<br />
<br />
Name: Logan Baumgartner<br />
<br />
==Interests in Engineering==<br />
*Working outside<br />
*Hands-on qualities<br />
*Design<br />
<br />
==Experience in Engineering==<br />
*Odyssey of the Mind: creative problem solving <br />
*LEGOS, K'NEX <br />
*Boat building<br />
<br />
==Sample Documents==<br />
<br />
*Team Esquared "Education in a Box" Final document: [http://users.humboldt.edu/loganr/Final_Document.pdf Bust-A-Watt Final Document]<br />
*Project Planning Software: [http://users.humboldt.edu/loganr/215-esquared-s10-gantt[1].pdf Gantt Chart]<br />
*Memo: [http://users.humboldt.edu/loganr/memorandum.pdf Section 1 Memo]<br />
*Hours Spent on ENGR 215: [http://users.humboldt.edu/loganr/<br />
*CAD Creations: [http://users.humboldt.edu/loganr/DockingCAD.pdf Light Bulb Station],[http://users.humboldt.edu/loganr/E2logo.pdf Esquared Logo], [http://users.humboldt.edu/loganr/LoganBaumgartnerACAD2.pdf AutoCAD Assignment 2]<br />
<br />
[[Category:Engr215 Introduction to Design]]<br />
<br />
==Favorite Sites==<br />
My favorite site on Appropedia is the [[RCEA Know Your Load]] page.<br />
I also like:<br />
* http://cnn.com<br />
* http://humboldt.edu<br />
* http://google.com<br />
* http://eastbay.com<br />
<br />
[[Category:Engr115 Intro to Engineering]]</div>Logan hsuhttps://www.appropedia.org/w/index.php?title=User:Logan_hsu&diff=126710User:Logan hsu2010-05-10T03:57:25Z<p>Logan hsu: /* Sample Documents */</p>
<hr />
<div>[[Image:IMG 1765.JPG|thumb|left|Me in Sci D with long hair]]<br />
<br />
==About Me==<br />
I am a student currently enrolled at [[Humboldt State University]]. I enjoy engineering, and I am taking courses on [https://www3.humboldt.edu/engineering/ Environmental Resources Engineering].<br />
<br />
Name: Logan Baumgartner<br />
<br />
==Interests in Engineering==<br />
*Working outside<br />
*Hands-on qualities<br />
*Design<br />
<br />
==Experience in Engineering==<br />
*Odyssey of the Mind: creative problem solving <br />
*LEGOS, K'NEX <br />
*Boat building<br />
<br />
==Sample Documents==<br />
<br />
*Team Esquared "Education in a Box" Final document: [http://users.humboldt.edu/loganr/Final_Document[1].pdf Bust-A-Watt Final Document]<br />
*Project Planning Software: [http://users.humboldt.edu/loganr/215-esquared-s10-gantt[1].pdf Gantt Chart]<br />
*Memo: [http://users.humboldt.edu/loganr/memorandum 2-14-10.pdf Section 1 Memo]<br />
*Hours Spent on ENGR 215: [http://users.humboldt.edu/loganr/<br />
*CAD Creations: [http://users.humboldt.edu/loganr/DockingCAD.pdf Light Bulb Station],[http://users.humboldt.edu/loganr/E2logo.pdf Esquared Logo], [http://users.humboldt.edu/loganr/LoganBaumgartnerACAD2.pdf AutoCAD Assignment 2]<br />
<br />
[[Category:Engr215 Introduction to Design]]<br />
<br />
==Favorite Sites==<br />
My favorite site on Appropedia is the [[RCEA Know Your Load]] page.<br />
I also like:<br />
* http://cnn.com<br />
* http://humboldt.edu<br />
* http://google.com<br />
* http://eastbay.com<br />
<br />
[[Category:Engr115 Intro to Engineering]]</div>Logan hsuhttps://www.appropedia.org/w/index.php?title=User:Logan_hsu&diff=126709User:Logan hsu2010-05-10T03:56:21Z<p>Logan hsu: /* Sample Documents */</p>
<hr />
<div>[[Image:IMG 1765.JPG|thumb|left|Me in Sci D with long hair]]<br />
<br />
==About Me==<br />
I am a student currently enrolled at [[Humboldt State University]]. I enjoy engineering, and I am taking courses on [https://www3.humboldt.edu/engineering/ Environmental Resources Engineering].<br />
<br />
Name: Logan Baumgartner<br />
<br />
==Interests in Engineering==<br />
*Working outside<br />
*Hands-on qualities<br />
*Design<br />
<br />
==Experience in Engineering==<br />
*Odyssey of the Mind: creative problem solving <br />
*LEGOS, K'NEX <br />
*Boat building<br />
<br />
==Sample Documents==<br />
<br />
Team Esquared "Education in a Box" Final document: [http://users.humboldt.edu/loganr/Final_Document[1].pdf Bust-A-Watt Final Document]<br />
Project Planning Software: [http://users.humboldt.edu/loganr/215-esquared-s10-gantt[1].pdf Gantt Chart]<br />
Memo: [http://users.humboldt.edu/loganr/memorandum 2-14-10.pdf Section 1 Memo]<br />
Hours Spent on ENGR 215: [http://users.humboldt.edu/loganr/<br />
CAD Creations: [http://users.humboldt.edu/loganr/DockingCAD.pdf Light Bulb Station],[http://users.humboldt.edu/loganr/E2logo.pdf Esquared Logo], [http://users.humboldt.edu/loganr/LoganBaumgartnerACAD2.pdf AutoCAD Assignment 2]<br />
<br />
[[Category:Engr215 Introduction to Design]]<br />
<br />
==Favorite Sites==<br />
My favorite site on Appropedia is the [[RCEA Know Your Load]] page.<br />
I also like:<br />
* http://cnn.com<br />
* http://humboldt.edu<br />
* http://google.com<br />
* http://eastbay.com<br />
<br />
[[Category:Engr115 Intro to Engineering]]</div>Logan hsuhttps://www.appropedia.org/w/index.php?title=User:Logan_hsu&diff=126708User:Logan hsu2010-05-10T03:54:56Z<p>Logan hsu: /* Sample Documents */</p>
<hr />
<div>[[Image:IMG 1765.JPG|thumb|left|Me in Sci D with long hair]]<br />
<br />
==About Me==<br />
I am a student currently enrolled at [[Humboldt State University]]. I enjoy engineering, and I am taking courses on [https://www3.humboldt.edu/engineering/ Environmental Resources Engineering].<br />
<br />
Name: Logan Baumgartner<br />
<br />
==Interests in Engineering==<br />
*Working outside<br />
*Hands-on qualities<br />
*Design<br />
<br />
==Experience in Engineering==<br />
*Odyssey of the Mind: creative problem solving <br />
*LEGOS, K'NEX <br />
*Boat building<br />
<br />
==Sample Documents==<br />
<br />
Team Esquared "Education in a Box" Final document: [http://users.humboldt.edu/loganr/<br />
Project Planning Software: [http://users.humboldt.edu/loganr/215-esquared-s10-gantt[1].pdf Gantt Chart]<br />
Memo: [http://users.humboldt.edu/loganr/memorandum 2-14-10.pdf Section 1 Memo]<br />
Hours Spent on ENGR 215: [http://users.humboldt.edu/loganr/<br />
CAD Creations: [http://users.humboldt.edu/loganr/DockingCAD.pdf Light Bulb Station],[http://users.humboldt.edu/loganr/E2logo.pdf Esquared Logo], [http://users.humboldt.edu/loganr/LoganBaumgartnerACAD2.pdf AutoCAD Assignment 2]<br />
<br />
<br />
[[Category:Engr215 Introduction to Design]]<br />
<br />
==Favorite Sites==<br />
My favorite site on Appropedia is the [[RCEA Know Your Load]] page.<br />
I also like:<br />
* http://cnn.com<br />
* http://humboldt.edu<br />
* http://google.com<br />
* http://eastbay.com<br />
<br />
[[Category:Engr115 Intro to Engineering]]</div>Logan hsuhttps://www.appropedia.org/w/index.php?title=User:Logan_hsu&diff=126704User:Logan hsu2010-05-10T03:36:39Z<p>Logan hsu: </p>
<hr />
<div>[[Image:IMG 1765.JPG|thumb|left|Me in Sci D with long hair]]<br />
<br />
==About Me==<br />
I am a student currently enrolled at [[Humboldt State University]]. I enjoy engineering, and I am taking courses on [https://www3.humboldt.edu/engineering/ Environmental Resources Engineering].<br />
<br />
Name: Logan Baumgartner<br />
<br />
==Interests in Engineering==<br />
*Working outside<br />
*Hands-on qualities<br />
*Design<br />
<br />
==Experience in Engineering==<br />
*Odyssey of the Mind: creative problem solving <br />
*LEGOS, K'NEX <br />
*Boat building<br />
<br />
==Sample Documents==<br />
<br />
[[Category:Engr215 Introduction to Design]]<br />
==Favorite Sites==<br />
My favorite site on Appropedia is the [[RCEA Know Your Load]] page.<br />
I also like:<br />
* http://cnn.com<br />
* http://humboldt.edu<br />
* http://google.com<br />
* http://eastbay.com<br />
<br />
[[Category:Engr115 Intro to Engineering]]</div>Logan hsuhttps://www.appropedia.org/w/index.php?title=User:Logan_hsu&diff=126701User:Logan hsu2010-05-10T03:19:16Z<p>Logan hsu: </p>
<hr />
<div>[[Image:IMG 1765.JPG|thumb|left|Me in Sci D]]<br />
<br />
==About Me==<br />
I am a student currently enrolled at [[Humboldt State University]]. I enjoy engineering, and I am taking courses on [https://www3.humboldt.edu/engineering/ Environmental Resources Engineering].<br />
<br />
Name: Logan Baumgartner<br />
<br />
==Interests in Engineering==<br />
*Working outside<br />
*Hands-on qualities<br />
*Design<br />
<br />
==Experience in Engineering==<br />
*Odyssey of the Mind: creative problem solving <br />
*LEGOS, K'NEX <br />
*Boat building<br />
<br />
==Sample Documents==<br />
<br />
[[Category:Engr215 Introduction to Design]]<br />
==Favorite Sites==<br />
My favorite site on Appropedia is the [[RCEA Know Your Load]] page.<br />
I also like:<br />
* http://cnn.com<br />
* http://humboldt.edu<br />
* http://google.com<br />
* http://eastbay.com<br />
<br />
[[Category:Engr115 Intro to Engineering]]</div>Logan hsuhttps://www.appropedia.org/w/index.php?title=RCEA_Bust-A-Watt&diff=125915RCEA Bust-A-Watt2010-05-08T00:44:32Z<p>Logan hsu: /* Costs */</p>
<hr />
<div>[[Image:E2logo.png|thumb|left|200px]]<br />
{{TOCright}}<br />
<br />
==Abstract==<br />
<br />
<center>''The RCEA [http://www.redwoodcoastenergyauthority.org/ Redwood Coast Energy Authority] asked the Engineering 215 Intro to Design class at Humboldt State University in Arcata, California to design educational kits. These kits provide teachers of Humboldt County the tools that are necessary to teach kindergarten through 12<sup>th</sup> grade students about '''climate change''', '''renewable resources''', or '''energy conservation'''. This webpage describes one of these projects, '''Bust-A-Watt''', which teaches fifth through eighth grade students about '''energy conservation'''.''</center><br />
[[Image:RCEAlogo.png|thumb|right|300px| '''Figure 1: RCEA logo''']]<br />
==Background and Objective==<br />
<br />
<br />
The RCEA is a Joint Powers Authority focused on implementing sustainible and renewable energy in Humboldt County. <br />
<br />
At the beginning of the Spring 2010 semester they asked the Engineering 215 class at HSU to design educational kits that teach K-12 students about these energy topics. Team '''E<sup>2</sup>''' of the Engineering 215 class was assigned to develop a kit that teaches fifth through eighth grade students about energy conservation. Over a 12 week period, Team E<sup>2</sup>; Elizabeth Gutierrez, Bryan Schmitt, and Logan Baumgartner, used the criteria they agreed upon with the RCEA to design and develop '''Bust-A-Watt'''; a five day comprehensive lesson plan that motivates and educates middle school students toward energy conservation.<br />
<br />
==Criteria==<br />
<br />
Criteria were created by team E<sup>2</sup> as a tool to structure the final design. The criteria were created in correspondence with RCEA's standards and expectations, and with input by Humboldt County teachers. In addition to creating the criteria a weight was given to each. The weight is a scale created by E<sup>2</sup> to decide the level of importance of each criteria. Table 1 shows each criteria, its weight, and a description of that criteria.<br />
{| class="wikitable sortable"<br />
|-<br />
! Criteria<br />
! Weight<br />
! Description<br />
|-<br />
| Safety<br />
| 10<br />
| Level of avoiding risk of injury and danger to any individual<br />
|-<br />
| Durability<br />
| 10<br />
| Ability for the kit to last for atleast a one year with normal use<br />
|-<br />
| Amount of Real World Applicability<br />
| 10<br />
| Amount of information that students will gain from the kit which pretains to real world applications <br />
|-<br />
| Cost<br />
| 9<br />
| Amount of money spent on the kit from E<sup>2</sup> and RCEA<br />
|-<br />
| Level of Engagement<br />
| 8<br />
| Kit's ability to create student interaction during implementation<br />
|-<br />
| Compliance with Educational Standards<br />
| 8<br />
| How many California State Math and Science Standards the kit contains<br />
|-<br />
| Ease of Use<br />
| 7<br />
| Amount of effort needed by teachers to implement kit into the classroom and by RCEA to maintain at their office<br />
|-<br />
| Transportability<br />
| 6<br />
| Ability for the kit to be transported from RCEA to the classroom without damage to insturments<br />
|-<br />
|}<br />
<br />
==Description of Final Project ==<br />
<br />
Bust-A-Watt educates middle school students about energy conservation through hands on activities, interactive discussions, home assessment assignments, and a reflective art assignment. Bust-A-Watt is a weeklong energy conservation unit, broken up into five one hour class periods, or individual daily activities. Three of the days consist of class discussions and two days consist of experimental activities.<br />
<br />
===Day 1: Introduction=== <br />
*Energy Conservation unit is introduced via lecture; why conserving energy is important, how energy is measured, and Home Checklist introduced. <br />
*Discussion: Students are given a background of why conserving energy is important. The energy and power lecture consists of teaching students what watts, kilowatts, kilowatt hour, and joules are and how they relate to each other.<br />
*Home Checklist is introduced: Students assess their own homes by completing a home checklist in which they consider the amount of appliances in their home and their amount of use.<br />
<br />
===Day 2: Blinding Heat=== <br />
[[Image:Dock1.jpg|thumb|right|300px|'''Figure 2: Blinding Heat docking station.''']]<br />
*Blinding Heat activity demonstrates to students what heat transfer and the Law of the Conservation of Energy are by using a hands-on activity.<br />
*Students compare the wattage and temperature of a CFL and incandescent bulb over time using a Kill-A-Watt<sup>TM</sup> meter, thermometer, and the docking station pictured in '''Figure 2'''.<br />
*Students then make conclusions and graph their data to visualize comparison.<br />
<br />
===Day 3: Appliance Energy Reading=== <br />
*The Appliance Energy Reading Activity shows students the amount of energy used by appliances while on and off.<br />
*Students receive an activity sheet, a Kill-A-Watt™ meter, and an extension cord (if needed). <br />
*Students then use the Kill-A-Watt™ meter to measure the energy use of appliances while on and off.<br />
*Lastly, students use their data to draw conclusions and graph the energy use of each appliance while on and off.<br />
<br />
===Day 4: Blinding Heat Discussion=== <br />
*Students discuss Blinding Heat results to motivate energy conservation in their homes.<br />
*Blinding Heat results are used to teach California science and math standards.<br />
*The students calculate with teacher how much energy and money can be saved if the class switches their incandescent bulbs to CFL bulbs.<br />
<br />
===Day 5: Reflection=== <br />
*The Unit is concluded.<br />
*Students discusse their Appliance Energy Reading results.<br />
*Total class Home Checklist results.<br />
*Individual appliance calculation results.<br />
*Students reflect upon the unit by creating a poster displaying something they learned during the week.<br />
<br />
==Costs==<br />
<br />
The following tables respectively show the total expentitures by Team E<sup>2</sup> and the expected cost per year for the RCEA to maintain the educational kit if it is implemented three times per year.<br />
<br />
<br />
'''Table 1: Implementation Cost'''<br />
{| class="wikitable sortable"<br />
|-<br />
! Item<br />
! Unit Cost ($)<br />
! Quantity<br />
! Item Cost ($)<br />
|-<br />
| Plug-To-Socket Adaptor Brown<br />
|align="right"| 1.75<br />
|align="center"| 12<br />
|align="right"| 21.00<br />
|-<br />
| Plug-To-Socket Adaptor Ivory<br />
|align="right"| 1.89<br />
|align="center"| 4<br />
|align="right"| 7.56<br />
|-<br />
| Ace Extension Cord 6ft<br />
|align="right"| 1.99<br />
|align="center"| 14<br />
|align="right"| 27.86<br />
|-<br />
| Ace Extension Cord 10ft<br />
|align="right"| 4.49<br />
|align="center"| 7<br />
|align="right"| 31.43<br />
|-<br />
| Ace 6 Outlet Power Center<br />
|align="right"| 4.79<br />
|align="center"| 1<br />
|align="right"| 4.79<br />
|-<br />
| 4"x4"x8' Fir Lumber Board<br />
|align="right"| 9.01<br />
|align="center"| 1<br />
|align="right"| 9.01<br />
|-<br />
| Kill-A-Watt Meter<br />
|align="right"| 17.89<br />
|align="center"| 7<br />
|align="right"| 125.23<br />
|-<br />
| Therometer<br />
|align="right"| 1.90<br />
|align="center"| 7<br />
|align="right"| 13.33<br />
|-<br />
| CFL Light Bulb<br />
|align="right"| 1.25<br />
|align="center"| 8<br />
|align="right"| 10.00<br />
|-<br />
| Incandescent Light Bulb<br />
|align="right"| 1.50<br />
|align="center"| 7<br />
|align="right"| Donated<br />
|-<br />
| USB Drive<br />
|align="right"| 8.00<br />
|align="center"| 1<br />
|align="right"| Donated<br />
|-<br />
| Paper<br />
|align="right"| 0.01<br />
|align="center"| 280<br />
|align="right"| Donated<br />
|-class="sortbottom"<br />
!colspan="3" | Total<br />
! $ 250.21<br />
|}<br />
<br />
<br />
'''Table 2: Maintenance Cost'''<br />
{| class="wikitable"<br />
|-<br />
! Maintenance Task<br />
! Projected Number/per year<br />
! Cost/per year<br />
|-<br />
| Print paper assignments<br />
| 3 weekly lesson plans<br />
|align="right"| $ 9.00<br />
|-<br />
| Replacemant light bulb<br />
| 1 bulb<br />
|align="right"| 1.50<br />
|-<br />
| Replacement extension cord<br />
| 1 extension cord<br />
|align="right"| 5.00<br />
|-<br />
| Replacement thermometer<br />
| 2 thermometer<br />
|align="right"| 4.00<br />
|-<br />
| <br />
| '''Total Maintenance Cost/per year'''<br />
|align="right"| '''$ 19.50'''<br />
|-<br />
|}<br />
<br />
==Testing Results==<br />
<br />
Bust-A-Watt has been reviewed and edited by three local middle school and high school educators, the Redwood Coast Energy Authority employee Oliver Hulland, and [http://www.humboldt.edu/engineering/ Humboldt State University Environmental Resources Engineering] Introduction to Design instructor Lonny Grafman throughout Bust-A-Watt's creation and production. These resources helped in the creation of Bust-A-Watt's criteria, as well as in the decision process, and in testing Bust-A-Watt in local middle school classrooms. During the week of April 19th Bust-A-Watt was implemented into a middle school science class at Laurel Tree Learning Center in Arcata, and on April 26th the Blinding Heat activity was implemented into a sixth grade science class at Washington Elementary School in Eureka. The testing results showed that discussions during the introduction of Bust-A-Watt did not fill the one hour block that was intended. The testing also revealed confusing aspects of the activity instructions which helped in editting them for testing at Washignton Elementary. After implementation at Laurel Tree Learning Center the students were given a short survey to fill out in which they were asked their favorite and least favorite parts of the lesson plan as well as which parts were confusing.<br />
<br />
==Discussion and next steps==<br />
<br />
The Bust-A-Watt educational kit was recieved well by the students at Laurel Tree Learning Center. They felt that the unit helped them learn about energy basics and energy conservation. Although the insturctions and discussions are geared toward middle school students, the kit could be implemented into high schools or even elementary schools with only small changes to the content of each discussion and lab sheet. <br />
The docking stations for Blinding Heat are incredibly durable; however, light bulbs are not. There is a possibility that a student may trip on an extension cord resulting in broken light bulbs and possible mercury exposure. Due to lack of resources and time team E<sup>2</sup> was unable to install the proposed metal fencing cages around both light bulbs on each station to prevent the light bulbs from breaking.<br />
The thermometers are also another concern of team E<sup>2</sup>. Due to the budget of the project, two dollar thermometers were included in the box. These thermometers are rather fragile and can be broken by students easily; however they can be replaced easily.<br />
<br />
==Creators==<br />
Spring 2010 Engineering 215 Introduction to Design Team Esquared:<br />
*[[User:Logan hsu|Logan Baumgartner]] <br />
*[[User:Bryan Schmitt|Bryan Schmitt]] <br />
*[[User:elizabethg1990|Elizabeth Gutierrez]]<br />
<br />
[[Category:Engr215 Introduction to Design]]<br />
[[Category:Redwood Coast Energy Authority]]</div>Logan hsuhttps://www.appropedia.org/w/index.php?title=RCEA_Bust-A-Watt&diff=125914RCEA Bust-A-Watt2010-05-08T00:44:00Z<p>Logan hsu: /* Costs */</p>
<hr />
<div>[[Image:E2logo.png|thumb|left|200px]]<br />
{{TOCright}}<br />
<br />
==Abstract==<br />
<br />
<center>''The RCEA [http://www.redwoodcoastenergyauthority.org/ Redwood Coast Energy Authority] asked the Engineering 215 Intro to Design class at Humboldt State University in Arcata, California to design educational kits. These kits provide teachers of Humboldt County the tools that are necessary to teach kindergarten through 12<sup>th</sup> grade students about '''climate change''', '''renewable resources''', or '''energy conservation'''. This webpage describes one of these projects, '''Bust-A-Watt''', which teaches fifth through eighth grade students about '''energy conservation'''.''</center><br />
[[Image:RCEAlogo.png|thumb|right|300px| '''Figure 1: RCEA logo''']]<br />
==Background and Objective==<br />
<br />
<br />
The RCEA is a Joint Powers Authority focused on implementing sustainible and renewable energy in Humboldt County. <br />
<br />
At the beginning of the Spring 2010 semester they asked the Engineering 215 class at HSU to design educational kits that teach K-12 students about these energy topics. Team '''E<sup>2</sup>''' of the Engineering 215 class was assigned to develop a kit that teaches fifth through eighth grade students about energy conservation. Over a 12 week period, Team E<sup>2</sup>; Elizabeth Gutierrez, Bryan Schmitt, and Logan Baumgartner, used the criteria they agreed upon with the RCEA to design and develop '''Bust-A-Watt'''; a five day comprehensive lesson plan that motivates and educates middle school students toward energy conservation.<br />
<br />
==Criteria==<br />
<br />
Criteria were created by team E<sup>2</sup> as a tool to structure the final design. The criteria were created in correspondence with RCEA's standards and expectations, and with input by Humboldt County teachers. In addition to creating the criteria a weight was given to each. The weight is a scale created by E<sup>2</sup> to decide the level of importance of each criteria. Table 1 shows each criteria, its weight, and a description of that criteria.<br />
{| class="wikitable sortable"<br />
|-<br />
! Criteria<br />
! Weight<br />
! Description<br />
|-<br />
| Safety<br />
| 10<br />
| Level of avoiding risk of injury and danger to any individual<br />
|-<br />
| Durability<br />
| 10<br />
| Ability for the kit to last for atleast a one year with normal use<br />
|-<br />
| Amount of Real World Applicability<br />
| 10<br />
| Amount of information that students will gain from the kit which pretains to real world applications <br />
|-<br />
| Cost<br />
| 9<br />
| Amount of money spent on the kit from E<sup>2</sup> and RCEA<br />
|-<br />
| Level of Engagement<br />
| 8<br />
| Kit's ability to create student interaction during implementation<br />
|-<br />
| Compliance with Educational Standards<br />
| 8<br />
| How many California State Math and Science Standards the kit contains<br />
|-<br />
| Ease of Use<br />
| 7<br />
| Amount of effort needed by teachers to implement kit into the classroom and by RCEA to maintain at their office<br />
|-<br />
| Transportability<br />
| 6<br />
| Ability for the kit to be transported from RCEA to the classroom without damage to insturments<br />
|-<br />
|}<br />
<br />
==Description of Final Project ==<br />
<br />
Bust-A-Watt educates middle school students about energy conservation through hands on activities, interactive discussions, home assessment assignments, and a reflective art assignment. Bust-A-Watt is a weeklong energy conservation unit, broken up into five one hour class periods, or individual daily activities. Three of the days consist of class discussions and two days consist of experimental activities.<br />
<br />
===Day 1: Introduction=== <br />
*Energy Conservation unit is introduced via lecture; why conserving energy is important, how energy is measured, and Home Checklist introduced. <br />
*Discussion: Students are given a background of why conserving energy is important. The energy and power lecture consists of teaching students what watts, kilowatts, kilowatt hour, and joules are and how they relate to each other.<br />
*Home Checklist is introduced: Students assess their own homes by completing a home checklist in which they consider the amount of appliances in their home and their amount of use.<br />
<br />
===Day 2: Blinding Heat=== <br />
[[Image:Dock1.jpg|thumb|right|300px|'''Figure 2: Blinding Heat docking station.''']]<br />
*Blinding Heat activity demonstrates to students what heat transfer and the Law of the Conservation of Energy are by using a hands-on activity.<br />
*Students compare the wattage and temperature of a CFL and incandescent bulb over time using a Kill-A-Watt<sup>TM</sup> meter, thermometer, and the docking station pictured in '''Figure 2'''.<br />
*Students then make conclusions and graph their data to visualize comparison.<br />
<br />
===Day 3: Appliance Energy Reading=== <br />
*The Appliance Energy Reading Activity shows students the amount of energy used by appliances while on and off.<br />
*Students receive an activity sheet, a Kill-A-Watt™ meter, and an extension cord (if needed). <br />
*Students then use the Kill-A-Watt™ meter to measure the energy use of appliances while on and off.<br />
*Lastly, students use their data to draw conclusions and graph the energy use of each appliance while on and off.<br />
<br />
===Day 4: Blinding Heat Discussion=== <br />
*Students discuss Blinding Heat results to motivate energy conservation in their homes.<br />
*Blinding Heat results are used to teach California science and math standards.<br />
*The students calculate with teacher how much energy and money can be saved if the class switches their incandescent bulbs to CFL bulbs.<br />
<br />
===Day 5: Reflection=== <br />
*The Unit is concluded.<br />
*Students discusse their Appliance Energy Reading results.<br />
*Total class Home Checklist results.<br />
*Individual appliance calculation results.<br />
*Students reflect upon the unit by creating a poster displaying something they learned during the week.<br />
<br />
==Costs==<br />
<br />
The following tables respectively show the total expentitures by Team E<sup>2</sup> and the expected cost per year for the RCEA to maintain the educational kit if it is implemented three times per year.<br />
<br />
<br />
'''Table 1: Implementation Cost'''<br />
{| class="wikitable sortable"<br />
|-<br />
! Item<br />
! Unit Cost ($)<br />
! Quantity<br />
! Item Cost ($)<br />
|-<br />
| Plug-To-Socket Adaptor Brown<br />
|align="right"| 1.75<br />
|align="center"| 12<br />
|align="right"| $ 21.00<br />
|-<br />
| Plug-To-Socket Adaptor Ivory<br />
|align="right"| 1.89<br />
|align="center"| 4<br />
|align="right"| 7.56<br />
|-<br />
| Ace Extension Cord 6ft<br />
|align="right"| 1.99<br />
|align="center"| 14<br />
|align="right"| 27.86<br />
|-<br />
| Ace Extension Cord 10ft<br />
|align="right"| 4.49<br />
|align="center"| 7<br />
|align="right"| 31.43<br />
|-<br />
| Ace 6 Outlet Power Center<br />
|align="right"| 4.79<br />
|align="center"| 1<br />
|align="right"| 4.79<br />
|-<br />
| 4"x4"x8' Fir Lumber Board<br />
|align="right"| 9.01<br />
|align="center"| 1<br />
|align="right"| 9.01<br />
|-<br />
| Kill-A-Watt Meter<br />
|align="right"| 17.89<br />
|align="center"| 7<br />
|align="right"| 125.23<br />
|-<br />
| Therometer<br />
|align="right"| 1.90<br />
|align="center"| 7<br />
|align="right"| 13.33<br />
|-<br />
| CFL Light Bulb<br />
|align="right"| 1.25<br />
|align="center"| 8<br />
|align="right"| 10.00<br />
|-<br />
| Incandescent Light Bulb<br />
|align="right"| 1.50<br />
|align="center"| 7<br />
|align="right"| Donated<br />
|-<br />
| USB Drive<br />
|align="right"| 8.00<br />
|align="center"| 1<br />
|align="right"| Donated<br />
|-<br />
| Paper<br />
|align="right"| 0.01<br />
|align="center"| 280<br />
|align="right"| Donated<br />
|-class="sortbottom"<br />
!colspan="3" | Total<br />
! $ 250.21<br />
|}<br />
<br />
<br />
'''Table 2: Maintenance Cost'''<br />
{| class="wikitable"<br />
|-<br />
! Maintenance Task<br />
! Projected Number/per year<br />
! Cost/per year<br />
|-<br />
| Print paper assignments<br />
| 3 weekly lesson plans<br />
|align="right"| 9.00<br />
|-<br />
| Replacemant light bulb<br />
| 1 bulb<br />
|align="right"| 1.50<br />
|-<br />
| Replacement extension cord<br />
| 1 extension cord<br />
|align="right"| 5.00<br />
|-<br />
| Replacement thermometer<br />
| 2 thermometer<br />
|align="right"| 4.00<br />
|-<br />
| <br />
| '''Total Maintenance Cost/per year'''<br />
|align="right"| '''$ 19.50'''<br />
|-<br />
|}<br />
<br />
==Testing Results==<br />
<br />
Bust-A-Watt has been reviewed and edited by three local middle school and high school educators, the Redwood Coast Energy Authority employee Oliver Hulland, and [http://www.humboldt.edu/engineering/ Humboldt State University Environmental Resources Engineering] Introduction to Design instructor Lonny Grafman throughout Bust-A-Watt's creation and production. These resources helped in the creation of Bust-A-Watt's criteria, as well as in the decision process, and in testing Bust-A-Watt in local middle school classrooms. During the week of April 19th Bust-A-Watt was implemented into a middle school science class at Laurel Tree Learning Center in Arcata, and on April 26th the Blinding Heat activity was implemented into a sixth grade science class at Washington Elementary School in Eureka. The testing results showed that discussions during the introduction of Bust-A-Watt did not fill the one hour block that was intended. The testing also revealed confusing aspects of the activity instructions which helped in editting them for testing at Washignton Elementary. After implementation at Laurel Tree Learning Center the students were given a short survey to fill out in which they were asked their favorite and least favorite parts of the lesson plan as well as which parts were confusing.<br />
<br />
==Discussion and next steps==<br />
<br />
The Bust-A-Watt educational kit was recieved well by the students at Laurel Tree Learning Center. They felt that the unit helped them learn about energy basics and energy conservation. Although the insturctions and discussions are geared toward middle school students, the kit could be implemented into high schools or even elementary schools with only small changes to the content of each discussion and lab sheet. <br />
The docking stations for Blinding Heat are incredibly durable; however, light bulbs are not. There is a possibility that a student may trip on an extension cord resulting in broken light bulbs and possible mercury exposure. Due to lack of resources and time team E<sup>2</sup> was unable to install the proposed metal fencing cages around both light bulbs on each station to prevent the light bulbs from breaking.<br />
The thermometers are also another concern of team E<sup>2</sup>. Due to the budget of the project, two dollar thermometers were included in the box. These thermometers are rather fragile and can be broken by students easily; however they can be replaced easily.<br />
<br />
==Creators==<br />
Spring 2010 Engineering 215 Introduction to Design Team Esquared:<br />
*[[User:Logan hsu|Logan Baumgartner]] <br />
*[[User:Bryan Schmitt|Bryan Schmitt]] <br />
*[[User:elizabethg1990|Elizabeth Gutierrez]]<br />
<br />
[[Category:Engr215 Introduction to Design]]<br />
[[Category:Redwood Coast Energy Authority]]</div>Logan hsuhttps://www.appropedia.org/w/index.php?title=RCEA_Bust-A-Watt&diff=125912RCEA Bust-A-Watt2010-05-08T00:42:31Z<p>Logan hsu: /* Costs */</p>
<hr />
<div>[[Image:E2logo.png|thumb|left|200px]]<br />
{{TOCright}}<br />
<br />
==Abstract==<br />
<br />
<center>''The RCEA [http://www.redwoodcoastenergyauthority.org/ Redwood Coast Energy Authority] asked the Engineering 215 Intro to Design class at Humboldt State University in Arcata, California to design educational kits. These kits provide teachers of Humboldt County the tools that are necessary to teach kindergarten through 12<sup>th</sup> grade students about '''climate change''', '''renewable resources''', or '''energy conservation'''. This webpage describes one of these projects, '''Bust-A-Watt''', which teaches fifth through eighth grade students about '''energy conservation'''.''</center><br />
[[Image:RCEAlogo.png|thumb|right|300px| '''Figure 1: RCEA logo''']]<br />
==Background and Objective==<br />
<br />
<br />
The RCEA is a Joint Powers Authority focused on implementing sustainible and renewable energy in Humboldt County. <br />
<br />
At the beginning of the Spring 2010 semester they asked the Engineering 215 class at HSU to design educational kits that teach K-12 students about these energy topics. Team '''E<sup>2</sup>''' of the Engineering 215 class was assigned to develop a kit that teaches fifth through eighth grade students about energy conservation. Over a 12 week period, Team E<sup>2</sup>; Elizabeth Gutierrez, Bryan Schmitt, and Logan Baumgartner, used the criteria they agreed upon with the RCEA to design and develop '''Bust-A-Watt'''; a five day comprehensive lesson plan that motivates and educates middle school students toward energy conservation.<br />
<br />
==Criteria==<br />
<br />
Criteria were created by team E<sup>2</sup> as a tool to structure the final design. The criteria were created in correspondence with RCEA's standards and expectations, and with input by Humboldt County teachers. In addition to creating the criteria a weight was given to each. The weight is a scale created by E<sup>2</sup> to decide the level of importance of each criteria. Table 1 shows each criteria, its weight, and a description of that criteria.<br />
{| class="wikitable sortable"<br />
|-<br />
! Criteria<br />
! Weight<br />
! Description<br />
|-<br />
| Safety<br />
| 10<br />
| Level of avoiding risk of injury and danger to any individual<br />
|-<br />
| Durability<br />
| 10<br />
| Ability for the kit to last for atleast a one year with normal use<br />
|-<br />
| Amount of Real World Applicability<br />
| 10<br />
| Amount of information that students will gain from the kit which pretains to real world applications <br />
|-<br />
| Cost<br />
| 9<br />
| Amount of money spent on the kit from E<sup>2</sup> and RCEA<br />
|-<br />
| Level of Engagement<br />
| 8<br />
| Kit's ability to create student interaction during implementation<br />
|-<br />
| Compliance with Educational Standards<br />
| 8<br />
| How many California State Math and Science Standards the kit contains<br />
|-<br />
| Ease of Use<br />
| 7<br />
| Amount of effort needed by teachers to implement kit into the classroom and by RCEA to maintain at their office<br />
|-<br />
| Transportability<br />
| 6<br />
| Ability for the kit to be transported from RCEA to the classroom without damage to insturments<br />
|-<br />
|}<br />
<br />
==Description of Final Project ==<br />
<br />
Bust-A-Watt educates middle school students about energy conservation through hands on activities, interactive discussions, home assessment assignments, and a reflective art assignment. Bust-A-Watt is a weeklong energy conservation unit, broken up into five one hour class periods, or individual daily activities. Three of the days consist of class discussions and two days consist of experimental activities.<br />
<br />
===Day 1: Introduction=== <br />
*Energy Conservation unit is introduced via lecture; why conserving energy is important, how energy is measured, and Home Checklist introduced. <br />
*Discussion: Students are given a background of why conserving energy is important. The energy and power lecture consists of teaching students what watts, kilowatts, kilowatt hour, and joules are and how they relate to each other.<br />
*Home Checklist is introduced: Students assess their own homes by completing a home checklist in which they consider the amount of appliances in their home and their amount of use.<br />
<br />
===Day 2: Blinding Heat=== <br />
[[Image:Dock1.jpg|thumb|right|300px|'''Figure 2: Blinding Heat docking station.''']]<br />
*Blinding Heat activity demonstrates to students what heat transfer and the Law of the Conservation of Energy are by using a hands-on activity.<br />
*Students compare the wattage and temperature of a CFL and incandescent bulb over time using a Kill-A-Watt<sup>TM</sup> meter, thermometer, and the docking station pictured in '''Figure 2'''.<br />
*Students then make conclusions and graph their data to visualize comparison.<br />
<br />
===Day 3: Appliance Energy Reading=== <br />
*The Appliance Energy Reading Activity shows students the amount of energy used by appliances while on and off.<br />
*Students receive an activity sheet, a Kill-A-Watt™ meter, and an extension cord (if needed). <br />
*Students then use the Kill-A-Watt™ meter to measure the energy use of appliances while on and off.<br />
*Lastly, students use their data to draw conclusions and graph the energy use of each appliance while on and off.<br />
<br />
===Day 4: Blinding Heat Discussion=== <br />
*Students discuss Blinding Heat results to motivate energy conservation in their homes.<br />
*Blinding Heat results are used to teach California science and math standards.<br />
*The students calculate with teacher how much energy and money can be saved if the class switches their incandescent bulbs to CFL bulbs.<br />
<br />
===Day 5: Reflection=== <br />
*The Unit is concluded.<br />
*Students discusse their Appliance Energy Reading results.<br />
*Total class Home Checklist results.<br />
*Individual appliance calculation results.<br />
*Students reflect upon the unit by creating a poster displaying something they learned during the week.<br />
<br />
==Costs==<br />
<br />
The following tables respectively show the total expentitures by Team E<sup>2</sup> and the expected cost per year for the RCEA to maintain the educational kit if it is implemented three times per year.<br />
<br />
<br />
'''Table 1: Implementation Cost'''<br />
{| class="wikitable sortable"<br />
|-<br />
! Item<br />
! Unit Cost<br />
! Quantity<br />
! Item Cost<br />
|-<br />
| Plug-To-Socket Adaptor Brown<br />
|align="right"| $ 1.75<br />
|align="center"| 12<br />
|align="right"| $ 21.00<br />
|-<br />
| Plug-To-Socket Adaptor Ivory<br />
|align="right"| 1.89<br />
|align="center"| 4<br />
|align="right"| 7.56<br />
|-<br />
| Ace Extension Cord 6ft<br />
|align="right"| 1.99<br />
|align="center"| 14<br />
|align="right"| 27.86<br />
|-<br />
| Ace Extension Cord 10ft<br />
|align="right"| 4.49<br />
|align="center"| 7<br />
|align="right"| 31.43<br />
|-<br />
| Ace 6 Outlet Power Center<br />
|align="right"| 4.79<br />
|align="center"| 1<br />
|align="right"| 4.79<br />
|-<br />
| 4"x4"x8' Fir Lumber Board<br />
|align="right"| 9.01<br />
|align="center"| 1<br />
|align="right"| 9.01<br />
|-<br />
| Kill-A-Watt Meter<br />
|align="right"| 17.89<br />
|align="center"| 7<br />
|align="right"| 125.23<br />
|-<br />
| Therometer<br />
|align="right"| 1.90<br />
|align="center"| 7<br />
|align="right"| 13.33<br />
|-<br />
| CFL Light Bulb<br />
|align="right"| 1.25<br />
|align="center"| 8<br />
|align="right"| 10.00<br />
|-<br />
| Incandescent Light Bulb<br />
|align="right"| 1.50<br />
|align="center"| 7<br />
|align="right"| Donated<br />
|-<br />
| USB Drive<br />
|align="right"| 8.00<br />
|align="center"| 1<br />
|align="right"| Donated<br />
|-<br />
| Paper<br />
|align="right"| 0.01<br />
|align="center"| 280<br />
|align="right"| Donated<br />
|-class="sortbottom"<br />
!colspan="3" | Total<br />
! $ 250.21<br />
|}<br />
<br />
<br />
'''Table 2: Maintenance Cost'''<br />
{| class="wikitable"<br />
|-<br />
! Maintenance Task<br />
! Projected Number/per year<br />
! Cost/per year<br />
|-<br />
| Print paper assignments<br />
| 3 weekly lesson plans<br />
|align="right"| $ 9.00<br />
|-<br />
| Replacemant light bulb<br />
| 1 bulb<br />
|align="right"| 1.50<br />
|-<br />
| Replacement extension cord<br />
| 1 extension cord<br />
|align="right"| 5.00<br />
|-<br />
| Replacement thermometer<br />
| 2 thermometer<br />
|align="right"| 4.00<br />
|-<br />
| <br />
| '''Total Maintenance Cost/per year'''<br />
|align="right"| '''$ 19.50'''<br />
|-<br />
|}<br />
<br />
==Testing Results==<br />
<br />
Bust-A-Watt has been reviewed and edited by three local middle school and high school educators, the Redwood Coast Energy Authority employee Oliver Hulland, and [http://www.humboldt.edu/engineering/ Humboldt State University Environmental Resources Engineering] Introduction to Design instructor Lonny Grafman throughout Bust-A-Watt's creation and production. These resources helped in the creation of Bust-A-Watt's criteria, as well as in the decision process, and in testing Bust-A-Watt in local middle school classrooms. During the week of April 19th Bust-A-Watt was implemented into a middle school science class at Laurel Tree Learning Center in Arcata, and on April 26th the Blinding Heat activity was implemented into a sixth grade science class at Washington Elementary School in Eureka. The testing results showed that discussions during the introduction of Bust-A-Watt did not fill the one hour block that was intended. The testing also revealed confusing aspects of the activity instructions which helped in editting them for testing at Washignton Elementary. After implementation at Laurel Tree Learning Center the students were given a short survey to fill out in which they were asked their favorite and least favorite parts of the lesson plan as well as which parts were confusing.<br />
<br />
==Discussion and next steps==<br />
<br />
The Bust-A-Watt educational kit was recieved well by the students at Laurel Tree Learning Center. They felt that the unit helped them learn about energy basics and energy conservation. Although the insturctions and discussions are geared toward middle school students, the kit could be implemented into high schools or even elementary schools with only small changes to the content of each discussion and lab sheet. <br />
The docking stations for Blinding Heat are incredibly durable; however, light bulbs are not. There is a possibility that a student may trip on an extension cord resulting in broken light bulbs and possible mercury exposure. Due to lack of resources and time team E<sup>2</sup> was unable to install the proposed metal fencing cages around both light bulbs on each station to prevent the light bulbs from breaking.<br />
The thermometers are also another concern of team E<sup>2</sup>. Due to the budget of the project, two dollar thermometers were included in the box. These thermometers are rather fragile and can be broken by students easily; however they can be replaced easily.<br />
<br />
==Creators==<br />
Spring 2010 Engineering 215 Introduction to Design Team Esquared:<br />
*[[User:Logan hsu|Logan Baumgartner]] <br />
*[[User:Bryan Schmitt|Bryan Schmitt]] <br />
*[[User:elizabethg1990|Elizabeth Gutierrez]]<br />
<br />
[[Category:Engr215 Introduction to Design]]<br />
[[Category:Redwood Coast Energy Authority]]</div>Logan hsuhttps://www.appropedia.org/w/index.php?title=RCEA_Bust-A-Watt&diff=125910RCEA Bust-A-Watt2010-05-08T00:41:03Z<p>Logan hsu: /* Costs */</p>
<hr />
<div>[[Image:E2logo.png|thumb|left|200px]]<br />
{{TOCright}}<br />
<br />
==Abstract==<br />
<br />
<center>''The RCEA [http://www.redwoodcoastenergyauthority.org/ Redwood Coast Energy Authority] asked the Engineering 215 Intro to Design class at Humboldt State University in Arcata, California to design educational kits. These kits provide teachers of Humboldt County the tools that are necessary to teach kindergarten through 12<sup>th</sup> grade students about '''climate change''', '''renewable resources''', or '''energy conservation'''. This webpage describes one of these projects, '''Bust-A-Watt''', which teaches fifth through eighth grade students about '''energy conservation'''.''</center><br />
[[Image:RCEAlogo.png|thumb|right|300px| '''Figure 1: RCEA logo''']]<br />
==Background and Objective==<br />
<br />
<br />
The RCEA is a Joint Powers Authority focused on implementing sustainible and renewable energy in Humboldt County. <br />
<br />
At the beginning of the Spring 2010 semester they asked the Engineering 215 class at HSU to design educational kits that teach K-12 students about these energy topics. Team '''E<sup>2</sup>''' of the Engineering 215 class was assigned to develop a kit that teaches fifth through eighth grade students about energy conservation. Over a 12 week period, Team E<sup>2</sup>; Elizabeth Gutierrez, Bryan Schmitt, and Logan Baumgartner, used the criteria they agreed upon with the RCEA to design and develop '''Bust-A-Watt'''; a five day comprehensive lesson plan that motivates and educates middle school students toward energy conservation.<br />
<br />
==Criteria==<br />
<br />
Criteria were created by team E<sup>2</sup> as a tool to structure the final design. The criteria were created in correspondence with RCEA's standards and expectations, and with input by Humboldt County teachers. In addition to creating the criteria a weight was given to each. The weight is a scale created by E<sup>2</sup> to decide the level of importance of each criteria. Table 1 shows each criteria, its weight, and a description of that criteria.<br />
{| class="wikitable sortable"<br />
|-<br />
! Criteria<br />
! Weight<br />
! Description<br />
|-<br />
| Safety<br />
| 10<br />
| Level of avoiding risk of injury and danger to any individual<br />
|-<br />
| Durability<br />
| 10<br />
| Ability for the kit to last for atleast a one year with normal use<br />
|-<br />
| Amount of Real World Applicability<br />
| 10<br />
| Amount of information that students will gain from the kit which pretains to real world applications <br />
|-<br />
| Cost<br />
| 9<br />
| Amount of money spent on the kit from E<sup>2</sup> and RCEA<br />
|-<br />
| Level of Engagement<br />
| 8<br />
| Kit's ability to create student interaction during implementation<br />
|-<br />
| Compliance with Educational Standards<br />
| 8<br />
| How many California State Math and Science Standards the kit contains<br />
|-<br />
| Ease of Use<br />
| 7<br />
| Amount of effort needed by teachers to implement kit into the classroom and by RCEA to maintain at their office<br />
|-<br />
| Transportability<br />
| 6<br />
| Ability for the kit to be transported from RCEA to the classroom without damage to insturments<br />
|-<br />
|}<br />
<br />
==Description of Final Project ==<br />
<br />
Bust-A-Watt educates middle school students about energy conservation through hands on activities, interactive discussions, home assessment assignments, and a reflective art assignment. Bust-A-Watt is a weeklong energy conservation unit, broken up into five one hour class periods, or individual daily activities. Three of the days consist of class discussions and two days consist of experimental activities.<br />
<br />
===Day 1: Introduction=== <br />
*Energy Conservation unit is introduced via lecture; why conserving energy is important, how energy is measured, and Home Checklist introduced. <br />
*Discussion: Students are given a background of why conserving energy is important. The energy and power lecture consists of teaching students what watts, kilowatts, kilowatt hour, and joules are and how they relate to each other.<br />
*Home Checklist is introduced: Students assess their own homes by completing a home checklist in which they consider the amount of appliances in their home and their amount of use.<br />
<br />
===Day 2: Blinding Heat=== <br />
[[Image:Dock1.jpg|thumb|right|300px|'''Figure 2: Blinding Heat docking station.''']]<br />
*Blinding Heat activity demonstrates to students what heat transfer and the Law of the Conservation of Energy are by using a hands-on activity.<br />
*Students compare the wattage and temperature of a CFL and incandescent bulb over time using a Kill-A-Watt<sup>TM</sup> meter, thermometer, and the docking station pictured in '''Figure 2'''.<br />
*Students then make conclusions and graph their data to visualize comparison.<br />
<br />
===Day 3: Appliance Energy Reading=== <br />
*The Appliance Energy Reading Activity shows students the amount of energy used by appliances while on and off.<br />
*Students receive an activity sheet, a Kill-A-Watt™ meter, and an extension cord (if needed). <br />
*Students then use the Kill-A-Watt™ meter to measure the energy use of appliances while on and off.<br />
*Lastly, students use their data to draw conclusions and graph the energy use of each appliance while on and off.<br />
<br />
===Day 4: Blinding Heat Discussion=== <br />
*Students discuss Blinding Heat results to motivate energy conservation in their homes.<br />
*Blinding Heat results are used to teach California science and math standards.<br />
*The students calculate with teacher how much energy and money can be saved if the class switches their incandescent bulbs to CFL bulbs.<br />
<br />
===Day 5: Reflection=== <br />
*The Unit is concluded.<br />
*Students discusse their Appliance Energy Reading results.<br />
*Total class Home Checklist results.<br />
*Individual appliance calculation results.<br />
*Students reflect upon the unit by creating a poster displaying something they learned during the week.<br />
<br />
==Costs==<br />
<br />
The following tables respectively show the total expentitures by Team E<sup>2</sup> and the expected cost per year for the RCEA to maintain the educational kit if it is implemented three times per year.<br />
<br />
<br />
'''Table 1: Implementation Cost'''<br />
{| class="wikitable sortable"<br />
|-<br />
! Item<br />
! Unit Cost<br />
! Quantity<br />
! Item Cost<br />
|-<br />
| Plug-To-Socket Adaptor Brown<br />
|align="right"| $ 1.75<br />
| 12<br />
|align="right"| $ 21.00<br />
|-<br />
| Plug-To-Socket Adaptor Ivory<br />
|align="right"| 1.89<br />
| 4<br />
|align="right"| 7.56<br />
|-<br />
| Ace Extension Cord 6ft<br />
|align="right"| 1.99<br />
| 14<br />
|align="right"| 27.86<br />
|-<br />
| Ace Extension Cord 10ft<br />
|align="right"| 4.49<br />
| 7<br />
|align="right"| 31.43<br />
|-<br />
| Ace 6 Outlet Power Center<br />
|align="right"| 4.79<br />
| 1<br />
|align="right"| 4.79<br />
|-<br />
| 4"x4"x8' Fir Lumber Board<br />
|align="right"| 9.01<br />
| 1<br />
|align="right"| 9.01<br />
|-<br />
| Kill-A-Watt Meter<br />
|align="right"| 17.89<br />
| 7<br />
|align="right"| 125.23<br />
|-<br />
| Therometer<br />
|align="right"| 1.90<br />
| 7<br />
|align="right"| 13.33<br />
|-<br />
| CFL Light Bulb<br />
|align="right"| 1.25<br />
| 8<br />
|align="right"| 10.00<br />
|-<br />
| Incandescent Light Bulb<br />
|align="right"| 1.50<br />
| 7<br />
|align="right"| Donated<br />
|-<br />
| USB Drive<br />
|align="right"| 8.00<br />
| 1<br />
|align="right"| Donated<br />
|-<br />
| Paper<br />
|align="right"| 0.01<br />
| 280<br />
|align="right"| Donated<br />
|-class="sortbottom"<br />
!colspan="3" | Total<br />
! $ 250.21<br />
|}<br />
<br />
<br />
'''Table 2: Maintenance Cost'''<br />
{| class="wikitable"<br />
|-<br />
! Maintenance Task<br />
! Projected Number/per year<br />
! Cost/per year<br />
|-<br />
| Print paper assignments<br />
| 3 weekly lesson plans<br />
|align="right"| $ 9.00<br />
|-<br />
| Replacemant light bulb<br />
| 1 bulb<br />
|align="right"| 1.50<br />
|-<br />
| Replacement extension cord<br />
| 1 extension cord<br />
|align="right"| 5.00<br />
|-<br />
| Replacement thermometer<br />
| 2 thermometer<br />
|align="right"| 4.00<br />
|-<br />
| <br />
| '''Total Maintenance Cost/per year'''<br />
|align="right"| '''$ 19.50'''<br />
|-<br />
|}<br />
<br />
==Testing Results==<br />
<br />
Bust-A-Watt has been reviewed and edited by three local middle school and high school educators, the Redwood Coast Energy Authority employee Oliver Hulland, and [http://www.humboldt.edu/engineering/ Humboldt State University Environmental Resources Engineering] Introduction to Design instructor Lonny Grafman throughout Bust-A-Watt's creation and production. These resources helped in the creation of Bust-A-Watt's criteria, as well as in the decision process, and in testing Bust-A-Watt in local middle school classrooms. During the week of April 19th Bust-A-Watt was implemented into a middle school science class at Laurel Tree Learning Center in Arcata, and on April 26th the Blinding Heat activity was implemented into a sixth grade science class at Washington Elementary School in Eureka. The testing results showed that discussions during the introduction of Bust-A-Watt did not fill the one hour block that was intended. The testing also revealed confusing aspects of the activity instructions which helped in editting them for testing at Washignton Elementary. After implementation at Laurel Tree Learning Center the students were given a short survey to fill out in which they were asked their favorite and least favorite parts of the lesson plan as well as which parts were confusing.<br />
<br />
==Discussion and next steps==<br />
<br />
The Bust-A-Watt educational kit was recieved well by the students at Laurel Tree Learning Center. They felt that the unit helped them learn about energy basics and energy conservation. Although the insturctions and discussions are geared toward middle school students, the kit could be implemented into high schools or even elementary schools with only small changes to the content of each discussion and lab sheet. <br />
The docking stations for Blinding Heat are incredibly durable; however, light bulbs are not. There is a possibility that a student may trip on an extension cord resulting in broken light bulbs and possible mercury exposure. Due to lack of resources and time team E<sup>2</sup> was unable to install the proposed metal fencing cages around both light bulbs on each station to prevent the light bulbs from breaking.<br />
The thermometers are also another concern of team E<sup>2</sup>. Due to the budget of the project, two dollar thermometers were included in the box. These thermometers are rather fragile and can be broken by students easily; however they can be replaced easily.<br />
<br />
==Creators==<br />
Spring 2010 Engineering 215 Introduction to Design Team Esquared:<br />
*[[User:Logan hsu|Logan Baumgartner]] <br />
*[[User:Bryan Schmitt|Bryan Schmitt]] <br />
*[[User:elizabethg1990|Elizabeth Gutierrez]]<br />
<br />
[[Category:Engr215 Introduction to Design]]<br />
[[Category:Redwood Coast Energy Authority]]</div>Logan hsuhttps://www.appropedia.org/w/index.php?title=RCEA_Bust-A-Watt&diff=125908RCEA Bust-A-Watt2010-05-08T00:40:41Z<p>Logan hsu: /* Costs */</p>
<hr />
<div>[[Image:E2logo.png|thumb|left|200px]]<br />
{{TOCright}}<br />
<br />
==Abstract==<br />
<br />
<center>''The RCEA [http://www.redwoodcoastenergyauthority.org/ Redwood Coast Energy Authority] asked the Engineering 215 Intro to Design class at Humboldt State University in Arcata, California to design educational kits. These kits provide teachers of Humboldt County the tools that are necessary to teach kindergarten through 12<sup>th</sup> grade students about '''climate change''', '''renewable resources''', or '''energy conservation'''. This webpage describes one of these projects, '''Bust-A-Watt''', which teaches fifth through eighth grade students about '''energy conservation'''.''</center><br />
[[Image:RCEAlogo.png|thumb|right|300px| '''Figure 1: RCEA logo''']]<br />
==Background and Objective==<br />
<br />
<br />
The RCEA is a Joint Powers Authority focused on implementing sustainible and renewable energy in Humboldt County. <br />
<br />
At the beginning of the Spring 2010 semester they asked the Engineering 215 class at HSU to design educational kits that teach K-12 students about these energy topics. Team '''E<sup>2</sup>''' of the Engineering 215 class was assigned to develop a kit that teaches fifth through eighth grade students about energy conservation. Over a 12 week period, Team E<sup>2</sup>; Elizabeth Gutierrez, Bryan Schmitt, and Logan Baumgartner, used the criteria they agreed upon with the RCEA to design and develop '''Bust-A-Watt'''; a five day comprehensive lesson plan that motivates and educates middle school students toward energy conservation.<br />
<br />
==Criteria==<br />
<br />
Criteria were created by team E<sup>2</sup> as a tool to structure the final design. The criteria were created in correspondence with RCEA's standards and expectations, and with input by Humboldt County teachers. In addition to creating the criteria a weight was given to each. The weight is a scale created by E<sup>2</sup> to decide the level of importance of each criteria. Table 1 shows each criteria, its weight, and a description of that criteria.<br />
{| class="wikitable sortable"<br />
|-<br />
! Criteria<br />
! Weight<br />
! Description<br />
|-<br />
| Safety<br />
| 10<br />
| Level of avoiding risk of injury and danger to any individual<br />
|-<br />
| Durability<br />
| 10<br />
| Ability for the kit to last for atleast a one year with normal use<br />
|-<br />
| Amount of Real World Applicability<br />
| 10<br />
| Amount of information that students will gain from the kit which pretains to real world applications <br />
|-<br />
| Cost<br />
| 9<br />
| Amount of money spent on the kit from E<sup>2</sup> and RCEA<br />
|-<br />
| Level of Engagement<br />
| 8<br />
| Kit's ability to create student interaction during implementation<br />
|-<br />
| Compliance with Educational Standards<br />
| 8<br />
| How many California State Math and Science Standards the kit contains<br />
|-<br />
| Ease of Use<br />
| 7<br />
| Amount of effort needed by teachers to implement kit into the classroom and by RCEA to maintain at their office<br />
|-<br />
| Transportability<br />
| 6<br />
| Ability for the kit to be transported from RCEA to the classroom without damage to insturments<br />
|-<br />
|}<br />
<br />
==Description of Final Project ==<br />
<br />
Bust-A-Watt educates middle school students about energy conservation through hands on activities, interactive discussions, home assessment assignments, and a reflective art assignment. Bust-A-Watt is a weeklong energy conservation unit, broken up into five one hour class periods, or individual daily activities. Three of the days consist of class discussions and two days consist of experimental activities.<br />
<br />
===Day 1: Introduction=== <br />
*Energy Conservation unit is introduced via lecture; why conserving energy is important, how energy is measured, and Home Checklist introduced. <br />
*Discussion: Students are given a background of why conserving energy is important. The energy and power lecture consists of teaching students what watts, kilowatts, kilowatt hour, and joules are and how they relate to each other.<br />
*Home Checklist is introduced: Students assess their own homes by completing a home checklist in which they consider the amount of appliances in their home and their amount of use.<br />
<br />
===Day 2: Blinding Heat=== <br />
[[Image:Dock1.jpg|thumb|right|300px|'''Figure 2: Blinding Heat docking station.''']]<br />
*Blinding Heat activity demonstrates to students what heat transfer and the Law of the Conservation of Energy are by using a hands-on activity.<br />
*Students compare the wattage and temperature of a CFL and incandescent bulb over time using a Kill-A-Watt<sup>TM</sup> meter, thermometer, and the docking station pictured in '''Figure 2'''.<br />
*Students then make conclusions and graph their data to visualize comparison.<br />
<br />
===Day 3: Appliance Energy Reading=== <br />
*The Appliance Energy Reading Activity shows students the amount of energy used by appliances while on and off.<br />
*Students receive an activity sheet, a Kill-A-Watt™ meter, and an extension cord (if needed). <br />
*Students then use the Kill-A-Watt™ meter to measure the energy use of appliances while on and off.<br />
*Lastly, students use their data to draw conclusions and graph the energy use of each appliance while on and off.<br />
<br />
===Day 4: Blinding Heat Discussion=== <br />
*Students discuss Blinding Heat results to motivate energy conservation in their homes.<br />
*Blinding Heat results are used to teach California science and math standards.<br />
*The students calculate with teacher how much energy and money can be saved if the class switches their incandescent bulbs to CFL bulbs.<br />
<br />
===Day 5: Reflection=== <br />
*The Unit is concluded.<br />
*Students discusse their Appliance Energy Reading results.<br />
*Total class Home Checklist results.<br />
*Individual appliance calculation results.<br />
*Students reflect upon the unit by creating a poster displaying something they learned during the week.<br />
<br />
==Costs==<br />
<br />
The following tables respectively show the total expentitures by Team E<sup>2</sup> and the expected cost per year for the RCEA to maintain the educational kit if it is implemented three times per year.<br />
<br />
<br />
'''Table 1: Implementation Cost'''<br />
{| class="wikitable sortable"<br />
|-<br />
! Item<br />
! Unit Cost<br />
! Quantity<br />
! Item Cost<br />
|-<br />
| Plug-To-Socket Adaptor Brown<br />
|align="right"| $ 1.75<br />
| 12<br />
|align="right"| $ 21.00<br />
|-<br />
| Plug-To-Socket Adaptor Ivory<br />
|align="right"| 1.89<br />
| 4<br />
|align="right"| 7.56<br />
|-<br />
| Ace Extension Cord 6ft<br />
|align="right"| 1.99<br />
| 14<br />
|align="right"| 27.86<br />
|-<br />
| Ace Extension Cord 10ft<br />
|align="right"| 4.49<br />
| 7<br />
|align="right"| 31.43<br />
|-<br />
| Ace 6 Outlet Power Center<br />
|align="right"| 4.79<br />
| 1<br />
|align="right"| 4.79<br />
|-<br />
| 4"x4"x8' Fir Lumber Board<br />
|align="right"| 9.01<br />
| 1<br />
|align="right"| 9.01<br />
|-<br />
| Kill-A-Watt Meter<br />
|align="right"| 17.89<br />
| 7<br />
|align="right"| 125.23<br />
|-<br />
| Therometer<br />
|align="right"| 1.90<br />
| 7<br />
|align="right"| 13.33<br />
|-<br />
| CFL Light Bulb<br />
|align="right"| 1.25<br />
| 8<br />
|align="right"| 10.00<br />
|-<br />
| Incandescent Light Bulb<br />
|align="right"| 1.50<br />
| 7<br />
|align="right"| Donated<br />
|-<br />
| USB Drive<br />
|align="right"| 8.00<br />
| 1<br />
|align="right"| Donated<br />
|-<br />
| Paper<br />
|align="right"| 0.01<br />
| 280<br />
|align="right"| Donated<br />
|-class="sortbottom"<br />
!colspan="3" | Total<br />
! $ 250.21<br />
|}<br />
<br />
<br />
'''Table 2: Maintenance Cost'''<br />
{| class="wikitable"<br />
|-<br />
! Maintenance Task<br />
! Projected Number/per year<br />
! Cost/per year<br />
|-<br />
| Print paper assignments<br />
| 3 weekly lesson plans<br />
|align="right"| $ 9.00<br />
|-<br />
| Replacemant light bulb<br />
| 1 bulb<br />
|align="right"| 1.50<br />
|-<br />
| Replacement extension cord<br />
| 1 extension cord<br />
|align="right"| 5.00<br />
|-<br />
| Replacement thermometer<br />
| 2 thermometer<br />
|align="right"| 4.00<br />
|-<br />
| <br />
| '''Total Maintenance Cost/per year'''<br />
| '''$ 19.50'''<br />
|-<br />
|}<br />
<br />
==Testing Results==<br />
<br />
Bust-A-Watt has been reviewed and edited by three local middle school and high school educators, the Redwood Coast Energy Authority employee Oliver Hulland, and [http://www.humboldt.edu/engineering/ Humboldt State University Environmental Resources Engineering] Introduction to Design instructor Lonny Grafman throughout Bust-A-Watt's creation and production. These resources helped in the creation of Bust-A-Watt's criteria, as well as in the decision process, and in testing Bust-A-Watt in local middle school classrooms. During the week of April 19th Bust-A-Watt was implemented into a middle school science class at Laurel Tree Learning Center in Arcata, and on April 26th the Blinding Heat activity was implemented into a sixth grade science class at Washington Elementary School in Eureka. The testing results showed that discussions during the introduction of Bust-A-Watt did not fill the one hour block that was intended. The testing also revealed confusing aspects of the activity instructions which helped in editting them for testing at Washignton Elementary. After implementation at Laurel Tree Learning Center the students were given a short survey to fill out in which they were asked their favorite and least favorite parts of the lesson plan as well as which parts were confusing.<br />
<br />
==Discussion and next steps==<br />
<br />
The Bust-A-Watt educational kit was recieved well by the students at Laurel Tree Learning Center. They felt that the unit helped them learn about energy basics and energy conservation. Although the insturctions and discussions are geared toward middle school students, the kit could be implemented into high schools or even elementary schools with only small changes to the content of each discussion and lab sheet. <br />
The docking stations for Blinding Heat are incredibly durable; however, light bulbs are not. There is a possibility that a student may trip on an extension cord resulting in broken light bulbs and possible mercury exposure. Due to lack of resources and time team E<sup>2</sup> was unable to install the proposed metal fencing cages around both light bulbs on each station to prevent the light bulbs from breaking.<br />
The thermometers are also another concern of team E<sup>2</sup>. Due to the budget of the project, two dollar thermometers were included in the box. These thermometers are rather fragile and can be broken by students easily; however they can be replaced easily.<br />
<br />
==Creators==<br />
Spring 2010 Engineering 215 Introduction to Design Team Esquared:<br />
*[[User:Logan hsu|Logan Baumgartner]] <br />
*[[User:Bryan Schmitt|Bryan Schmitt]] <br />
*[[User:elizabethg1990|Elizabeth Gutierrez]]<br />
<br />
[[Category:Engr215 Introduction to Design]]<br />
[[Category:Redwood Coast Energy Authority]]</div>Logan hsuhttps://www.appropedia.org/w/index.php?title=RCEA_Bust-A-Watt&diff=125907RCEA Bust-A-Watt2010-05-08T00:40:08Z<p>Logan hsu: /* Creators */</p>
<hr />
<div>[[Image:E2logo.png|thumb|left|200px]]<br />
{{TOCright}}<br />
<br />
==Abstract==<br />
<br />
<center>''The RCEA [http://www.redwoodcoastenergyauthority.org/ Redwood Coast Energy Authority] asked the Engineering 215 Intro to Design class at Humboldt State University in Arcata, California to design educational kits. These kits provide teachers of Humboldt County the tools that are necessary to teach kindergarten through 12<sup>th</sup> grade students about '''climate change''', '''renewable resources''', or '''energy conservation'''. This webpage describes one of these projects, '''Bust-A-Watt''', which teaches fifth through eighth grade students about '''energy conservation'''.''</center><br />
[[Image:RCEAlogo.png|thumb|right|300px| '''Figure 1: RCEA logo''']]<br />
==Background and Objective==<br />
<br />
<br />
The RCEA is a Joint Powers Authority focused on implementing sustainible and renewable energy in Humboldt County. <br />
<br />
At the beginning of the Spring 2010 semester they asked the Engineering 215 class at HSU to design educational kits that teach K-12 students about these energy topics. Team '''E<sup>2</sup>''' of the Engineering 215 class was assigned to develop a kit that teaches fifth through eighth grade students about energy conservation. Over a 12 week period, Team E<sup>2</sup>; Elizabeth Gutierrez, Bryan Schmitt, and Logan Baumgartner, used the criteria they agreed upon with the RCEA to design and develop '''Bust-A-Watt'''; a five day comprehensive lesson plan that motivates and educates middle school students toward energy conservation.<br />
<br />
==Criteria==<br />
<br />
Criteria were created by team E<sup>2</sup> as a tool to structure the final design. The criteria were created in correspondence with RCEA's standards and expectations, and with input by Humboldt County teachers. In addition to creating the criteria a weight was given to each. The weight is a scale created by E<sup>2</sup> to decide the level of importance of each criteria. Table 1 shows each criteria, its weight, and a description of that criteria.<br />
{| class="wikitable sortable"<br />
|-<br />
! Criteria<br />
! Weight<br />
! Description<br />
|-<br />
| Safety<br />
| 10<br />
| Level of avoiding risk of injury and danger to any individual<br />
|-<br />
| Durability<br />
| 10<br />
| Ability for the kit to last for atleast a one year with normal use<br />
|-<br />
| Amount of Real World Applicability<br />
| 10<br />
| Amount of information that students will gain from the kit which pretains to real world applications <br />
|-<br />
| Cost<br />
| 9<br />
| Amount of money spent on the kit from E<sup>2</sup> and RCEA<br />
|-<br />
| Level of Engagement<br />
| 8<br />
| Kit's ability to create student interaction during implementation<br />
|-<br />
| Compliance with Educational Standards<br />
| 8<br />
| How many California State Math and Science Standards the kit contains<br />
|-<br />
| Ease of Use<br />
| 7<br />
| Amount of effort needed by teachers to implement kit into the classroom and by RCEA to maintain at their office<br />
|-<br />
| Transportability<br />
| 6<br />
| Ability for the kit to be transported from RCEA to the classroom without damage to insturments<br />
|-<br />
|}<br />
<br />
==Description of Final Project ==<br />
<br />
Bust-A-Watt educates middle school students about energy conservation through hands on activities, interactive discussions, home assessment assignments, and a reflective art assignment. Bust-A-Watt is a weeklong energy conservation unit, broken up into five one hour class periods, or individual daily activities. Three of the days consist of class discussions and two days consist of experimental activities.<br />
<br />
===Day 1: Introduction=== <br />
*Energy Conservation unit is introduced via lecture; why conserving energy is important, how energy is measured, and Home Checklist introduced. <br />
*Discussion: Students are given a background of why conserving energy is important. The energy and power lecture consists of teaching students what watts, kilowatts, kilowatt hour, and joules are and how they relate to each other.<br />
*Home Checklist is introduced: Students assess their own homes by completing a home checklist in which they consider the amount of appliances in their home and their amount of use.<br />
<br />
===Day 2: Blinding Heat=== <br />
[[Image:Dock1.jpg|thumb|right|300px|'''Figure 2: Blinding Heat docking station.''']]<br />
*Blinding Heat activity demonstrates to students what heat transfer and the Law of the Conservation of Energy are by using a hands-on activity.<br />
*Students compare the wattage and temperature of a CFL and incandescent bulb over time using a Kill-A-Watt<sup>TM</sup> meter, thermometer, and the docking station pictured in '''Figure 2'''.<br />
*Students then make conclusions and graph their data to visualize comparison.<br />
<br />
===Day 3: Appliance Energy Reading=== <br />
*The Appliance Energy Reading Activity shows students the amount of energy used by appliances while on and off.<br />
*Students receive an activity sheet, a Kill-A-Watt™ meter, and an extension cord (if needed). <br />
*Students then use the Kill-A-Watt™ meter to measure the energy use of appliances while on and off.<br />
*Lastly, students use their data to draw conclusions and graph the energy use of each appliance while on and off.<br />
<br />
===Day 4: Blinding Heat Discussion=== <br />
*Students discuss Blinding Heat results to motivate energy conservation in their homes.<br />
*Blinding Heat results are used to teach California science and math standards.<br />
*The students calculate with teacher how much energy and money can be saved if the class switches their incandescent bulbs to CFL bulbs.<br />
<br />
===Day 5: Reflection=== <br />
*The Unit is concluded.<br />
*Students discusse their Appliance Energy Reading results.<br />
*Total class Home Checklist results.<br />
*Individual appliance calculation results.<br />
*Students reflect upon the unit by creating a poster displaying something they learned during the week.<br />
<br />
==Costs==<br />
<br />
The following tables respectively show the total expentitures by Team E<sup>2</sup> and the expected cost per year for the RCEA to maintain the educational kit if it is implemented three times per year.<br />
<br />
<br />
'''Table 1: Implementation Cost'''<br />
{| class="wikitable sortable"<br />
|-<br />
! Item<br />
! Unit Cost<br />
! Quantity<br />
! Item Cost<br />
|-<br />
| Plug-To-Socket Adaptor Brown<br />
|align="right"| $ 1.75<br />
| 12<br />
|align="right"| $ 21.00<br />
|-<br />
| Plug-To-Socket Adaptor Ivory<br />
|align="right"| 1.89<br />
| 4<br />
|align="right"| 7.56<br />
|-<br />
| Ace Extension Cord 6ft<br />
|align="right"| 1.99<br />
| 14<br />
|align="right"| 27.86<br />
|-<br />
| Ace Extension Cord 10ft<br />
|align="right"| 4.49<br />
| 7<br />
|align="right"| 31.43<br />
|-<br />
| Ace 6 Outlet Power Center<br />
|align="right"| 4.79<br />
| 1<br />
|align="right"| 4.79<br />
|-<br />
| 4"x4"x8' Fir Lumber Board<br />
|align="right"| 9.01<br />
| 1<br />
|align="right"| 9.01<br />
|-<br />
| Kill-A-Watt Meter<br />
|align="right"| 17.89<br />
| 7<br />
|align="right"| 125.23<br />
|-<br />
| Therometer<br />
|align="right"| 1.90<br />
| 7<br />
|align="right"| 13.33<br />
|-<br />
| CFL Light Bulb<br />
|align="right"| 1.25<br />
| 8<br />
|align="right"| 10.00<br />
|-<br />
| Incandescent Light Bulb<br />
|align="right"| 1.50<br />
| 7<br />
|align="right"| Donated<br />
|-<br />
| USB Drive<br />
|align="right"| 8.00<br />
| 1<br />
|align="right"| Donated<br />
|-<br />
| Paper<br />
|align="right"| 0.01<br />
| 280<br />
|align="right"| Donated<br />
|-class="sortbottom"<br />
!colspan="3" | Total<br />
! $ 250.21<br />
|}<br />
<br />
<br />
'''Table 2: Maintenance Cost'''<br />
{| class="wikitable"<br />
|-<br />
! Maintenance Task<br />
! Projected Number/per year<br />
! Cost/per year<br />
|-<br />
| Print paper assignments<br />
| 3 weekly lesson plans<br />
| $ 9.00<br />
|-<br />
| Replacemant light bulb<br />
| 1 bulb<br />
| 1.50<br />
|-<br />
| Replacement extension cord<br />
| 1 extension cord<br />
| 5.00<br />
|-<br />
| Replacement thermometer<br />
| 2 thermometer<br />
| 4.00<br />
|-<br />
| <br />
| '''Total Maintenance Cost/per year'''<br />
| '''$ 19.50'''<br />
|-<br />
|}<br />
<br />
==Testing Results==<br />
<br />
Bust-A-Watt has been reviewed and edited by three local middle school and high school educators, the Redwood Coast Energy Authority employee Oliver Hulland, and [http://www.humboldt.edu/engineering/ Humboldt State University Environmental Resources Engineering] Introduction to Design instructor Lonny Grafman throughout Bust-A-Watt's creation and production. These resources helped in the creation of Bust-A-Watt's criteria, as well as in the decision process, and in testing Bust-A-Watt in local middle school classrooms. During the week of April 19th Bust-A-Watt was implemented into a middle school science class at Laurel Tree Learning Center in Arcata, and on April 26th the Blinding Heat activity was implemented into a sixth grade science class at Washington Elementary School in Eureka. The testing results showed that discussions during the introduction of Bust-A-Watt did not fill the one hour block that was intended. The testing also revealed confusing aspects of the activity instructions which helped in editting them for testing at Washignton Elementary. After implementation at Laurel Tree Learning Center the students were given a short survey to fill out in which they were asked their favorite and least favorite parts of the lesson plan as well as which parts were confusing.<br />
<br />
==Discussion and next steps==<br />
<br />
The Bust-A-Watt educational kit was recieved well by the students at Laurel Tree Learning Center. They felt that the unit helped them learn about energy basics and energy conservation. Although the insturctions and discussions are geared toward middle school students, the kit could be implemented into high schools or even elementary schools with only small changes to the content of each discussion and lab sheet. <br />
The docking stations for Blinding Heat are incredibly durable; however, light bulbs are not. There is a possibility that a student may trip on an extension cord resulting in broken light bulbs and possible mercury exposure. Due to lack of resources and time team E<sup>2</sup> was unable to install the proposed metal fencing cages around both light bulbs on each station to prevent the light bulbs from breaking.<br />
The thermometers are also another concern of team E<sup>2</sup>. Due to the budget of the project, two dollar thermometers were included in the box. These thermometers are rather fragile and can be broken by students easily; however they can be replaced easily.<br />
<br />
==Creators==<br />
Spring 2010 Engineering 215 Introduction to Design Team Esquared:<br />
*[[User:Logan hsu|Logan Baumgartner]] <br />
*[[User:Bryan Schmitt|Bryan Schmitt]] <br />
*[[User:elizabethg1990|Elizabeth Gutierrez]]<br />
<br />
[[Category:Engr215 Introduction to Design]]<br />
[[Category:Redwood Coast Energy Authority]]</div>Logan hsuhttps://www.appropedia.org/w/index.php?title=RCEA_Bust-A-Watt&diff=125905RCEA Bust-A-Watt2010-05-08T00:39:54Z<p>Logan hsu: /* Creators */</p>
<hr />
<div>[[Image:E2logo.png|thumb|left|200px]]<br />
{{TOCright}}<br />
<br />
==Abstract==<br />
<br />
<center>''The RCEA [http://www.redwoodcoastenergyauthority.org/ Redwood Coast Energy Authority] asked the Engineering 215 Intro to Design class at Humboldt State University in Arcata, California to design educational kits. These kits provide teachers of Humboldt County the tools that are necessary to teach kindergarten through 12<sup>th</sup> grade students about '''climate change''', '''renewable resources''', or '''energy conservation'''. This webpage describes one of these projects, '''Bust-A-Watt''', which teaches fifth through eighth grade students about '''energy conservation'''.''</center><br />
[[Image:RCEAlogo.png|thumb|right|300px| '''Figure 1: RCEA logo''']]<br />
==Background and Objective==<br />
<br />
<br />
The RCEA is a Joint Powers Authority focused on implementing sustainible and renewable energy in Humboldt County. <br />
<br />
At the beginning of the Spring 2010 semester they asked the Engineering 215 class at HSU to design educational kits that teach K-12 students about these energy topics. Team '''E<sup>2</sup>''' of the Engineering 215 class was assigned to develop a kit that teaches fifth through eighth grade students about energy conservation. Over a 12 week period, Team E<sup>2</sup>; Elizabeth Gutierrez, Bryan Schmitt, and Logan Baumgartner, used the criteria they agreed upon with the RCEA to design and develop '''Bust-A-Watt'''; a five day comprehensive lesson plan that motivates and educates middle school students toward energy conservation.<br />
<br />
==Criteria==<br />
<br />
Criteria were created by team E<sup>2</sup> as a tool to structure the final design. The criteria were created in correspondence with RCEA's standards and expectations, and with input by Humboldt County teachers. In addition to creating the criteria a weight was given to each. The weight is a scale created by E<sup>2</sup> to decide the level of importance of each criteria. Table 1 shows each criteria, its weight, and a description of that criteria.<br />
{| class="wikitable sortable"<br />
|-<br />
! Criteria<br />
! Weight<br />
! Description<br />
|-<br />
| Safety<br />
| 10<br />
| Level of avoiding risk of injury and danger to any individual<br />
|-<br />
| Durability<br />
| 10<br />
| Ability for the kit to last for atleast a one year with normal use<br />
|-<br />
| Amount of Real World Applicability<br />
| 10<br />
| Amount of information that students will gain from the kit which pretains to real world applications <br />
|-<br />
| Cost<br />
| 9<br />
| Amount of money spent on the kit from E<sup>2</sup> and RCEA<br />
|-<br />
| Level of Engagement<br />
| 8<br />
| Kit's ability to create student interaction during implementation<br />
|-<br />
| Compliance with Educational Standards<br />
| 8<br />
| How many California State Math and Science Standards the kit contains<br />
|-<br />
| Ease of Use<br />
| 7<br />
| Amount of effort needed by teachers to implement kit into the classroom and by RCEA to maintain at their office<br />
|-<br />
| Transportability<br />
| 6<br />
| Ability for the kit to be transported from RCEA to the classroom without damage to insturments<br />
|-<br />
|}<br />
<br />
==Description of Final Project ==<br />
<br />
Bust-A-Watt educates middle school students about energy conservation through hands on activities, interactive discussions, home assessment assignments, and a reflective art assignment. Bust-A-Watt is a weeklong energy conservation unit, broken up into five one hour class periods, or individual daily activities. Three of the days consist of class discussions and two days consist of experimental activities.<br />
<br />
===Day 1: Introduction=== <br />
*Energy Conservation unit is introduced via lecture; why conserving energy is important, how energy is measured, and Home Checklist introduced. <br />
*Discussion: Students are given a background of why conserving energy is important. The energy and power lecture consists of teaching students what watts, kilowatts, kilowatt hour, and joules are and how they relate to each other.<br />
*Home Checklist is introduced: Students assess their own homes by completing a home checklist in which they consider the amount of appliances in their home and their amount of use.<br />
<br />
===Day 2: Blinding Heat=== <br />
[[Image:Dock1.jpg|thumb|right|300px|'''Figure 2: Blinding Heat docking station.''']]<br />
*Blinding Heat activity demonstrates to students what heat transfer and the Law of the Conservation of Energy are by using a hands-on activity.<br />
*Students compare the wattage and temperature of a CFL and incandescent bulb over time using a Kill-A-Watt<sup>TM</sup> meter, thermometer, and the docking station pictured in '''Figure 2'''.<br />
*Students then make conclusions and graph their data to visualize comparison.<br />
<br />
===Day 3: Appliance Energy Reading=== <br />
*The Appliance Energy Reading Activity shows students the amount of energy used by appliances while on and off.<br />
*Students receive an activity sheet, a Kill-A-Watt™ meter, and an extension cord (if needed). <br />
*Students then use the Kill-A-Watt™ meter to measure the energy use of appliances while on and off.<br />
*Lastly, students use their data to draw conclusions and graph the energy use of each appliance while on and off.<br />
<br />
===Day 4: Blinding Heat Discussion=== <br />
*Students discuss Blinding Heat results to motivate energy conservation in their homes.<br />
*Blinding Heat results are used to teach California science and math standards.<br />
*The students calculate with teacher how much energy and money can be saved if the class switches their incandescent bulbs to CFL bulbs.<br />
<br />
===Day 5: Reflection=== <br />
*The Unit is concluded.<br />
*Students discusse their Appliance Energy Reading results.<br />
*Total class Home Checklist results.<br />
*Individual appliance calculation results.<br />
*Students reflect upon the unit by creating a poster displaying something they learned during the week.<br />
<br />
==Costs==<br />
<br />
The following tables respectively show the total expentitures by Team E<sup>2</sup> and the expected cost per year for the RCEA to maintain the educational kit if it is implemented three times per year.<br />
<br />
<br />
'''Table 1: Implementation Cost'''<br />
{| class="wikitable sortable"<br />
|-<br />
! Item<br />
! Unit Cost<br />
! Quantity<br />
! Item Cost<br />
|-<br />
| Plug-To-Socket Adaptor Brown<br />
|align="right"| $ 1.75<br />
| 12<br />
|align="right"| $ 21.00<br />
|-<br />
| Plug-To-Socket Adaptor Ivory<br />
|align="right"| 1.89<br />
| 4<br />
|align="right"| 7.56<br />
|-<br />
| Ace Extension Cord 6ft<br />
|align="right"| 1.99<br />
| 14<br />
|align="right"| 27.86<br />
|-<br />
| Ace Extension Cord 10ft<br />
|align="right"| 4.49<br />
| 7<br />
|align="right"| 31.43<br />
|-<br />
| Ace 6 Outlet Power Center<br />
|align="right"| 4.79<br />
| 1<br />
|align="right"| 4.79<br />
|-<br />
| 4"x4"x8' Fir Lumber Board<br />
|align="right"| 9.01<br />
| 1<br />
|align="right"| 9.01<br />
|-<br />
| Kill-A-Watt Meter<br />
|align="right"| 17.89<br />
| 7<br />
|align="right"| 125.23<br />
|-<br />
| Therometer<br />
|align="right"| 1.90<br />
| 7<br />
|align="right"| 13.33<br />
|-<br />
| CFL Light Bulb<br />
|align="right"| 1.25<br />
| 8<br />
|align="right"| 10.00<br />
|-<br />
| Incandescent Light Bulb<br />
|align="right"| 1.50<br />
| 7<br />
|align="right"| Donated<br />
|-<br />
| USB Drive<br />
|align="right"| 8.00<br />
| 1<br />
|align="right"| Donated<br />
|-<br />
| Paper<br />
|align="right"| 0.01<br />
| 280<br />
|align="right"| Donated<br />
|-class="sortbottom"<br />
!colspan="3" | Total<br />
! $ 250.21<br />
|}<br />
<br />
<br />
'''Table 2: Maintenance Cost'''<br />
{| class="wikitable"<br />
|-<br />
! Maintenance Task<br />
! Projected Number/per year<br />
! Cost/per year<br />
|-<br />
| Print paper assignments<br />
| 3 weekly lesson plans<br />
| $ 9.00<br />
|-<br />
| Replacemant light bulb<br />
| 1 bulb<br />
| 1.50<br />
|-<br />
| Replacement extension cord<br />
| 1 extension cord<br />
| 5.00<br />
|-<br />
| Replacement thermometer<br />
| 2 thermometer<br />
| 4.00<br />
|-<br />
| <br />
| '''Total Maintenance Cost/per year'''<br />
| '''$ 19.50'''<br />
|-<br />
|}<br />
<br />
==Testing Results==<br />
<br />
Bust-A-Watt has been reviewed and edited by three local middle school and high school educators, the Redwood Coast Energy Authority employee Oliver Hulland, and [http://www.humboldt.edu/engineering/ Humboldt State University Environmental Resources Engineering] Introduction to Design instructor Lonny Grafman throughout Bust-A-Watt's creation and production. These resources helped in the creation of Bust-A-Watt's criteria, as well as in the decision process, and in testing Bust-A-Watt in local middle school classrooms. During the week of April 19th Bust-A-Watt was implemented into a middle school science class at Laurel Tree Learning Center in Arcata, and on April 26th the Blinding Heat activity was implemented into a sixth grade science class at Washington Elementary School in Eureka. The testing results showed that discussions during the introduction of Bust-A-Watt did not fill the one hour block that was intended. The testing also revealed confusing aspects of the activity instructions which helped in editting them for testing at Washignton Elementary. After implementation at Laurel Tree Learning Center the students were given a short survey to fill out in which they were asked their favorite and least favorite parts of the lesson plan as well as which parts were confusing.<br />
<br />
==Discussion and next steps==<br />
<br />
The Bust-A-Watt educational kit was recieved well by the students at Laurel Tree Learning Center. They felt that the unit helped them learn about energy basics and energy conservation. Although the insturctions and discussions are geared toward middle school students, the kit could be implemented into high schools or even elementary schools with only small changes to the content of each discussion and lab sheet. <br />
The docking stations for Blinding Heat are incredibly durable; however, light bulbs are not. There is a possibility that a student may trip on an extension cord resulting in broken light bulbs and possible mercury exposure. Due to lack of resources and time team E<sup>2</sup> was unable to install the proposed metal fencing cages around both light bulbs on each station to prevent the light bulbs from breaking.<br />
The thermometers are also another concern of team E<sup>2</sup>. Due to the budget of the project, two dollar thermometers were included in the box. These thermometers are rather fragile and can be broken by students easily; however they can be replaced easily.<br />
<br />
==Creators==<br />
Spring 2010 Introduction to Design Team Esquared:<br />
*[[User:Logan hsu|Logan Baumgartner]] <br />
*[[User:Bryan Schmitt|Bryan Schmitt]] <br />
*[[User:elizabethg1990|Elizabeth Gutierrez]]<br />
<br />
[[Category:Engr215 Introduction to Design]]<br />
[[Category:Redwood Coast Energy Authority]]</div>Logan hsuhttps://www.appropedia.org/w/index.php?title=RCEA_Bust-A-Watt&diff=125901RCEA Bust-A-Watt2010-05-08T00:36:25Z<p>Logan hsu: /* Creators */</p>
<hr />
<div>[[Image:E2logo.png|thumb|left|200px]]<br />
{{TOCright}}<br />
<br />
==Abstract==<br />
<br />
<center>''The RCEA [http://www.redwoodcoastenergyauthority.org/ Redwood Coast Energy Authority] asked the Engineering 215 Intro to Design class at Humboldt State University in Arcata, California to design educational kits. These kits provide teachers of Humboldt County the tools that are necessary to teach kindergarten through 12<sup>th</sup> grade students about '''climate change''', '''renewable resources''', or '''energy conservation'''. This webpage describes one of these projects, '''Bust-A-Watt''', which teaches fifth through eighth grade students about '''energy conservation'''.''</center><br />
[[Image:RCEAlogo.png|thumb|right|300px| '''Figure 1: RCEA logo''']]<br />
==Background and Objective==<br />
<br />
<br />
The RCEA is a Joint Powers Authority focused on implementing sustainible and renewable energy in Humboldt County. <br />
<br />
At the beginning of the Spring 2010 semester they asked the Engineering 215 class at HSU to design educational kits that teach K-12 students about these energy topics. Team '''E<sup>2</sup>''' of the Engineering 215 class was assigned to develop a kit that teaches fifth through eighth grade students about energy conservation. Over a 12 week period, Team E<sup>2</sup>; Elizabeth Gutierrez, Bryan Schmitt, and Logan Baumgartner, used the criteria they agreed upon with the RCEA to design and develop '''Bust-A-Watt'''; a five day comprehensive lesson plan that motivates and educates middle school students toward energy conservation.<br />
<br />
==Criteria==<br />
<br />
Criteria were created by team E<sup>2</sup> as a tool to structure the final design. The criteria were created in correspondence with RCEA's standards and expectations, and with input by Humboldt County teachers. In addition to creating the criteria a weight was given to each. The weight is a scale created by E<sup>2</sup> to decide the level of importance of each criteria. Table 1 shows each criteria, its weight, and a description of that criteria.<br />
{| class="wikitable sortable"<br />
|-<br />
! Criteria<br />
! Weight<br />
! Description<br />
|-<br />
| Safety<br />
| 10<br />
| Level of avoiding risk of injury and danger to any individual<br />
|-<br />
| Durability<br />
| 10<br />
| Ability for the kit to last for atleast a one year with normal use<br />
|-<br />
| Amount of Real World Applicability<br />
| 10<br />
| Amount of information that students will gain from the kit which pretains to real world applications <br />
|-<br />
| Cost<br />
| 9<br />
| Amount of money spent on the kit from E<sup>2</sup> and RCEA<br />
|-<br />
| Level of Engagement<br />
| 8<br />
| Kit's ability to create student interaction during implementation<br />
|-<br />
| Compliance with Educational Standards<br />
| 8<br />
| How many California State Math and Science Standards the kit contains<br />
|-<br />
| Ease of Use<br />
| 7<br />
| Amount of effort needed by teachers to implement kit into the classroom and by RCEA to maintain at their office<br />
|-<br />
| Transportability<br />
| 6<br />
| Ability for the kit to be transported from RCEA to the classroom without damage to insturments<br />
|-<br />
|}<br />
<br />
==Description of Final Project ==<br />
<br />
Bust-A-Watt educates middle school students about energy conservation through hands on activities, interactive discussions, home assessment assignments, and a reflective art assignment. Bust-A-Watt is a weeklong energy conservation unit, broken up into five one hour class periods, or individual daily activities. Three of the days consist of class discussions and two days consist of experimental activities.<br />
<br />
===Day 1: Introduction=== <br />
*Energy Conservation unit is introduced via lecture; why conserving energy is important, how energy is measured, and Home Checklist introduced. <br />
*Discussion: Students are given a background of why conserving energy is important. The energy and power lecture consists of teaching students what watts, kilowatts, kilowatt hour, and joules are and how they relate to each other.<br />
*Home Checklist is introduced: Students assess their own homes by completing a home checklist in which they consider the amount of appliances in their home and their amount of use.<br />
<br />
===Day 2: Blinding Heat=== <br />
[[Image:Dock1.jpg|thumb|right|300px|'''Figure 2: Blinding Heat docking station.''']]<br />
*Blinding Heat activity demonstrates to students what heat transfer and the Law of the Conservation of Energy are by using a hands-on activity.<br />
*Students compare the wattage and temperature of a CFL and incandescent bulb over time using a Kill-A-Watt<sup>TM</sup> meter, thermometer, and the docking station pictured in '''Figure 2'''.<br />
*Students then make conclusions and graph their data to visualize comparison.<br />
<br />
===Day 3: Appliance Energy Reading=== <br />
*The Appliance Energy Reading Activity shows students the amount of energy used by appliances while on and off.<br />
*Students receive an activity sheet, a Kill-A-Watt™ meter, and an extension cord (if needed). <br />
*Students then use the Kill-A-Watt™ meter to measure the energy use of appliances while on and off.<br />
*Lastly, students use their data to draw conclusions and graph the energy use of each appliance while on and off.<br />
<br />
===Day 4: Blinding Heat Discussion=== <br />
*Students discuss Blinding Heat results to motivate energy conservation in their homes.<br />
*Blinding Heat results are used to teach California science and math standards.<br />
*The students calculate with teacher how much energy and money can be saved if the class switches their incandescent bulbs to CFL bulbs.<br />
<br />
===Day 5: Reflection=== <br />
*The Unit is concluded.<br />
*Students discusse their Appliance Energy Reading results.<br />
*Total class Home Checklist results.<br />
*Individual appliance calculation results.<br />
*Students reflect upon the unit by creating a poster displaying something they learned during the week.<br />
<br />
==Costs==<br />
<br />
The following tables respectively show the total expentitures by Team E<sup>2</sup> and the expected cost per year for the RCEA to maintain the educational kit if it is implemented three times per year.<br />
<br />
<br />
'''Table 1: Implementation Cost'''<br />
{| class="wikitable sortable"<br />
|-<br />
! Item<br />
! Unit Cost<br />
! Quantity<br />
! Item Cost<br />
|-<br />
| Plug-To-Socket Adaptor Brown<br />
|align="right"| $ 1.75<br />
| 12<br />
|align="right"| $ 21.00<br />
|-<br />
| Plug-To-Socket Adaptor Ivory<br />
|align="right"| 1.89<br />
| 4<br />
|align="right"| 7.56<br />
|-<br />
| Ace Extension Cord 6ft<br />
|align="right"| 1.99<br />
| 14<br />
|align="right"| 27.86<br />
|-<br />
| Ace Extension Cord 10ft<br />
|align="right"| 4.49<br />
| 7<br />
|align="right"| 31.43<br />
|-<br />
| Ace 6 Outlet Power Center<br />
|align="right"| 4.79<br />
| 1<br />
|align="right"| 4.79<br />
|-<br />
| 4"x4"x8' Fir Lumber Board<br />
|align="right"| 9.01<br />
| 1<br />
|align="right"| 9.01<br />
|-<br />
| Kill-A-Watt Meter<br />
|align="right"| 17.89<br />
| 7<br />
|align="right"| 125.23<br />
|-<br />
| Therometer<br />
|align="right"| 1.90<br />
| 7<br />
|align="right"| 13.33<br />
|-<br />
| CFL Light Bulb<br />
|align="right"| 1.25<br />
| 8<br />
|align="right"| 10.00<br />
|-<br />
| Incandescent Light Bulb<br />
|align="right"| 1.50<br />
| 7<br />
|align="right"| Donated<br />
|-<br />
| USB Drive<br />
|align="right"| 8.00<br />
| 1<br />
|align="right"| Donated<br />
|-<br />
| Paper<br />
|align="right"| 0.01<br />
| 280<br />
|align="right"| Donated<br />
|-class="sortbottom"<br />
!colspan="3" | Total<br />
! $ 250.21<br />
|}<br />
<br />
<br />
'''Table 2: Maintenance Cost'''<br />
{| class="wikitable"<br />
|-<br />
! Maintenance Task<br />
! Projected Number/per year<br />
! Cost/per year<br />
|-<br />
| Print paper assignments<br />
| 3 weekly lesson plans<br />
| $ 9.00<br />
|-<br />
| Replacemant light bulb<br />
| 1 bulb<br />
| 1.50<br />
|-<br />
| Replacement extension cord<br />
| 1 extension cord<br />
| 5.00<br />
|-<br />
| Replacement thermometer<br />
| 2 thermometer<br />
| 4.00<br />
|-<br />
| <br />
| '''Total Maintenance Cost/per year'''<br />
| '''$ 19.50'''<br />
|-<br />
|}<br />
<br />
==Testing Results==<br />
<br />
Bust-A-Watt has been reviewed and edited by three local middle school and high school educators, the Redwood Coast Energy Authority employee Oliver Hulland, and [http://www.humboldt.edu/engineering/ Humboldt State University Environmental Resources Engineering] Introduction to Design instructor Lonny Grafman throughout Bust-A-Watt's creation and production. These resources helped in the creation of Bust-A-Watt's criteria, as well as in the decision process, and in testing Bust-A-Watt in local middle school classrooms. During the week of April 19th Bust-A-Watt was implemented into a middle school science class at Laurel Tree Learning Center in Arcata, and on April 26th the Blinding Heat activity was implemented into a sixth grade science class at Washington Elementary School in Eureka. The testing results showed that discussions during the introduction of Bust-A-Watt did not fill the one hour block that was intended. The testing also revealed confusing aspects of the activity instructions which helped in editting them for testing at Washignton Elementary. After implementation at Laurel Tree Learning Center the students were given a short survey to fill out in which they were asked their favorite and least favorite parts of the lesson plan as well as which parts were confusing.<br />
<br />
==Discussion and next steps==<br />
<br />
The Bust-A-Watt educational kit was recieved well by the students at Laurel Tree Learning Center. They felt that the unit helped them learn about energy basics and energy conservation. Although the insturctions and discussions are geared toward middle school students, the kit could be implemented into high schools or even elementary schools with only small changes to the content of each discussion and lab sheet. <br />
The docking stations for Blinding Heat are incredibly durable; however, light bulbs are not. There is a possibility that a student may trip on an extension cord resulting in broken light bulbs and possible mercury exposure. Due to lack of resources and time team E<sup>2</sup> was unable to install the proposed metal fencing cages around both light bulbs on each station to prevent the light bulbs from breaking.<br />
The thermometers are also another concern of team E<sup>2</sup>. Due to the budget of the project, two dollar thermometers were included in the box. These thermometers are rather fragile and can be broken by students easily; however they can be replaced easily.<br />
<br />
==Creators==<br />
Team _____:<br />
*[[User:Logan hsu|Logan Baumgartner]] <br />
*[[User:Dkj9|Bryan Schmitt]] <br />
*[[User:Br|Elizabeth Gutierrez]]<br />
<br />
[[Category:Engr215 Introduction to Design]]<br />
[[Category:Redwood Coast Energy Authority]]</div>Logan hsuhttps://www.appropedia.org/w/index.php?title=RCEA_Bust-A-Watt&diff=125888RCEA Bust-A-Watt2010-05-08T00:30:57Z<p>Logan hsu: /* Costs */</p>
<hr />
<div>[[Image:E2logo.png|thumb|left|200px]]<br />
{{TOCright}}<br />
<br />
==Abstract==<br />
<br />
<center>''The RCEA [http://www.redwoodcoastenergyauthority.org/ Redwood Coast Energy Authority] asked the Engineering 215 Intro to Design class at Humboldt State University in Arcata, California to design educational kits. These kits provide teachers of Humboldt County the tools that are necessary to teach kindergarten through 12<sup>th</sup> grade students about '''climate change''', '''renewable resources''', or '''energy conservation'''. This webpage describes one of these projects, '''Bust-A-Watt''', which teaches fifth through eighth grade students about '''energy conservation'''.''</center><br />
[[Image:RCEAlogo.png|thumb|right|300px| '''Figure 1: RCEA logo''']]<br />
==Background and Objective==<br />
<br />
<br />
The RCEA is a Joint Powers Authority focused on implementing sustainible and renewable energy in Humboldt County. <br />
<br />
At the beginning of the Spring 2010 semester they asked the Engineering 215 class at HSU to design educational kits that teach K-12 students about these energy topics. Team '''E<sup>2</sup>''' of the Engineering 215 class was assigned to develop a kit that teaches fifth through eighth grade students about energy conservation. Over a 12 week period, Team E<sup>2</sup>; Elizabeth Gutierrez, Bryan Schmitt, and Logan Baumgartner, used the criteria they agreed upon with the RCEA to design and develop '''Bust-A-Watt'''; a five day comprehensive lesson plan that motivates and educates middle school students toward energy conservation.<br />
<br />
==Criteria==<br />
<br />
Criteria were created by team E<sup>2</sup> as a tool to structure the final design. The criteria were created in correspondence with RCEA's standards and expectations, and with input by Humboldt County teachers. In addition to creating the criteria a weight was given to each. The weight is a scale created by E<sup>2</sup> to decide the level of importance of each criteria. Table 1 shows each criteria, its weight, and a description of that criteria.<br />
{| class="wikitable sortable"<br />
|-<br />
! Criteria<br />
! Weight<br />
! Description<br />
|-<br />
| Safety<br />
| 10<br />
| Level of avoiding risk of injury and danger to any individual<br />
|-<br />
| Durability<br />
| 10<br />
| Ability for the kit to last for atleast a one year with normal use<br />
|-<br />
| Amount of Real World Applicability<br />
| 10<br />
| Amount of information that students will gain from the kit which pretains to real world applications <br />
|-<br />
| Cost<br />
| 9<br />
| Amount of money spent on the kit from E<sup>2</sup> and RCEA<br />
|-<br />
| Level of Engagement<br />
| 8<br />
| Kit's ability to create student interaction during implementation<br />
|-<br />
| Compliance with Educational Standards<br />
| 8<br />
| How many California State Math and Science Standards the kit contains<br />
|-<br />
| Ease of Use<br />
| 7<br />
| Amount of effort needed by teachers to implement kit into the classroom and by RCEA to maintain at their office<br />
|-<br />
| Transportability<br />
| 6<br />
| Ability for the kit to be transported from RCEA to the classroom without damage to insturments<br />
|-<br />
|}<br />
<br />
==Description of Final Project ==<br />
<br />
Bust-A-Watt educates middle school students about energy conservation through hands on activities, interactive discussions, home assessment assignments, and a reflective art assignment. Bust-A-Watt is a weeklong energy conservation unit, broken up into five one hour class periods, or individual daily activities. Three of the days consist of class discussions and two days consist of experimental activities.<br />
<br />
===Day 1: Introduction=== <br />
*Energy Conservation unit is introduced via lecture; why conserving energy is important, how energy is measured, and Home Checklist introduced. <br />
*Discussion: Students are given a background of why conserving energy is important. The energy and power lecture consists of teaching students what watts, kilowatts, kilowatt hour, and joules are and how they relate to each other.<br />
*Home Checklist is introduced: Students assess their own homes by completing a home checklist in which they consider the amount of appliances in their home and their amount of use.<br />
<br />
===Day 2: Blinding Heat=== <br />
[[Image:Dock1.jpg|thumb|right|300px|'''Figure 2: Blinding Heat docking station.''']]<br />
*Blinding Heat activity demonstrates to students what heat transfer and the Law of the Conservation of Energy are by using a hands-on activity.<br />
*Students compare the wattage and temperature of a CFL and incandescent bulb over time using a Kill-A-Watt<sup>TM</sup> meter, thermometer, and the docking station pictured in '''Figure 2'''.<br />
*Students then make conclusions and graph their data to visualize comparison.<br />
<br />
===Day 3: Appliance Energy Reading=== <br />
*The Appliance Energy Reading Activity shows students the amount of energy used by appliances while on and off.<br />
*Students receive an activity sheet, a Kill-A-Watt™ meter, and an extension cord (if needed). <br />
*Students then use the Kill-A-Watt™ meter to measure the energy use of appliances while on and off.<br />
*Lastly, students use their data to draw conclusions and graph the energy use of each appliance while on and off.<br />
<br />
===Day 4: Blinding Heat Discussion=== <br />
*Students discuss Blinding Heat results to motivate energy conservation in their homes.<br />
*Blinding Heat results are used to teach California science and math standards.<br />
*The students calculate with teacher how much energy and money can be saved if the class switches their incandescent bulbs to CFL bulbs.<br />
<br />
===Day 5: Reflection=== <br />
*The Unit is concluded.<br />
*Students discusse their Appliance Energy Reading results.<br />
*Total class Home Checklist results.<br />
*Individual appliance calculation results.<br />
*Students reflect upon the unit by creating a poster displaying something they learned during the week.<br />
<br />
==Costs==<br />
<br />
The following tables respectively show the total expentitures by Team E<sup>2</sup> and the expected cost per year for the RCEA to maintain the educational kit if it is implemented three times per year.<br />
<br />
<br />
'''Table 1: Implementation Cost'''<br />
{| class="wikitable sortable"<br />
|-<br />
! Item<br />
! Unit Cost<br />
! Quantity<br />
! Item Cost<br />
|-<br />
| Plug-To-Socket Adaptor Brown<br />
|align="right"| $ 1.75<br />
| 12<br />
|align="right"| $ 21.00<br />
|-<br />
| Plug-To-Socket Adaptor Ivory<br />
|align="right"| 1.89<br />
| 4<br />
|align="right"| 7.56<br />
|-<br />
| Ace Extension Cord 6ft<br />
|align="right"| 1.99<br />
| 14<br />
|align="right"| 27.86<br />
|-<br />
| Ace Extension Cord 10ft<br />
|align="right"| 4.49<br />
| 7<br />
|align="right"| 31.43<br />
|-<br />
| Ace 6 Outlet Power Center<br />
|align="right"| 4.79<br />
| 1<br />
|align="right"| 4.79<br />
|-<br />
| 4"x4"x8' Fir Lumber Board<br />
|align="right"| 9.01<br />
| 1<br />
|align="right"| 9.01<br />
|-<br />
| Kill-A-Watt Meter<br />
|align="right"| 17.89<br />
| 7<br />
|align="right"| 125.23<br />
|-<br />
| Therometer<br />
|align="right"| 1.90<br />
| 7<br />
|align="right"| 13.33<br />
|-<br />
| CFL Light Bulb<br />
|align="right"| 1.25<br />
| 8<br />
|align="right"| 10.00<br />
|-<br />
| Incandescent Light Bulb<br />
|align="right"| 1.50<br />
| 7<br />
|align="right"| Donated<br />
|-<br />
| USB Drive<br />
|align="right"| 8.00<br />
| 1<br />
|align="right"| Donated<br />
|-<br />
| Paper<br />
|align="right"| 0.01<br />
| 280<br />
|align="right"| Donated<br />
|-class="sortbottom"<br />
!colspan="3" | Total<br />
! $ 250.21<br />
|}<br />
<br />
<br />
'''Table 2: Maintenance Cost'''<br />
{| class="wikitable"<br />
|-<br />
! Maintenance Task<br />
! Projected Number/per year<br />
! Cost/per year<br />
|-<br />
| Print paper assignments<br />
| 3 weekly lesson plans<br />
| $ 9.00<br />
|-<br />
| Replacemant light bulb<br />
| 1 bulb<br />
| 1.50<br />
|-<br />
| Replacement extension cord<br />
| 1 extension cord<br />
| 5.00<br />
|-<br />
| Replacement thermometer<br />
| 2 thermometer<br />
| 4.00<br />
|-<br />
| <br />
| '''Total Maintenance Cost/per year'''<br />
| '''$ 19.50'''<br />
|-<br />
|}<br />
<br />
==Testing Results==<br />
<br />
Bust-A-Watt has been reviewed and edited by three local middle school and high school educators, the Redwood Coast Energy Authority employee Oliver Hulland, and [http://www.humboldt.edu/engineering/ Humboldt State University Environmental Resources Engineering] Introduction to Design instructor Lonny Grafman throughout Bust-A-Watt's creation and production. These resources helped in the creation of Bust-A-Watt's criteria, as well as in the decision process, and in testing Bust-A-Watt in local middle school classrooms. During the week of April 19th Bust-A-Watt was implemented into a middle school science class at Laurel Tree Learning Center in Arcata, and on April 26th the Blinding Heat activity was implemented into a sixth grade science class at Washington Elementary School in Eureka. The testing results showed that discussions during the introduction of Bust-A-Watt did not fill the one hour block that was intended. The testing also revealed confusing aspects of the activity instructions which helped in editting them for testing at Washignton Elementary. After implementation at Laurel Tree Learning Center the students were given a short survey to fill out in which they were asked their favorite and least favorite parts of the lesson plan as well as which parts were confusing.<br />
<br />
==Discussion and next steps==<br />
<br />
The Bust-A-Watt educational kit was recieved well by the students at Laurel Tree Learning Center. They felt that the unit helped them learn about energy basics and energy conservation. Although the insturctions and discussions are geared toward middle school students, the kit could be implemented into high schools or even elementary schools with only small changes to the content of each discussion and lab sheet. <br />
The docking stations for Blinding Heat are incredibly durable; however, light bulbs are not. There is a possibility that a student may trip on an extension cord resulting in broken light bulbs and possible mercury exposure. Due to lack of resources and time team E<sup>2</sup> was unable to install the proposed metal fencing cages around both light bulbs on each station to prevent the light bulbs from breaking.<br />
The thermometers are also another concern of team E<sup>2</sup>. Due to the budget of the project, two dollar thermometers were included in the box. These thermometers are rather fragile and can be broken by students easily; however they can be replaced easily.<br />
<br />
==Creators==<br />
<br />
[[User:Logan hsu|Logan Baumgartner]] <br />
<br />
[[User:Dkj9|Bryan Schmitt]] <br />
<br />
[[User:Br|Elizabeth Gutierrez]]</div>Logan hsuhttps://www.appropedia.org/w/index.php?title=RCEA_Bust-A-Watt&diff=125879RCEA Bust-A-Watt2010-05-08T00:26:46Z<p>Logan hsu: </p>
<hr />
<div>[[Image:E2logo.png|thumb|left|200px]]<br />
{{TOCright}}<br />
<br />
==Abstract==<br />
<br />
<center>''The RCEA [http://www.redwoodcoastenergyauthority.org/ Redwood Coast Energy Authority] asked the Engineering 215 Intro to Design class at Humboldt State University in Arcata, California to design educational kits. These kits provide teachers of Humboldt County the tools that are necessary to teach kindergarten through 12<sup>th</sup> grade students about '''climate change''', '''renewable resources''', or '''energy conservation'''. This webpage describes one of these projects, '''Bust-A-Watt''', which teaches fifth through eighth grade students about '''energy conservation'''.''</center><br />
[[Image:RCEAlogo.png|thumb|right|300px| '''Figure 1: RCEA logo''']]<br />
==Background and Objective==<br />
<br />
<br />
The RCEA is a Joint Powers Authority focused on implementing sustainible and renewable energy in Humboldt County. <br />
<br />
At the beginning of the Spring 2010 semester they asked the Engineering 215 class at HSU to design educational kits that teach K-12 students about these energy topics. Team '''E<sup>2</sup>''' of the Engineering 215 class was assigned to develop a kit that teaches fifth through eighth grade students about energy conservation. Over a 12 week period, Team E<sup>2</sup>; Elizabeth Gutierrez, Bryan Schmitt, and Logan Baumgartner, used the criteria they agreed upon with the RCEA to design and develop '''Bust-A-Watt'''; a five day comprehensive lesson plan that motivates and educates middle school students toward energy conservation.<br />
<br />
==Criteria==<br />
<br />
Criteria were created by team E<sup>2</sup> as a tool to structure the final design. The criteria were created in correspondence with RCEA's standards and expectations, and with input by Humboldt County teachers. In addition to creating the criteria a weight was given to each. The weight is a scale created by E<sup>2</sup> to decide the level of importance of each criteria. Table 1 shows each criteria, its weight, and a description of that criteria.<br />
{| class="wikitable sortable"<br />
|-<br />
! Criteria<br />
! Weight<br />
! Description<br />
|-<br />
| Safety<br />
| 10<br />
| Level of avoiding risk of injury and danger to any individual<br />
|-<br />
| Durability<br />
| 10<br />
| Ability for the kit to last for atleast a one year with normal use<br />
|-<br />
| Amount of Real World Applicability<br />
| 10<br />
| Amount of information that students will gain from the kit which pretains to real world applications <br />
|-<br />
| Cost<br />
| 9<br />
| Amount of money spent on the kit from E<sup>2</sup> and RCEA<br />
|-<br />
| Level of Engagement<br />
| 8<br />
| Kit's ability to create student interaction during implementation<br />
|-<br />
| Compliance with Educational Standards<br />
| 8<br />
| How many California State Math and Science Standards the kit contains<br />
|-<br />
| Ease of Use<br />
| 7<br />
| Amount of effort needed by teachers to implement kit into the classroom and by RCEA to maintain at their office<br />
|-<br />
| Transportability<br />
| 6<br />
| Ability for the kit to be transported from RCEA to the classroom without damage to insturments<br />
|-<br />
|}<br />
<br />
==Description of Final Project ==<br />
<br />
Bust-A-Watt educates middle school students about energy conservation through hands on activities, interactive discussions, home assessment assignments, and a reflective art assignment. Bust-A-Watt is a weeklong energy conservation unit, broken up into five one hour class periods, or individual daily activities. Three of the days consist of class discussions and two days consist of experimental activities.<br />
<br />
===Day 1: Introduction=== <br />
*Energy Conservation unit is introduced via lecture; why conserving energy is important, how energy is measured, and Home Checklist introduced. <br />
*Discussion: Students are given a background of why conserving energy is important. The energy and power lecture consists of teaching students what watts, kilowatts, kilowatt hour, and joules are and how they relate to each other.<br />
*Home Checklist is introduced: Students assess their own homes by completing a home checklist in which they consider the amount of appliances in their home and their amount of use.<br />
<br />
===Day 2: Blinding Heat=== <br />
[[Image:Dock1.jpg|thumb|right|300px|'''Figure 2: Blinding Heat docking station.''']]<br />
*Blinding Heat activity demonstrates to students what heat transfer and the Law of the Conservation of Energy are by using a hands-on activity.<br />
*Students compare the wattage and temperature of a CFL and incandescent bulb over time using a Kill-A-Watt<sup>TM</sup> meter, thermometer, and the docking station pictured in '''Figure 2'''.<br />
*Students then make conclusions and graph their data to visualize comparison.<br />
<br />
===Day 3: Appliance Energy Reading=== <br />
*The Appliance Energy Reading Activity shows students the amount of energy used by appliances while on and off.<br />
*Students receive an activity sheet, a Kill-A-Watt™ meter, and an extension cord (if needed). <br />
*Students then use the Kill-A-Watt™ meter to measure the energy use of appliances while on and off.<br />
*Lastly, students use their data to draw conclusions and graph the energy use of each appliance while on and off.<br />
<br />
===Day 4: Blinding Heat Discussion=== <br />
*Students discuss Blinding Heat results to motivate energy conservation in their homes.<br />
*Blinding Heat results are used to teach California science and math standards.<br />
*The students calculate with teacher how much energy and money can be saved if the class switches their incandescent bulbs to CFL bulbs.<br />
<br />
===Day 5: Reflection=== <br />
*The Unit is concluded.<br />
*Students discusse their Appliance Energy Reading results.<br />
*Total class Home Checklist results.<br />
*Individual appliance calculation results.<br />
*Students reflect upon the unit by creating a poster displaying something they learned during the week.<br />
<br />
==Costs==<br />
<br />
The following tables respectively show the total expentitures by Team E<sup>2</sup> and the expected cost per year for the RCEA to maintain the educational kit if it is implemented three times per year.<br />
<br />
<br />
'''Table 1: Implementation Cost'''<br />
{| class="wikitable"<br />
|-<br />
! Item<br />
! Unit Cost<br />
! Quantity<br />
! Item Cost<br />
|-<br />
| Plug-To-Socket Adaptor Brown<br />
| $ 1.75<br />
| 12<br />
| $ 21.00<br />
|-<br />
| Plug-To-Socket Adaptor Ivory<br />
| 1.89<br />
| 4<br />
| 7.56<br />
|-<br />
| Ace Extension Cord 6ft<br />
| 1.99<br />
| 14<br />
| 27.86<br />
|-<br />
| Ace Extension Cord 10ft<br />
| 4.49<br />
| 7<br />
| 31.43<br />
|-<br />
| Ace 6 Outlet Power Center<br />
| 4.79<br />
| 1<br />
| 4.79<br />
|-<br />
| 4"x4"x8' Fir Lumber Board<br />
| 9.01<br />
| 1<br />
| 9.01<br />
|-<br />
| Kill-A-Watt Meter<br />
| 17.89<br />
| 7<br />
| 125.23<br />
|-<br />
| Therometer<br />
| 1.90<br />
| 7<br />
| 13.33<br />
|-<br />
| CFL Light Bulb<br />
| 1.25<br />
| 8<br />
| 10.00<br />
|-<br />
| Incandescent Light Bulb<br />
| 1.50<br />
| 7<br />
| Donated<br />
|-<br />
| USB Drive<br />
| 8.00<br />
| 1<br />
| Donated<br />
|-<br />
| Paper<br />
| 0.01<br />
| 280<br />
| Donated<br />
|-<br />
|<br />
| <br />
| '''Total'''<br />
| '''$ 250.21'''<br />
|-<br />
|}<br />
<br />
<br />
'''Table 2: Maintenance Cost'''<br />
{| class="wikitable"<br />
|-<br />
! Maintenance Task<br />
! Projected Number/per year<br />
! Cost/per year<br />
|-<br />
| Print paper assignments<br />
| 3 weekly lesson plans<br />
| $ 9.00<br />
|-<br />
| Replacemant light bulb<br />
| 1 bulb<br />
| 1.50<br />
|-<br />
| Replacement extension cord<br />
| 1 extension cord<br />
| 5.00<br />
|-<br />
| Replacement thermometer<br />
| 2 thermometer<br />
| 4.00<br />
|-<br />
| <br />
| '''Total Maintenance Cost/per year'''<br />
| '''$ 19.50'''<br />
|-<br />
|}<br />
<br />
==Testing Results==<br />
<br />
Bust-A-Watt has been reviewed and edited by three local middle school and high school educators, the Redwood Coast Energy Authority employee Oliver Hulland, and [http://www.humboldt.edu/engineering/ Humboldt State University Environmental Resources Engineering] Introduction to Design instructor Lonny Grafman throughout Bust-A-Watt's creation and production. These resources helped in the creation of Bust-A-Watt's criteria, as well as in the decision process, and in testing Bust-A-Watt in local middle school classrooms. During the week of April 19th Bust-A-Watt was implemented into a middle school science class at Laurel Tree Learning Center in Arcata, and on April 26th the Blinding Heat activity was implemented into a sixth grade science class at Washington Elementary School in Eureka. The testing results showed that discussions during the introduction of Bust-A-Watt did not fill the one hour block that was intended. The testing also revealed confusing aspects of the activity instructions which helped in editting them for testing at Washignton Elementary. After implementation at Laurel Tree Learning Center the students were given a short survey to fill out in which they were asked their favorite and least favorite parts of the lesson plan as well as which parts were confusing.<br />
<br />
==Discussion and next steps==<br />
<br />
The Bust-A-Watt educational kit was recieved well by the students at Laurel Tree Learning Center. They felt that the unit helped them learn about energy basics and energy conservation. Although the insturctions and discussions are geared toward middle school students, the kit could be implemented into high schools or even elementary schools with only small changes to the content of each discussion and lab sheet. <br />
The docking stations for Blinding Heat are incredibly durable; however, light bulbs are not. There is a possibility that a student may trip on an extension cord resulting in broken light bulbs and possible mercury exposure. Due to lack of resources and time team E<sup>2</sup> was unable to install the proposed metal fencing cages around both light bulbs on each station to prevent the light bulbs from breaking.<br />
The thermometers are also another concern of team E<sup>2</sup>. Due to the budget of the project, two dollar thermometers were included in the box. These thermometers are rather fragile and can be broken by students easily; however they can be replaced easily.<br />
<br />
==Creators==<br />
<br />
[[User:Logan hsu|Logan Baumgartner]] <br />
<br />
[[User:Dkj9|Bryan Schmitt]] <br />
<br />
[[User:Br|Elizabeth Gutierrez]]</div>Logan hsuhttps://www.appropedia.org/w/index.php?title=RCEA_Bust-A-Watt&diff=125878RCEA Bust-A-Watt2010-05-08T00:25:09Z<p>Logan hsu: </p>
<hr />
<div>[[Image:E2logo.png|thumb|left|200px]]<br />
{{TOCright}}<br />
<br />
==Abstract==<br />
<br />
<center>''The RCEA [http://www.redwoodcoastenergyauthority.org/ Redwood Coast Energy Authority] asked the Engineering 215 Intro to Design class at Humboldt State University in Arcata, California to design educational kits. These kits provide teachers of Humboldt County the tools that are necessary to teach kindergarten through 12<sup>th</sup> grade students about '''climate change''', '''renewable resources''', or '''energy conservation'''. This webpage describes one of these projects, '''Bust-A-Watt''', which teaches fifth through eighth grade students about '''energy conservation'''.''</center><br />
<br />
==Background and Objective==<br />
[[Image:RCEAlogo.png|thumb|right|300px| '''Figure 1: RCEA logo''']]<br />
<br />
The RCEA is a Joint Powers Authority focused on implementing sustainible and renewable energy in Humboldt County. <br />
<br />
At the beginning of the Spring 2010 semester they asked the Engineering 215 class at HSU to design educational kits that teach K-12 students about these energy topics. Team '''E<sup>2</sup>''' of the Engineering 215 class was assigned to develop a kit that teaches fifth through eighth grade students about energy conservation. Over a 12 week period, Team E<sup>2</sup>; Elizabeth Gutierrez, Bryan Schmitt, and Logan Baumgartner, used the criteria they agreed upon with the RCEA to design and develop '''Bust-A-Watt'''; a five day comprehensive lesson plan that motivates and educates middle school students toward energy conservation.<br />
{{-}}<br />
==Criteria==<br />
<br />
Criteria were created by team E<sup>2</sup> as a tool to structure the final design. The criteria were created in correspondence with RCEA's standards and expectations, and with input by Humboldt County teachers. In addition to creating the criteria a weight was given to each. The weight is a scale created by E<sup>2</sup> to decide the level of importance of each criteria. Table 1 shows each criteria, its weight, and a description of that criteria.<br />
{| class="wikitable sortable"<br />
|-<br />
! Criteria<br />
! Weight<br />
! Description<br />
|-<br />
| Safety<br />
| 10<br />
| Level of avoiding risk of injury and danger to any individual<br />
|-<br />
| Durability<br />
| 10<br />
| Ability for the kit to last for atleast a one year with normal use<br />
|-<br />
| Amount of Real World Applicability<br />
| 10<br />
| Amount of information that students will gain from the kit which pretains to real world applications <br />
|-<br />
| Cost<br />
| 9<br />
| Amount of money spent on the kit from E<sup>2</sup> and RCEA<br />
|-<br />
| Level of Engagement<br />
| 8<br />
| Kit's ability to create student interaction during implementation<br />
|-<br />
| Compliance with Educational Standards<br />
| 8<br />
| How many California State Math and Science Standards the kit contains<br />
|-<br />
| Ease of Use<br />
| 7<br />
| Amount of effort needed by teachers to implement kit into the classroom and by RCEA to maintain at their office<br />
|-<br />
| Transportability<br />
| 6<br />
| Ability for the kit to be transported from RCEA to the classroom without damage to insturments<br />
|-<br />
|}<br />
<br />
==Description of Final Project ==<br />
<br />
Bust-A-Watt educates middle school students about energy conservation through hands on activities, interactive discussions, home assessment assignments, and a reflective art assignment. Bust-A-Watt is a weeklong energy conservation unit, broken up into five one hour class periods, or individual daily activities. Three of the days consist of class discussions and two days consist of experimental activities.<br />
<br />
===Day 1: Introduction=== <br />
*Energy Conservation unit is introduced via lecture; why conserving energy is important, how energy is measured, and Home Checklist introduced. <br />
*Discussion: Students are given a background of why conserving energy is important. The energy and power lecture consists of teaching students what watts, kilowatts, kilowatt hour, and joules are and how they relate to each other.<br />
*Home Checklist is introduced: Students assess their own homes by completing a home checklist in which they consider the amount of appliances in their home and their amount of use.<br />
<br />
===Day 2: Blinding Heat=== <br />
[[Image:Dock1.jpg|thumb|right|300px|'''Figure 2: Blinding Heat docking station.''']]<br />
*Blinding Heat activity demonstrates to students what heat transfer and the Law of the Conservation of Energy are by using a hands-on activity.<br />
*Students compare the wattage and temperature of a CFL and incandescent bulb over time using a Kill-A-Watt<sup>TM</sup> meter, thermometer, and the docking station pictured in '''Figure 2'''.<br />
*Students then make conclusions and graph their data to visualize comparison.<br />
<br />
===Day 3: Appliance Energy Reading=== <br />
*The Appliance Energy Reading Activity shows students the amount of energy used by appliances while on and off.<br />
*Students receive an activity sheet, a Kill-A-Watt™ meter, and an extension cord (if needed). <br />
*Students then use the Kill-A-Watt™ meter to measure the energy use of appliances while on and off.<br />
*Lastly, students use their data to draw conclusions and graph the energy use of each appliance while on and off.<br />
<br />
===Day 4: Blinding Heat Discussion=== <br />
*Students discuss Blinding Heat results to motivate energy conservation in their homes.<br />
*Blinding Heat results are used to teach California science and math standards.<br />
*The students calculate with teacher how much energy and money can be saved if the class switches their incandescent bulbs to CFL bulbs.<br />
<br />
===Day 5: Reflection=== <br />
*The Unit is concluded.<br />
*Students discusse their Appliance Energy Reading results.<br />
*Total class Home Checklist results.<br />
*Individual appliance calculation results.<br />
*Students reflect upon the unit by creating a poster displaying something they learned during the week.<br />
<br />
==Costs==<br />
<br />
The following tables respectively show the total expentitures by Team E<sup>2</sup> and the expected cost per year for the RCEA to maintain the educational kit if it is implemented three times per year.<br />
<br />
<br />
'''Table 1: Implementation Cost'''<br />
{| class="wikitable"<br />
|-<br />
! Item<br />
! Unit Cost<br />
! Quantity<br />
! Item Cost<br />
|-<br />
| Plug-To-Socket Adaptor Brown<br />
| $ 1.75<br />
| 12<br />
| $ 21.00<br />
|-<br />
| Plug-To-Socket Adaptor Ivory<br />
| 1.89<br />
| 4<br />
| 7.56<br />
|-<br />
| Ace Extension Cord 6ft<br />
| 1.99<br />
| 14<br />
| 27.86<br />
|-<br />
| Ace Extension Cord 10ft<br />
| 4.49<br />
| 7<br />
| 31.43<br />
|-<br />
| Ace 6 Outlet Power Center<br />
| 4.79<br />
| 1<br />
| 4.79<br />
|-<br />
| 4"x4"x8' Fir Lumber Board<br />
| 9.01<br />
| 1<br />
| 9.01<br />
|-<br />
| Kill-A-Watt Meter<br />
| 17.89<br />
| 7<br />
| 125.23<br />
|-<br />
| Therometer<br />
| 1.90<br />
| 7<br />
| 13.33<br />
|-<br />
| CFL Light Bulb<br />
| 1.25<br />
| 8<br />
| 10.00<br />
|-<br />
| Incandescent Light Bulb<br />
| 1.50<br />
| 7<br />
| Donated<br />
|-<br />
| USB Drive<br />
| 8.00<br />
| 1<br />
| Donated<br />
|-<br />
| Paper<br />
| 0.01<br />
| 280<br />
| Donated<br />
|-<br />
|<br />
| <br />
| '''Total'''<br />
| '''$ 250.21'''<br />
|-<br />
|}<br />
<br />
<br />
'''Table 2: Maintenance Cost'''<br />
{| class="wikitable"<br />
|-<br />
! Maintenance Task<br />
! Projected Number/per year<br />
! Cost/per year<br />
|-<br />
| Print paper assignments<br />
| 3 weekly lesson plans<br />
| $ 9.00<br />
|-<br />
| Replacemant light bulb<br />
| 1 bulb<br />
| 1.50<br />
|-<br />
| Replacement extension cord<br />
| 1 extension cord<br />
| 5.00<br />
|-<br />
| Replacement thermometer<br />
| 2 thermometer<br />
| 4.00<br />
|-<br />
| <br />
| '''Total Maintenance Cost/per year'''<br />
| '''$ 19.50'''<br />
|-<br />
|}<br />
<br />
==Testing Results==<br />
<br />
Bust-A-Watt has been reviewed and edited by three local middle school and high school educators, the Redwood Coast Energy Authority employee Oliver Hulland, and [http://www.humboldt.edu/engineering/ Humboldt State University Environmental Resources Engineering] Introduction to Design instructor Lonny Grafman throughout Bust-A-Watt's creation and production. These resources helped in the creation of Bust-A-Watt's criteria, as well as in the decision process, and in testing Bust-A-Watt in local middle school classrooms. During the week of April 19th Bust-A-Watt was implemented into a middle school science class at Laurel Tree Learning Center in Arcata, and on April 26th the Blinding Heat activity was implemented into a sixth grade science class at Washington Elementary School in Eureka. The testing results showed that discussions during the introduction of Bust-A-Watt did not fill the one hour block that was intended. The testing also revealed confusing aspects of the activity instructions which helped in editting them for testing at Washignton Elementary. After implementation at Laurel Tree Learning Center the students were given a short survey to fill out in which they were asked their favorite and least favorite parts of the lesson plan as well as which parts were confusing.<br />
<br />
==Discussion and next steps==<br />
<br />
The Bust-A-Watt educational kit was recieved well by the students at Laurel Tree Learning Center. They felt that the unit helped them learn about energy basics and energy conservation. Although the insturctions and discussions are geared toward middle school students, the kit could be implemented into high schools or even elementary schools with only small changes to the content of each discussion and lab sheet. <br />
The docking stations for Blinding Heat are incredibly durable; however, light bulbs are not. There is a possibility that a student may trip on an extension cord resulting in broken light bulbs and possible mercury exposure. Due to lack of resources and time team E<sup>2</sup> was unable to install the proposed metal fencing cages around both light bulbs on each station to prevent the light bulbs from breaking.<br />
The thermometers are also another concern of team E<sup>2</sup>. Due to the budget of the project, two dollar thermometers were included in the box. These thermometers are rather fragile and can be broken by students easily; however they can be replaced easily.<br />
<br />
==Creators==<br />
<br />
[[User:Logan hsu|Logan Baumgartner]] <br />
<br />
[[User:Dkj9|Bryan Schmitt]] <br />
<br />
[[User:Br|Elizabeth Gutierrez]]</div>Logan hsuhttps://www.appropedia.org/w/index.php?title=RCEA_Bust-A-Watt&diff=125873RCEA Bust-A-Watt2010-05-08T00:19:19Z<p>Logan hsu: /* Criteria */</p>
<hr />
<div>[[Image:E2logo.png|thumb|left|200px]]<br />
{{TOCright}}<br />
<br />
==Abstract==<br />
<br />
<center>''The RCEA [http://www.redwoodcoastenergyauthority.org/ Redwood Coast Energy Authority] asked the Engineering 215 Intro to Design class at Humboldt State University in Arcata, California to design educational kits. These kits provide teachers of Humboldt County the tools that are necessary to teach kindergarten through 12<sup>th</sup> grade students about '''climate change''', '''renewable resources''', or '''energy conservation'''. This webpage describes one of these projects, '''Bust-A-Watt''', which teaches fifth through eighth grade students about '''energy conservation'''.''</center><br />
<br />
[[Image:RCEAlogo.png|thumb|right|300px| '''Figure 1: RCEA logo''']]<br />
==Background and Objective==<br />
<br />
The RCEA is a Joint Powers Authority focused on implementing sustainible and renewable energy in Humboldt County. <br />
<br />
At the beginning of the Spring 2010 semester they asked the Engineering 215 class at HSU to design educational kits that teach K-12 students about these energy topics. Team '''E<sup>2</sup>''' of the Engineering 215 class was assigned to develop a kit that teaches fifth through eighth grade students about energy conservation. Over a 12 week period, Team E<sup>2</sup>; Elizabeth Gutierrez, Bryan Schmitt, and Logan Baumgartner, used the criteria they agreed upon with the RCEA to design and develop '''Bust-A-Watt'''; a five day comprehensive lesson plan that motivates and educates middle school students toward energy conservation.<br />
<br />
==Criteria==<br />
<br />
Criteria were created by team E<sup>2</sup> as a tool to structure the final design. The criteria were created in correspondence with RCEA's standards and expectations, and with input by Humboldt County teachers. In addition to creating the criteria a weight was given to each. The weight is a scale created by E<sup>2</sup> to decide the level of importance of each criteria. Table 1 shows each criteria, its weight, and a description of that criteria.<br />
{| class="wikitable sortable"<br />
|-<br />
! Criteria<br />
! Weight<br />
! Description<br />
|-<br />
| Safety<br />
| 10<br />
| Level of avoiding risk of injury and danger to any individual<br />
|-<br />
| Durability<br />
| 10<br />
| Ability for the kit to last for atleast a one year with normal use<br />
|-<br />
| Amount of Real World Applicability<br />
| 10<br />
| Amount of information that students will gain from the kit which pretains to real world applications <br />
|-<br />
| Cost<br />
| 9<br />
| Amount of money spent on the kit from E<sup>2</sup> and RCEA<br />
|-<br />
| Level of Engagement<br />
| 8<br />
| Kit's ability to create student interaction during implementation<br />
|-<br />
| Compliance with Educational Standards<br />
| 8<br />
| How many California State Math and Science Standards the kit contains<br />
|-<br />
| Ease of Use<br />
| 7<br />
| Amount of effort needed by teachers to implement kit into the classroom and by RCEA to maintain at their office<br />
|-<br />
| Transportability<br />
| 6<br />
| Ability for the kit to be transported from RCEA to the classroom without damage to insturments<br />
|-<br />
|}<br />
<br />
==Description of Final Project ==<br />
<br />
Bust-A-Watt educates middle school students about energy conservation through hands on activities, interactive discussions, home assessment assignments, and a reflective art assignment. Bust-A-Watt is a weeklong energy conservation unit, broken up into five one hour class periods, or individual daily activities. Three of the days consist of class discussions and two days consist of experimental activities.<br />
<br />
===Day 1: Introduction=== <br />
*Energy Conservation unit is introduced via lecture; why conserving energy is important, how energy is measured, and Home Checklist introduced. <br />
*Discussion: Students are given a background of why conserving energy is important. The energy and power lecture consists of teaching students what watts, kilowatts, kilowatt hour, and joules are and how they relate to each other.<br />
*Home Checklist is introduced: Students assess their own homes by completing a home checklist in which they consider the amount of appliances in their home and their amount of use.<br />
<br />
===Day 2: Blinding Heat=== <br />
[[Image:Dock1.jpg|thumb|right|300px|'''Figure 2: Blinding Heat docking station.''']]<br />
*Blinding Heat activity demonstrates to students what heat transfer and the Law of the Conservation of Energy are by using a hands-on activity.<br />
*Students compare the wattage and temperature of a CFL and incandescent bulb over time using a Kill-A-Watt<sup>TM</sup> meter, thermometer, and the docking station pictured in '''Figure 2'''.<br />
*Students then make conclusions and graph their data to visualize comparison.<br />
<br />
===Day 3: Appliance Energy Reading=== <br />
*The Appliance Energy Reading Activity shows students the amount of energy used by appliances while on and off.<br />
*Students receive an activity sheet, a Kill-A-Watt™ meter, and an extension cord (if needed). <br />
*Students then use the Kill-A-Watt™ meter to measure the energy use of appliances while on and off.<br />
*Lastly, students use their data to draw conclusions and graph the energy use of each appliance while on and off.<br />
<br />
===Day 4: Blinding Heat Discussion=== <br />
*Students discuss Blinding Heat results to motivate energy conservation in their homes.<br />
*Blinding Heat results are used to teach California science and math standards.<br />
*The students calculate with teacher how much energy and money can be saved if the class switches their incandescent bulbs to CFL bulbs.<br />
<br />
===Day 5: Reflection=== <br />
*The Unit is concluded.<br />
*Students discusse their Appliance Energy Reading results.<br />
*Total class Home Checklist results.<br />
*Individual appliance calculation results.<br />
*Students reflect upon the unit by creating a poster displaying something they learned during the week.<br />
<br />
==Costs==<br />
<br />
The following tables respectively show the total expentitures by Team E<sup>2</sup> and the expected cost per year for the RCEA to maintain the educational kit if it is implemented three times per year.<br />
<br />
<br />
'''Table 1: Implementation Cost'''<br />
{| class="wikitable"<br />
|-<br />
! Item<br />
! Unit Cost<br />
! Quantity<br />
! Item Cost<br />
|-<br />
| Plug-To-Socket Adaptor Brown<br />
| $ 1.75<br />
| 12<br />
| $ 21.00<br />
|-<br />
| Plug-To-Socket Adaptor Ivory<br />
| 1.89<br />
| 4<br />
| 7.56<br />
|-<br />
| Ace Extension Cord 6ft<br />
| 1.99<br />
| 14<br />
| 27.86<br />
|-<br />
| Ace Extension Cord 10ft<br />
| 4.49<br />
| 7<br />
| 31.43<br />
|-<br />
| Ace 6 Outlet Power Center<br />
| 4.79<br />
| 1<br />
| 4.79<br />
|-<br />
| 4"x4"x8' Fir Lumber Board<br />
| 9.01<br />
| 1<br />
| 9.01<br />
|-<br />
| Kill-A-Watt Meter<br />
| 17.89<br />
| 7<br />
| 125.23<br />
|-<br />
| Therometer<br />
| 1.90<br />
| 7<br />
| 13.33<br />
|-<br />
| CFL Light Bulb<br />
| 1.25<br />
| 8<br />
| 10.00<br />
|-<br />
| Incandescent Light Bulb<br />
| 1.50<br />
| 7<br />
| Donated<br />
|-<br />
| USB Drive<br />
| 8.00<br />
| 1<br />
| Donated<br />
|-<br />
| Paper<br />
| 0.01<br />
| 280<br />
| Donated<br />
|-<br />
|<br />
| <br />
| '''Total'''<br />
| '''$ 250.21'''<br />
|-<br />
|}<br />
<br />
<br />
'''Table 2: Maintenance Cost'''<br />
{| class="wikitable"<br />
|-<br />
! Maintenance Task<br />
! Projected Number/per year<br />
! Cost/per year<br />
|-<br />
| Print paper assignments<br />
| 3 weekly lesson plans<br />
| $ 9.00<br />
|-<br />
| Replacemant light bulb<br />
| 1 bulb<br />
| 1.50<br />
|-<br />
| Replacement extension cord<br />
| 1 extension cord<br />
| 5.00<br />
|-<br />
| Replacement thermometer<br />
| 2 thermometer<br />
| 4.00<br />
|-<br />
| <br />
| '''Total Maintenance Cost/per year'''<br />
| '''$ 19.50'''<br />
|-<br />
|}<br />
<br />
==Testing Results==<br />
<br />
Bust-A-Watt has been reviewed and edited by three local middle school and high school educators, the Redwood Coast Energy Authority employee Oliver Hulland, and [http://www.humboldt.edu/engineering/ Humboldt State University Environmental Resources Engineering] Introduction to Design instructor Lonny Grafman throughout Bust-A-Watt's creation and production. These resources helped in the creation of Bust-A-Watt's criteria, as well as in the decision process, and in testing Bust-A-Watt in local middle school classrooms. During the week of April 19th Bust-A-Watt was implemented into a middle school science class at Laurel Tree Learning Center in Arcata, and on April 26th the Blinding Heat activity was implemented into a sixth grade science class at Washington Elementary School in Eureka. The testing results showed that discussions during the introduction of Bust-A-Watt did not fill the one hour block that was intended. The testing also revealed confusing aspects of the activity instructions which helped in editting them for testing at Washignton Elementary. After implementation at Laurel Tree Learning Center the students were given a short survey to fill out in which they were asked their favorite and least favorite parts of the lesson plan as well as which parts were confusing.<br />
<br />
==Discussion and next steps==<br />
<br />
The Bust-A-Watt educational kit was recieved well by the students at Laurel Tree Learning Center. They felt that the unit helped them learn about energy basics and energy conservation. Although the insturctions and discussions are geared toward middle school students, the kit could be implemented into high schools or even elementary schools with only small changes to the content of each discussion and lab sheet. <br />
The docking stations for Blinding Heat are incredibly durable; however, light bulbs are not. There is a possibility that a student may trip on an extension cord resulting in broken light bulbs and possible mercury exposure. Due to lack of resources and time team E<sup>2</sup> was unable to install the proposed metal fencing cages around both light bulbs on each station to prevent the light bulbs from breaking.<br />
The thermometers are also another concern of team E<sup>2</sup>. Due to the budget of the project, two dollar thermometers were included in the box. These thermometers are rather fragile and can be broken by students easily; however they can be replaced easily.<br />
<br />
==Creators==<br />
<br />
[[User:Logan hsu|Logan Baumgartner]] <br />
<br />
[[User:Dkj9|Bryan Schmitt]] <br />
<br />
[[User:Br|Elizabeth Gutierrez]]</div>Logan hsuhttps://www.appropedia.org/w/index.php?title=RCEA_Bust-A-Watt&diff=125868RCEA Bust-A-Watt2010-05-08T00:13:35Z<p>Logan hsu: </p>
<hr />
<div>[[Image:E2logo.png|thumb|left|200px]]<br />
{{TOCright}}<br />
<br />
==Abstract==<br />
<br />
<center>''The RCEA [http://www.redwoodcoastenergyauthority.org/ Redwood Coast Energy Authority] asked the Engineering 215 Intro to Design class at Humboldt State University in Arcata, California to design educational kits. These kits provide teachers of Humboldt County the tools that are necessary to teach kindergarten through 12<sup>th</sup> grade students about '''climate change''', '''renewable resources''', or '''energy conservation'''. This webpage describes one of these projects, '''Bust-A-Watt''', which teaches fifth through eighth grade students about '''energy conservation'''.''</center><br />
<br />
[[Image:RCEAlogo.png|thumb|right|300px| '''Figure 1: RCEA logo''']]<br />
==Background and Objective==<br />
<br />
The RCEA is a Joint Powers Authority focused on implementing sustainible and renewable energy in Humboldt County. <br />
<br />
At the beginning of the Spring 2010 semester they asked the Engineering 215 class at HSU to design educational kits that teach K-12 students about these energy topics. Team '''E<sup>2</sup>''' of the Engineering 215 class was assigned to develop a kit that teaches fifth through eighth grade students about energy conservation. Over a 12 week period, Team E<sup>2</sup>; Elizabeth Gutierrez, Bryan Schmitt, and Logan Baumgartner, used the criteria they agreed upon with the RCEA to design and develop '''Bust-A-Watt'''; a five day comprehensive lesson plan that motivates and educates middle school students toward energy conservation.<br />
<br />
==Criteria==<br />
<br />
Criteria were created by team E<sup>2</sup> as a tool to structure the final design. The criteria were created in correspondence with RCEA's standards and expectations, and with input by Humboldt County teachers. In addition to creating the criteria a weight was given to each. The weight is a scale created by E<sup>2</sup> to decide the level of importance of each criteria. Table 1 shows each criteria, its weight, and a description of that criteria.<br />
{| class="wikitable"<br />
|-<br />
! Criteria<br />
! Weight<br />
! Description<br />
|-<br />
| Safety<br />
| 10<br />
| Level of avoiding risk of injury and danger to any individual<br />
|-<br />
| Durability<br />
| 10<br />
| Ability for the kit to last for atleast a one year with normal use<br />
|-<br />
| Amount of Real World Applicability<br />
| 10<br />
| Amount of information that students will gain from the kit which pretains to real world applications <br />
|-<br />
| Cost<br />
| 9<br />
| Amount of money spent on the kit from E<sup>2</sup> and RCEA<br />
|-<br />
| Level of Engagement<br />
| 8<br />
| Kit's ability to create student interaction during implementation<br />
|-<br />
| Compliance with Educational Standards<br />
| 8<br />
| How many California State Math and Science Standards the kit contains<br />
|-<br />
| Ease of Use<br />
| 7<br />
| Amount of effort needed by teachers to implement kit into the classroom and by RCEA to maintain at their office<br />
|-<br />
| Transportability<br />
| 6<br />
| Ability for the kit to be transported from RCEA to the classroom without damage to insturments<br />
|-<br />
|}<br />
<br />
==Description of Final Project ==<br />
<br />
Bust-A-Watt educates middle school students about energy conservation through hands on activities, interactive discussions, home assessment assignments, and a reflective art assignment. Bust-A-Watt is a weeklong energy conservation unit, broken up into five one hour class periods, or individual daily activities. Three of the days consist of class discussions and two days consist of experimental activities.<br />
<br />
===Day 1: Introduction=== <br />
*Energy Conservation unit is introduced via lecture; why conserving energy is important, how energy is measured, and Home Checklist introduced. <br />
*Discussion: Students are given a background of why conserving energy is important. The energy and power lecture consists of teaching students what watts, kilowatts, kilowatt hour, and joules are and how they relate to each other.<br />
*Home Checklist is introduced: Students assess their own homes by completing a home checklist in which they consider the amount of appliances in their home and their amount of use.<br />
<br />
===Day 2: Blinding Heat=== <br />
[[Image:Dock1.jpg|thumb|right|300px|'''Figure 2: Blinding Heat docking station.''']]<br />
*Blinding Heat activity demonstrates to students what heat transfer and the Law of the Conservation of Energy are by using a hands-on activity.<br />
*Students compare the wattage and temperature of a CFL and incandescent bulb over time using a Kill-A-Watt<sup>TM</sup> meter, thermometer, and the docking station pictured in '''Figure 2'''.<br />
*Students then make conclusions and graph their data to visualize comparison.<br />
<br />
===Day 3: Appliance Energy Reading=== <br />
*The Appliance Energy Reading Activity shows students the amount of energy used by appliances while on and off.<br />
*Students receive an activity sheet, a Kill-A-Watt™ meter, and an extension cord (if needed). <br />
*Students then use the Kill-A-Watt™ meter to measure the energy use of appliances while on and off.<br />
*Lastly, students use their data to draw conclusions and graph the energy use of each appliance while on and off.<br />
<br />
===Day 4: Blinding Heat Discussion=== <br />
*Students discuss Blinding Heat results to motivate energy conservation in their homes.<br />
*Blinding Heat results are used to teach California science and math standards.<br />
*The students calculate with teacher how much energy and money can be saved if the class switches their incandescent bulbs to CFL bulbs.<br />
<br />
===Day 5: Reflection=== <br />
*The Unit is concluded.<br />
*Students discusse their Appliance Energy Reading results.<br />
*Total class Home Checklist results.<br />
*Individual appliance calculation results.<br />
*Students reflect upon the unit by creating a poster displaying something they learned during the week.<br />
<br />
==Costs==<br />
<br />
The following tables respectively show the total expentitures by Team E<sup>2</sup> and the expected cost per year for the RCEA to maintain the educational kit if it is implemented three times per year.<br />
<br />
<br />
'''Table 1: Implementation Cost'''<br />
{| class="wikitable"<br />
|-<br />
! Item<br />
! Unit Cost<br />
! Quantity<br />
! Item Cost<br />
|-<br />
| Plug-To-Socket Adaptor Brown<br />
| $ 1.75<br />
| 12<br />
| $ 21.00<br />
|-<br />
| Plug-To-Socket Adaptor Ivory<br />
| 1.89<br />
| 4<br />
| 7.56<br />
|-<br />
| Ace Extension Cord 6ft<br />
| 1.99<br />
| 14<br />
| 27.86<br />
|-<br />
| Ace Extension Cord 10ft<br />
| 4.49<br />
| 7<br />
| 31.43<br />
|-<br />
| Ace 6 Outlet Power Center<br />
| 4.79<br />
| 1<br />
| 4.79<br />
|-<br />
| 4"x4"x8' Fir Lumber Board<br />
| 9.01<br />
| 1<br />
| 9.01<br />
|-<br />
| Kill-A-Watt Meter<br />
| 17.89<br />
| 7<br />
| 125.23<br />
|-<br />
| Therometer<br />
| 1.90<br />
| 7<br />
| 13.33<br />
|-<br />
| CFL Light Bulb<br />
| 1.25<br />
| 8<br />
| 10.00<br />
|-<br />
| Incandescent Light Bulb<br />
| 1.50<br />
| 7<br />
| Donated<br />
|-<br />
| USB Drive<br />
| 8.00<br />
| 1<br />
| Donated<br />
|-<br />
| Paper<br />
| 0.01<br />
| 280<br />
| Donated<br />
|-<br />
|<br />
| <br />
| '''Total'''<br />
| '''$ 250.21'''<br />
|-<br />
|}<br />
<br />
<br />
'''Table 2: Maintenance Cost'''<br />
{| class="wikitable"<br />
|-<br />
! Maintenance Task<br />
! Projected Number/per year<br />
! Cost/per year<br />
|-<br />
| Print paper assignments<br />
| 3 weekly lesson plans<br />
| $ 9.00<br />
|-<br />
| Replacemant light bulb<br />
| 1 bulb<br />
| 1.50<br />
|-<br />
| Replacement extension cord<br />
| 1 extension cord<br />
| 5.00<br />
|-<br />
| Replacement thermometer<br />
| 2 thermometer<br />
| 4.00<br />
|-<br />
| <br />
| '''Total Maintenance Cost/per year'''<br />
| '''$ 19.50'''<br />
|-<br />
|}<br />
<br />
==Testing Results==<br />
<br />
Bust-A-Watt has been reviewed and edited by three local middle school and high school educators, the Redwood Coast Energy Authority employee Oliver Hulland, and [http://www.humboldt.edu/engineering/ Humboldt State University Environmental Resources Engineering] Introduction to Design instructor Lonny Grafman throughout Bust-A-Watt's creation and production. These resources helped in the creation of Bust-A-Watt's criteria, as well as in the decision process, and in testing Bust-A-Watt in local middle school classrooms. During the week of April 19th Bust-A-Watt was implemented into a middle school science class at Laurel Tree Learning Center in Arcata, and on April 26th the Blinding Heat activity was implemented into a sixth grade science class at Washington Elementary School in Eureka. The testing results showed that discussions during the introduction of Bust-A-Watt did not fill the one hour block that was intended. The testing also revealed confusing aspects of the activity instructions which helped in editting them for testing at Washignton Elementary. After implementation at Laurel Tree Learning Center the students were given a short survey to fill out in which they were asked their favorite and least favorite parts of the lesson plan as well as which parts were confusing.<br />
<br />
==Discussion and next steps==<br />
<br />
The Bust-A-Watt educational kit was recieved well by the students at Laurel Tree Learning Center. They felt that the unit helped them learn about energy basics and energy conservation. Although the insturctions and discussions are geared toward middle school students, the kit could be implemented into high schools or even elementary schools with only small changes to the content of each discussion and lab sheet. <br />
The docking stations for Blinding Heat are incredibly durable; however, light bulbs are not. There is a possibility that a student may trip on an extension cord resulting in broken light bulbs and possible mercury exposure. Due to lack of resources and time team E<sup>2</sup> was unable to install the proposed metal fencing cages around both light bulbs on each station to prevent the light bulbs from breaking.<br />
The thermometers are also another concern of team E<sup>2</sup>. Due to the budget of the project, two dollar thermometers were included in the box. These thermometers are rather fragile and can be broken by students easily; however they can be replaced easily.<br />
<br />
==Creators==<br />
<br />
[[User:Logan hsu|Logan Baumgartner]] <br />
<br />
[[User:Dkj9|Bryan Schmitt]] <br />
<br />
[[User:Br|Elizabeth Gutierrez]]</div>Logan hsuhttps://www.appropedia.org/w/index.php?title=RCEA_Bust-A-Watt&diff=125867RCEA Bust-A-Watt2010-05-08T00:12:36Z<p>Logan hsu: /* Creators */</p>
<hr />
<div>[[Image:E2logo.png|thumb|left|200px]]<br />
<br />
=Abstract=<br />
<br />
<center>''The RCEA [http://www.redwoodcoastenergyauthority.org/ Redwood Coast Energy Authority] asked the Engineering 215 Intro to Design class at Humboldt State University in Arcata, California to design educational kits. These kits provide teachers of Humboldt County the tools that are necessary to teach kindergarten through 12<sup>th</sup> grade students about '''climate change''', '''renewable resources''', or '''energy conservation'''. This webpage describes one of these projects, '''Bust-A-Watt''', which teaches fifth through eighth grade students about '''energy conservation'''.''</center><br />
<br />
[[Image:RCEAlogo.png|thumb|right|300px| '''Figure 1: RCEA logo''']]<br />
=Background and Objective=<br />
<br />
The RCEA is a Joint Powers Authority focused on implementing sustainible and renewable energy in Humboldt County. <br />
<br />
At the beginning of the Spring 2010 semester they asked the Engineering 215 class at HSU to design educational kits that teach K-12 students about these energy topics. Team '''E<sup>2</sup>''' of the Engineering 215 class was assigned to develop a kit that teaches fifth through eighth grade students about energy conservation. Over a 12 week period, Team E<sup>2</sup>; Elizabeth Gutierrez, Bryan Schmitt, and Logan Baumgartner, used the criteria they agreed upon with the RCEA to design and develop '''Bust-A-Watt'''; a five day comprehensive lesson plan that motivates and educates middle school students toward energy conservation.<br />
<br />
=Criteria=<br />
<br />
Criteria were created by team E<sup>2</sup> as a tool to structure the final design. The criteria were created in correspondence with RCEA's standards and expectations, and with input by Humboldt County teachers. In addition to creating the criteria a weight was given to each. The weight is a scale created by E<sup>2</sup> to decide the level of importance of each criteria. Table 1 shows each criteria, its weight, and a description of that criteria.<br />
{| class="wikitable"<br />
|-<br />
! Criteria<br />
! Weight<br />
! Description<br />
|-<br />
| Safety<br />
| 10<br />
| Level of avoiding risk of injury and danger to any individual<br />
|-<br />
| Durability<br />
| 10<br />
| Ability for the kit to last for atleast a one year with normal use<br />
|-<br />
| Amount of Real World Applicability<br />
| 10<br />
| Amount of information that students will gain from the kit which pretains to real world applications <br />
|-<br />
| Cost<br />
| 9<br />
| Amount of money spent on the kit from E<sup>2</sup> and RCEA<br />
|-<br />
| Level of Engagement<br />
| 8<br />
| Kit's ability to create student interaction during implementation<br />
|-<br />
| Compliance with Educational Standards<br />
| 8<br />
| How many California State Math and Science Standards the kit contains<br />
|-<br />
| Ease of Use<br />
| 7<br />
| Amount of effort needed by teachers to implement kit into the classroom and by RCEA to maintain at their office<br />
|-<br />
| Transportability<br />
| 6<br />
| Ability for the kit to be transported from RCEA to the classroom without damage to insturments<br />
|-<br />
|}<br />
<br />
=Description of Final Project =<br />
<br />
Bust-A-Watt educates middle school students about energy conservation through hands on activities, interactive discussions, home assessment assignments, and a reflective art assignment. Bust-A-Watt is a weeklong energy conservation unit, broken up into five one hour class periods, or individual daily activities. Three of the days consist of class discussions and two days consist of experimental activities.<br />
<br />
===Day 1: Introduction=== <br />
*Energy Conservation unit is introduced via lecture; why conserving energy is important, how energy is measured, and Home Checklist introduced. <br />
*Discussion: Students are given a background of why conserving energy is important. The energy and power lecture consists of teaching students what watts, kilowatts, kilowatt hour, and joules are and how they relate to each other.<br />
*Home Checklist is introduced: Students assess their own homes by completing a home checklist in which they consider the amount of appliances in their home and their amount of use.<br />
<br />
===Day 2: Blinding Heat=== <br />
[[Image:Dock1.jpg|thumb|right|300px|'''Figure 2: Blinding Heat docking station.''']]<br />
*Blinding Heat activity demonstrates to students what heat transfer and the Law of the Conservation of Energy are by using a hands-on activity.<br />
*Students compare the wattage and temperature of a CFL and incandescent bulb over time using a Kill-A-Watt<sup>TM</sup> meter, thermometer, and the docking station pictured in '''Figure 2'''.<br />
*Students then make conclusions and graph their data to visualize comparison.<br />
<br />
===Day 3: Appliance Energy Reading=== <br />
*The Appliance Energy Reading Activity shows students the amount of energy used by appliances while on and off.<br />
*Students receive an activity sheet, a Kill-A-Watt™ meter, and an extension cord (if needed). <br />
*Students then use the Kill-A-Watt™ meter to measure the energy use of appliances while on and off.<br />
*Lastly, students use their data to draw conclusions and graph the energy use of each appliance while on and off.<br />
<br />
===Day 4: Blinding Heat Discussion=== <br />
*Students discuss Blinding Heat results to motivate energy conservation in their homes.<br />
*Blinding Heat results are used to teach California science and math standards.<br />
*The students calculate with teacher how much energy and money can be saved if the class switches their incandescent bulbs to CFL bulbs.<br />
<br />
===Day 5: Reflection=== <br />
*The Unit is concluded.<br />
*Students discusse their Appliance Energy Reading results.<br />
*Total class Home Checklist results.<br />
*Individual appliance calculation results.<br />
*Students reflect upon the unit by creating a poster displaying something they learned during the week.<br />
<br />
=Costs=<br />
<br />
The following tables respectively show the total expentitures by Team E<sup>2</sup> and the expected cost per year for the RCEA to maintain the educational kit if it is implemented three times per year.<br />
<br />
<br />
'''Table 1: Implementation Cost'''<br />
{| class="wikitable"<br />
|-<br />
! Item<br />
! Unit Cost<br />
! Quantity<br />
! Item Cost<br />
|-<br />
| Plug-To-Socket Adaptor Brown<br />
| $ 1.75<br />
| 12<br />
| $ 21.00<br />
|-<br />
| Plug-To-Socket Adaptor Ivory<br />
| 1.89<br />
| 4<br />
| 7.56<br />
|-<br />
| Ace Extension Cord 6ft<br />
| 1.99<br />
| 14<br />
| 27.86<br />
|-<br />
| Ace Extension Cord 10ft<br />
| 4.49<br />
| 7<br />
| 31.43<br />
|-<br />
| Ace 6 Outlet Power Center<br />
| 4.79<br />
| 1<br />
| 4.79<br />
|-<br />
| 4"x4"x8' Fir Lumber Board<br />
| 9.01<br />
| 1<br />
| 9.01<br />
|-<br />
| Kill-A-Watt Meter<br />
| 17.89<br />
| 7<br />
| 125.23<br />
|-<br />
| Therometer<br />
| 1.90<br />
| 7<br />
| 13.33<br />
|-<br />
| CFL Light Bulb<br />
| 1.25<br />
| 8<br />
| 10.00<br />
|-<br />
| Incandescent Light Bulb<br />
| 1.50<br />
| 7<br />
| Donated<br />
|-<br />
| USB Drive<br />
| 8.00<br />
| 1<br />
| Donated<br />
|-<br />
| Paper<br />
| 0.01<br />
| 280<br />
| Donated<br />
|-<br />
|<br />
| <br />
| '''Total'''<br />
| '''$ 250.21'''<br />
|-<br />
|}<br />
<br />
<br />
'''Table 2: Maintenance Cost'''<br />
{| class="wikitable"<br />
|-<br />
! Maintenance Task<br />
! Projected Number/per year<br />
! Cost/per year<br />
|-<br />
| Print paper assignments<br />
| 3 weekly lesson plans<br />
| $ 9.00<br />
|-<br />
| Replacemant light bulb<br />
| 1 bulb<br />
| 1.50<br />
|-<br />
| Replacement extension cord<br />
| 1 extension cord<br />
| 5.00<br />
|-<br />
| Replacement thermometer<br />
| 2 thermometer<br />
| 4.00<br />
|-<br />
| <br />
| '''Total Maintenance Cost/per year'''<br />
| '''$ 19.50'''<br />
|-<br />
|}<br />
<br />
=Testing Results=<br />
<br />
Bust-A-Watt has been reviewed and edited by three local middle school and high school educators, the Redwood Coast Energy Authority employee Oliver Hulland, and [http://www.humboldt.edu/engineering/ Humboldt State University Environmental Resources Engineering] Introduction to Design instructor Lonny Grafman throughout Bust-A-Watt's creation and production. These resources helped in the creation of Bust-A-Watt's criteria, as well as in the decision process, and in testing Bust-A-Watt in local middle school classrooms. During the week of April 19th Bust-A-Watt was implemented into a middle school science class at Laurel Tree Learning Center in Arcata, and on April 26th the Blinding Heat activity was implemented into a sixth grade science class at Washington Elementary School in Eureka. The testing results showed that discussions during the introduction of Bust-A-Watt did not fill the one hour block that was intended. The testing also revealed confusing aspects of the activity instructions which helped in editting them for testing at Washignton Elementary. After implementation at Laurel Tree Learning Center the students were given a short survey to fill out in which they were asked their favorite and least favorite parts of the lesson plan as well as which parts were confusing.<br />
<br />
=Discussion and next steps=<br />
<br />
The Bust-A-Watt educational kit was recieved well by the students at Laurel Tree Learning Center. They felt that the unit helped them learn about energy basics and energy conservation. Although the insturctions and discussions are geared toward middle school students, the kit could be implemented into high schools or even elementary schools with only small changes to the content of each discussion and lab sheet. <br />
The docking stations for Blinding Heat are incredibly durable; however, light bulbs are not. There is a possibility that a student may trip on an extension cord resulting in broken light bulbs and possible mercury exposure. Due to lack of resources and time team E<sup>2</sup> was unable to install the proposed metal fencing cages around both light bulbs on each station to prevent the light bulbs from breaking.<br />
The thermometers are also another concern of team E<sup>2</sup>. Due to the budget of the project, two dollar thermometers were included in the box. These thermometers are rather fragile and can be broken by students easily; however they can be replaced easily.<br />
<br />
=Creators=<br />
<br />
[[User:Logan hsu|Logan Baumgartner]] <br />
<br />
[[User:Dkj9|Bryan Schmitt]] <br />
<br />
[[User:Br|Elizabeth Gutierrez]]</div>Logan hsuhttps://www.appropedia.org/w/index.php?title=RCEA_Bust-A-Watt&diff=125865RCEA Bust-A-Watt2010-05-08T00:10:34Z<p>Logan hsu: /* References */</p>
<hr />
<div>[[Image:E2logo.png|thumb|left|200px]]<br />
<br />
=Abstract=<br />
<br />
<center>''The RCEA [http://www.redwoodcoastenergyauthority.org/ Redwood Coast Energy Authority] asked the Engineering 215 Intro to Design class at Humboldt State University in Arcata, California to design educational kits. These kits provide teachers of Humboldt County the tools that are necessary to teach kindergarten through 12<sup>th</sup> grade students about '''climate change''', '''renewable resources''', or '''energy conservation'''. This webpage describes one of these projects, '''Bust-A-Watt''', which teaches fifth through eighth grade students about '''energy conservation'''.''</center><br />
<br />
[[Image:RCEAlogo.png|thumb|right|300px| '''Figure 1: RCEA logo''']]<br />
=Background and Objective=<br />
<br />
The RCEA is a Joint Powers Authority focused on implementing sustainible and renewable energy in Humboldt County. <br />
<br />
At the beginning of the Spring 2010 semester they asked the Engineering 215 class at HSU to design educational kits that teach K-12 students about these energy topics. Team '''E<sup>2</sup>''' of the Engineering 215 class was assigned to develop a kit that teaches fifth through eighth grade students about energy conservation. Over a 12 week period, Team E<sup>2</sup>; Elizabeth Gutierrez, Bryan Schmitt, and Logan Baumgartner, used the criteria they agreed upon with the RCEA to design and develop '''Bust-A-Watt'''; a five day comprehensive lesson plan that motivates and educates middle school students toward energy conservation.<br />
<br />
=Criteria=<br />
<br />
Criteria were created by team E<sup>2</sup> as a tool to structure the final design. The criteria were created in correspondence with RCEA's standards and expectations, and with input by Humboldt County teachers. In addition to creating the criteria a weight was given to each. The weight is a scale created by E<sup>2</sup> to decide the level of importance of each criteria. Table 1 shows each criteria, its weight, and a description of that criteria.<br />
{| class="wikitable"<br />
|-<br />
! Criteria<br />
! Weight<br />
! Description<br />
|-<br />
| Safety<br />
| 10<br />
| Level of avoiding risk of injury and danger to any individual<br />
|-<br />
| Durability<br />
| 10<br />
| Ability for the kit to last for atleast a one year with normal use<br />
|-<br />
| Amount of Real World Applicability<br />
| 10<br />
| Amount of information that students will gain from the kit which pretains to real world applications <br />
|-<br />
| Cost<br />
| 9<br />
| Amount of money spent on the kit from E<sup>2</sup> and RCEA<br />
|-<br />
| Level of Engagement<br />
| 8<br />
| Kit's ability to create student interaction during implementation<br />
|-<br />
| Compliance with Educational Standards<br />
| 8<br />
| How many California State Math and Science Standards the kit contains<br />
|-<br />
| Ease of Use<br />
| 7<br />
| Amount of effort needed by teachers to implement kit into the classroom and by RCEA to maintain at their office<br />
|-<br />
| Transportability<br />
| 6<br />
| Ability for the kit to be transported from RCEA to the classroom without damage to insturments<br />
|-<br />
|}<br />
<br />
=Description of Final Project =<br />
<br />
Bust-A-Watt educates middle school students about energy conservation through hands on activities, interactive discussions, home assessment assignments, and a reflective art assignment. Bust-A-Watt is a weeklong energy conservation unit, broken up into five one hour class periods, or individual daily activities. Three of the days consist of class discussions and two days consist of experimental activities.<br />
<br />
===Day 1: Introduction=== <br />
*Energy Conservation unit is introduced via lecture; why conserving energy is important, how energy is measured, and Home Checklist introduced. <br />
*Discussion: Students are given a background of why conserving energy is important. The energy and power lecture consists of teaching students what watts, kilowatts, kilowatt hour, and joules are and how they relate to each other.<br />
*Home Checklist is introduced: Students assess their own homes by completing a home checklist in which they consider the amount of appliances in their home and their amount of use.<br />
<br />
===Day 2: Blinding Heat=== <br />
[[Image:Dock1.jpg|thumb|right|300px|'''Figure 2: Blinding Heat docking station.''']]<br />
*Blinding Heat activity demonstrates to students what heat transfer and the Law of the Conservation of Energy are by using a hands-on activity.<br />
*Students compare the wattage and temperature of a CFL and incandescent bulb over time using a Kill-A-Watt<sup>TM</sup> meter, thermometer, and the docking station pictured in '''Figure 2'''.<br />
*Students then make conclusions and graph their data to visualize comparison.<br />
<br />
===Day 3: Appliance Energy Reading=== <br />
*The Appliance Energy Reading Activity shows students the amount of energy used by appliances while on and off.<br />
*Students receive an activity sheet, a Kill-A-Watt™ meter, and an extension cord (if needed). <br />
*Students then use the Kill-A-Watt™ meter to measure the energy use of appliances while on and off.<br />
*Lastly, students use their data to draw conclusions and graph the energy use of each appliance while on and off.<br />
<br />
===Day 4: Blinding Heat Discussion=== <br />
*Students discuss Blinding Heat results to motivate energy conservation in their homes.<br />
*Blinding Heat results are used to teach California science and math standards.<br />
*The students calculate with teacher how much energy and money can be saved if the class switches their incandescent bulbs to CFL bulbs.<br />
<br />
===Day 5: Reflection=== <br />
*The Unit is concluded.<br />
*Students discusse their Appliance Energy Reading results.<br />
*Total class Home Checklist results.<br />
*Individual appliance calculation results.<br />
*Students reflect upon the unit by creating a poster displaying something they learned during the week.<br />
<br />
=Costs=<br />
<br />
The following tables respectively show the total expentitures by Team E<sup>2</sup> and the expected cost per year for the RCEA to maintain the educational kit if it is implemented three times per year.<br />
<br />
<br />
'''Table 1: Implementation Cost'''<br />
{| class="wikitable"<br />
|-<br />
! Item<br />
! Unit Cost<br />
! Quantity<br />
! Item Cost<br />
|-<br />
| Plug-To-Socket Adaptor Brown<br />
| $ 1.75<br />
| 12<br />
| $ 21.00<br />
|-<br />
| Plug-To-Socket Adaptor Ivory<br />
| 1.89<br />
| 4<br />
| 7.56<br />
|-<br />
| Ace Extension Cord 6ft<br />
| 1.99<br />
| 14<br />
| 27.86<br />
|-<br />
| Ace Extension Cord 10ft<br />
| 4.49<br />
| 7<br />
| 31.43<br />
|-<br />
| Ace 6 Outlet Power Center<br />
| 4.79<br />
| 1<br />
| 4.79<br />
|-<br />
| 4"x4"x8' Fir Lumber Board<br />
| 9.01<br />
| 1<br />
| 9.01<br />
|-<br />
| Kill-A-Watt Meter<br />
| 17.89<br />
| 7<br />
| 125.23<br />
|-<br />
| Therometer<br />
| 1.90<br />
| 7<br />
| 13.33<br />
|-<br />
| CFL Light Bulb<br />
| 1.25<br />
| 8<br />
| 10.00<br />
|-<br />
| Incandescent Light Bulb<br />
| 1.50<br />
| 7<br />
| Donated<br />
|-<br />
| USB Drive<br />
| 8.00<br />
| 1<br />
| Donated<br />
|-<br />
| Paper<br />
| 0.01<br />
| 280<br />
| Donated<br />
|-<br />
|<br />
| <br />
| '''Total'''<br />
| '''$ 250.21'''<br />
|-<br />
|}<br />
<br />
<br />
'''Table 2: Maintenance Cost'''<br />
{| class="wikitable"<br />
|-<br />
! Maintenance Task<br />
! Projected Number/per year<br />
! Cost/per year<br />
|-<br />
| Print paper assignments<br />
| 3 weekly lesson plans<br />
| $ 9.00<br />
|-<br />
| Replacemant light bulb<br />
| 1 bulb<br />
| 1.50<br />
|-<br />
| Replacement extension cord<br />
| 1 extension cord<br />
| 5.00<br />
|-<br />
| Replacement thermometer<br />
| 2 thermometer<br />
| 4.00<br />
|-<br />
| <br />
| '''Total Maintenance Cost/per year'''<br />
| '''$ 19.50'''<br />
|-<br />
|}<br />
<br />
=Testing Results=<br />
<br />
Bust-A-Watt has been reviewed and edited by three local middle school and high school educators, the Redwood Coast Energy Authority employee Oliver Hulland, and [http://www.humboldt.edu/engineering/ Humboldt State University Environmental Resources Engineering] Introduction to Design instructor Lonny Grafman throughout Bust-A-Watt's creation and production. These resources helped in the creation of Bust-A-Watt's criteria, as well as in the decision process, and in testing Bust-A-Watt in local middle school classrooms. During the week of April 19th Bust-A-Watt was implemented into a middle school science class at Laurel Tree Learning Center in Arcata, and on April 26th the Blinding Heat activity was implemented into a sixth grade science class at Washington Elementary School in Eureka. The testing results showed that discussions during the introduction of Bust-A-Watt did not fill the one hour block that was intended. The testing also revealed confusing aspects of the activity instructions which helped in editting them for testing at Washignton Elementary. After implementation at Laurel Tree Learning Center the students were given a short survey to fill out in which they were asked their favorite and least favorite parts of the lesson plan as well as which parts were confusing.<br />
<br />
=Discussion and next steps=<br />
<br />
The Bust-A-Watt educational kit was recieved well by the students at Laurel Tree Learning Center. They felt that the unit helped them learn about energy basics and energy conservation. Although the insturctions and discussions are geared toward middle school students, the kit could be implemented into high schools or even elementary schools with only small changes to the content of each discussion and lab sheet. <br />
The docking stations for Blinding Heat are incredibly durable; however, light bulbs are not. There is a possibility that a student may trip on an extension cord resulting in broken light bulbs and possible mercury exposure. Due to lack of resources and time team E<sup>2</sup> was unable to install the proposed metal fencing cages around both light bulbs on each station to prevent the light bulbs from breaking.<br />
The thermometers are also another concern of team E<sup>2</sup>. Due to the budget of the project, two dollar thermometers were included in the box. These thermometers are rather fragile and can be broken by students easily; however they can be replaced easily.<br />
<br />
=Creators=<br />
<br />
Logan Baumgartner<br />
<br />
Bryen Schmitt<br />
<br />
Elizabeth Gutierrez</div>Logan hsuhttps://www.appropedia.org/w/index.php?title=RCEA_Bust-A-Watt&diff=125861RCEA Bust-A-Watt2010-05-08T00:06:57Z<p>Logan hsu: /* Discussion and next steps */</p>
<hr />
<div>[[Image:E2logo.png|thumb|left|200px]]<br />
<br />
=Abstract=<br />
<br />
<center>''The RCEA [http://www.redwoodcoastenergyauthority.org/ Redwood Coast Energy Authority] asked the Engineering 215 Intro to Design class at Humboldt State University in Arcata, California to design educational kits. These kits provide teachers of Humboldt County the tools that are necessary to teach kindergarten through 12<sup>th</sup> grade students about '''climate change''', '''renewable resources''', or '''energy conservation'''. This webpage describes one of these projects, '''Bust-A-Watt''', which teaches fifth through eighth grade students about '''energy conservation'''.''</center><br />
<br />
[[Image:RCEAlogo.png|thumb|right|300px| '''Figure 1: RCEA logo''']]<br />
=Background and Objective=<br />
<br />
The RCEA is a Joint Powers Authority focused on implementing sustainible and renewable energy in Humboldt County. <br />
<br />
At the beginning of the Spring 2010 semester they asked the Engineering 215 class at HSU to design educational kits that teach K-12 students about these energy topics. Team '''E<sup>2</sup>''' of the Engineering 215 class was assigned to develop a kit that teaches fifth through eighth grade students about energy conservation. Over a 12 week period, Team E<sup>2</sup>; Elizabeth Gutierrez, Bryan Schmitt, and Logan Baumgartner, used the criteria they agreed upon with the RCEA to design and develop '''Bust-A-Watt'''; a five day comprehensive lesson plan that motivates and educates middle school students toward energy conservation.<br />
<br />
=Criteria=<br />
<br />
Criteria were created by team E<sup>2</sup> as a tool to structure the final design. The criteria were created in correspondence with RCEA's standards and expectations, and with input by Humboldt County teachers. In addition to creating the criteria a weight was given to each. The weight is a scale created by E<sup>2</sup> to decide the level of importance of each criteria. Table 1 shows each criteria, its weight, and a description of that criteria.<br />
{| class="wikitable"<br />
|-<br />
! Criteria<br />
! Weight<br />
! Description<br />
|-<br />
| Safety<br />
| 10<br />
| Level of avoiding risk of injury and danger to any individual<br />
|-<br />
| Durability<br />
| 10<br />
| Ability for the kit to last for atleast a one year with normal use<br />
|-<br />
| Amount of Real World Applicability<br />
| 10<br />
| Amount of information that students will gain from the kit which pretains to real world applications <br />
|-<br />
| Cost<br />
| 9<br />
| Amount of money spent on the kit from E<sup>2</sup> and RCEA<br />
|-<br />
| Level of Engagement<br />
| 8<br />
| Kit's ability to create student interaction during implementation<br />
|-<br />
| Compliance with Educational Standards<br />
| 8<br />
| How many California State Math and Science Standards the kit contains<br />
|-<br />
| Ease of Use<br />
| 7<br />
| Amount of effort needed by teachers to implement kit into the classroom and by RCEA to maintain at their office<br />
|-<br />
| Transportability<br />
| 6<br />
| Ability for the kit to be transported from RCEA to the classroom without damage to insturments<br />
|-<br />
|}<br />
<br />
=Description of Final Project =<br />
<br />
Bust-A-Watt educates middle school students about energy conservation through hands on activities, interactive discussions, home assessment assignments, and a reflective art assignment. Bust-A-Watt is a weeklong energy conservation unit, broken up into five one hour class periods, or individual daily activities. Three of the days consist of class discussions and two days consist of experimental activities.<br />
<br />
===Day 1: Introduction=== <br />
*Energy Conservation unit is introduced via lecture; why conserving energy is important, how energy is measured, and Home Checklist introduced. <br />
*Discussion: Students are given a background of why conserving energy is important. The energy and power lecture consists of teaching students what watts, kilowatts, kilowatt hour, and joules are and how they relate to each other.<br />
*Home Checklist is introduced: Students assess their own homes by completing a home checklist in which they consider the amount of appliances in their home and their amount of use.<br />
<br />
===Day 2: Blinding Heat=== <br />
[[Image:Dock1.jpg|thumb|right|300px|'''Figure 2: Blinding Heat docking station.''']]<br />
*Blinding Heat activity demonstrates to students what heat transfer and the Law of the Conservation of Energy are by using a hands-on activity.<br />
*Students compare the wattage and temperature of a CFL and incandescent bulb over time using a Kill-A-Watt<sup>TM</sup> meter, thermometer, and the docking station pictured in '''Figure 2'''.<br />
*Students then make conclusions and graph their data to visualize comparison.<br />
<br />
===Day 3: Appliance Energy Reading=== <br />
*The Appliance Energy Reading Activity shows students the amount of energy used by appliances while on and off.<br />
*Students receive an activity sheet, a Kill-A-Watt™ meter, and an extension cord (if needed). <br />
*Students then use the Kill-A-Watt™ meter to measure the energy use of appliances while on and off.<br />
*Lastly, students use their data to draw conclusions and graph the energy use of each appliance while on and off.<br />
<br />
===Day 4: Blinding Heat Discussion=== <br />
*Students discuss Blinding Heat results to motivate energy conservation in their homes.<br />
*Blinding Heat results are used to teach California science and math standards.<br />
*The students calculate with teacher how much energy and money can be saved if the class switches their incandescent bulbs to CFL bulbs.<br />
<br />
===Day 5: Reflection=== <br />
*The Unit is concluded.<br />
*Students discusse their Appliance Energy Reading results.<br />
*Total class Home Checklist results.<br />
*Individual appliance calculation results.<br />
*Students reflect upon the unit by creating a poster displaying something they learned during the week.<br />
<br />
=Costs=<br />
<br />
The following tables respectively show the total expentitures by Team E<sup>2</sup> and the expected cost per year for the RCEA to maintain the educational kit if it is implemented three times per year.<br />
<br />
<br />
'''Table 1: Implementation Cost'''<br />
{| class="wikitable"<br />
|-<br />
! Item<br />
! Unit Cost<br />
! Quantity<br />
! Item Cost<br />
|-<br />
| Plug-To-Socket Adaptor Brown<br />
| $ 1.75<br />
| 12<br />
| $ 21.00<br />
|-<br />
| Plug-To-Socket Adaptor Ivory<br />
| 1.89<br />
| 4<br />
| 7.56<br />
|-<br />
| Ace Extension Cord 6ft<br />
| 1.99<br />
| 14<br />
| 27.86<br />
|-<br />
| Ace Extension Cord 10ft<br />
| 4.49<br />
| 7<br />
| 31.43<br />
|-<br />
| Ace 6 Outlet Power Center<br />
| 4.79<br />
| 1<br />
| 4.79<br />
|-<br />
| 4"x4"x8' Fir Lumber Board<br />
| 9.01<br />
| 1<br />
| 9.01<br />
|-<br />
| Kill-A-Watt Meter<br />
| 17.89<br />
| 7<br />
| 125.23<br />
|-<br />
| Therometer<br />
| 1.90<br />
| 7<br />
| 13.33<br />
|-<br />
| CFL Light Bulb<br />
| 1.25<br />
| 8<br />
| 10.00<br />
|-<br />
| Incandescent Light Bulb<br />
| 1.50<br />
| 7<br />
| Donated<br />
|-<br />
| USB Drive<br />
| 8.00<br />
| 1<br />
| Donated<br />
|-<br />
| Paper<br />
| 0.01<br />
| 280<br />
| Donated<br />
|-<br />
|<br />
| <br />
| '''Total'''<br />
| '''$ 250.21'''<br />
|-<br />
|}<br />
<br />
<br />
'''Table 2: Maintenance Cost'''<br />
{| class="wikitable"<br />
|-<br />
! Maintenance Task<br />
! Projected Number/per year<br />
! Cost/per year<br />
|-<br />
| Print paper assignments<br />
| 3 weekly lesson plans<br />
| $ 9.00<br />
|-<br />
| Replacemant light bulb<br />
| 1 bulb<br />
| 1.50<br />
|-<br />
| Replacement extension cord<br />
| 1 extension cord<br />
| 5.00<br />
|-<br />
| Replacement thermometer<br />
| 2 thermometer<br />
| 4.00<br />
|-<br />
| <br />
| '''Total Maintenance Cost/per year'''<br />
| '''$ 19.50'''<br />
|-<br />
|}<br />
<br />
=Testing Results=<br />
<br />
Bust-A-Watt has been reviewed and edited by three local middle school and high school educators, the Redwood Coast Energy Authority employee Oliver Hulland, and [http://www.humboldt.edu/engineering/ Humboldt State University Environmental Resources Engineering] Introduction to Design instructor Lonny Grafman throughout Bust-A-Watt's creation and production. These resources helped in the creation of Bust-A-Watt's criteria, as well as in the decision process, and in testing Bust-A-Watt in local middle school classrooms. During the week of April 19th Bust-A-Watt was implemented into a middle school science class at Laurel Tree Learning Center in Arcata, and on April 26th the Blinding Heat activity was implemented into a sixth grade science class at Washington Elementary School in Eureka. The testing results showed that discussions during the introduction of Bust-A-Watt did not fill the one hour block that was intended. The testing also revealed confusing aspects of the activity instructions which helped in editting them for testing at Washignton Elementary. After implementation at Laurel Tree Learning Center the students were given a short survey to fill out in which they were asked their favorite and least favorite parts of the lesson plan as well as which parts were confusing.<br />
<br />
=Discussion and next steps=<br />
<br />
The Bust-A-Watt educational kit was recieved well by the students at Laurel Tree Learning Center. They felt that the unit helped them learn about energy basics and energy conservation. Although the insturctions and discussions are geared toward middle school students, the kit could be implemented into high schools or even elementary schools with only small changes to the content of each discussion and lab sheet. <br />
The docking stations for Blinding Heat are incredibly durable; however, light bulbs are not. There is a possibility that a student may trip on an extension cord resulting in broken light bulbs and possible mercury exposure. Due to lack of resources and time team E<sup>2</sup> was unable to install the proposed metal fencing cages around both light bulbs on each station to prevent the light bulbs from breaking.<br />
The thermometers are also another concern of team E<sup>2</sup>. Due to the budget of the project, two dollar thermometers were included in the box. These thermometers are rather fragile and can be broken by students easily; however they can be replaced easily.<br />
<br />
=References=</div>Logan hsuhttps://www.appropedia.org/w/index.php?title=RCEA_Bust-A-Watt&diff=125860RCEA Bust-A-Watt2010-05-08T00:04:21Z<p>Logan hsu: /* Discussion and next steps */</p>
<hr />
<div>[[Image:E2logo.png|thumb|left|200px]]<br />
<br />
=Abstract=<br />
<br />
<center>''The RCEA [http://www.redwoodcoastenergyauthority.org/ Redwood Coast Energy Authority] asked the Engineering 215 Intro to Design class at Humboldt State University in Arcata, California to design educational kits. These kits provide teachers of Humboldt County the tools that are necessary to teach kindergarten through 12<sup>th</sup> grade students about '''climate change''', '''renewable resources''', or '''energy conservation'''. This webpage describes one of these projects, '''Bust-A-Watt''', which teaches fifth through eighth grade students about '''energy conservation'''.''</center><br />
<br />
[[Image:RCEAlogo.png|thumb|right|300px| '''Figure 1: RCEA logo''']]<br />
=Background and Objective=<br />
<br />
The RCEA is a Joint Powers Authority focused on implementing sustainible and renewable energy in Humboldt County. <br />
<br />
At the beginning of the Spring 2010 semester they asked the Engineering 215 class at HSU to design educational kits that teach K-12 students about these energy topics. Team '''E<sup>2</sup>''' of the Engineering 215 class was assigned to develop a kit that teaches fifth through eighth grade students about energy conservation. Over a 12 week period, Team E<sup>2</sup>; Elizabeth Gutierrez, Bryan Schmitt, and Logan Baumgartner, used the criteria they agreed upon with the RCEA to design and develop '''Bust-A-Watt'''; a five day comprehensive lesson plan that motivates and educates middle school students toward energy conservation.<br />
<br />
=Criteria=<br />
<br />
Criteria were created by team E<sup>2</sup> as a tool to structure the final design. The criteria were created in correspondence with RCEA's standards and expectations, and with input by Humboldt County teachers. In addition to creating the criteria a weight was given to each. The weight is a scale created by E<sup>2</sup> to decide the level of importance of each criteria. Table 1 shows each criteria, its weight, and a description of that criteria.<br />
{| class="wikitable"<br />
|-<br />
! Criteria<br />
! Weight<br />
! Description<br />
|-<br />
| Safety<br />
| 10<br />
| Level of avoiding risk of injury and danger to any individual<br />
|-<br />
| Durability<br />
| 10<br />
| Ability for the kit to last for atleast a one year with normal use<br />
|-<br />
| Amount of Real World Applicability<br />
| 10<br />
| Amount of information that students will gain from the kit which pretains to real world applications <br />
|-<br />
| Cost<br />
| 9<br />
| Amount of money spent on the kit from E<sup>2</sup> and RCEA<br />
|-<br />
| Level of Engagement<br />
| 8<br />
| Kit's ability to create student interaction during implementation<br />
|-<br />
| Compliance with Educational Standards<br />
| 8<br />
| How many California State Math and Science Standards the kit contains<br />
|-<br />
| Ease of Use<br />
| 7<br />
| Amount of effort needed by teachers to implement kit into the classroom and by RCEA to maintain at their office<br />
|-<br />
| Transportability<br />
| 6<br />
| Ability for the kit to be transported from RCEA to the classroom without damage to insturments<br />
|-<br />
|}<br />
<br />
=Description of Final Project =<br />
<br />
Bust-A-Watt educates middle school students about energy conservation through hands on activities, interactive discussions, home assessment assignments, and a reflective art assignment. Bust-A-Watt is a weeklong energy conservation unit, broken up into five one hour class periods, or individual daily activities. Three of the days consist of class discussions and two days consist of experimental activities.<br />
<br />
===Day 1: Introduction=== <br />
*Energy Conservation unit is introduced via lecture; why conserving energy is important, how energy is measured, and Home Checklist introduced. <br />
*Discussion: Students are given a background of why conserving energy is important. The energy and power lecture consists of teaching students what watts, kilowatts, kilowatt hour, and joules are and how they relate to each other.<br />
*Home Checklist is introduced: Students assess their own homes by completing a home checklist in which they consider the amount of appliances in their home and their amount of use.<br />
<br />
===Day 2: Blinding Heat=== <br />
[[Image:Dock1.jpg|thumb|right|300px|'''Figure 2: Blinding Heat docking station.''']]<br />
*Blinding Heat activity demonstrates to students what heat transfer and the Law of the Conservation of Energy are by using a hands-on activity.<br />
*Students compare the wattage and temperature of a CFL and incandescent bulb over time using a Kill-A-Watt<sup>TM</sup> meter, thermometer, and the docking station pictured in '''Figure 2'''.<br />
*Students then make conclusions and graph their data to visualize comparison.<br />
<br />
===Day 3: Appliance Energy Reading=== <br />
*The Appliance Energy Reading Activity shows students the amount of energy used by appliances while on and off.<br />
*Students receive an activity sheet, a Kill-A-Watt™ meter, and an extension cord (if needed). <br />
*Students then use the Kill-A-Watt™ meter to measure the energy use of appliances while on and off.<br />
*Lastly, students use their data to draw conclusions and graph the energy use of each appliance while on and off.<br />
<br />
===Day 4: Blinding Heat Discussion=== <br />
*Students discuss Blinding Heat results to motivate energy conservation in their homes.<br />
*Blinding Heat results are used to teach California science and math standards.<br />
*The students calculate with teacher how much energy and money can be saved if the class switches their incandescent bulbs to CFL bulbs.<br />
<br />
===Day 5: Reflection=== <br />
*The Unit is concluded.<br />
*Students discusse their Appliance Energy Reading results.<br />
*Total class Home Checklist results.<br />
*Individual appliance calculation results.<br />
*Students reflect upon the unit by creating a poster displaying something they learned during the week.<br />
<br />
=Costs=<br />
<br />
The following tables respectively show the total expentitures by Team E<sup>2</sup> and the expected cost per year for the RCEA to maintain the educational kit if it is implemented three times per year.<br />
<br />
<br />
'''Table 1: Implementation Cost'''<br />
{| class="wikitable"<br />
|-<br />
! Item<br />
! Unit Cost<br />
! Quantity<br />
! Item Cost<br />
|-<br />
| Plug-To-Socket Adaptor Brown<br />
| $ 1.75<br />
| 12<br />
| $ 21.00<br />
|-<br />
| Plug-To-Socket Adaptor Ivory<br />
| 1.89<br />
| 4<br />
| 7.56<br />
|-<br />
| Ace Extension Cord 6ft<br />
| 1.99<br />
| 14<br />
| 27.86<br />
|-<br />
| Ace Extension Cord 10ft<br />
| 4.49<br />
| 7<br />
| 31.43<br />
|-<br />
| Ace 6 Outlet Power Center<br />
| 4.79<br />
| 1<br />
| 4.79<br />
|-<br />
| 4"x4"x8' Fir Lumber Board<br />
| 9.01<br />
| 1<br />
| 9.01<br />
|-<br />
| Kill-A-Watt Meter<br />
| 17.89<br />
| 7<br />
| 125.23<br />
|-<br />
| Therometer<br />
| 1.90<br />
| 7<br />
| 13.33<br />
|-<br />
| CFL Light Bulb<br />
| 1.25<br />
| 8<br />
| 10.00<br />
|-<br />
| Incandescent Light Bulb<br />
| 1.50<br />
| 7<br />
| Donated<br />
|-<br />
| USB Drive<br />
| 8.00<br />
| 1<br />
| Donated<br />
|-<br />
| Paper<br />
| 0.01<br />
| 280<br />
| Donated<br />
|-<br />
|<br />
| <br />
| '''Total'''<br />
| '''$ 250.21'''<br />
|-<br />
|}<br />
<br />
<br />
'''Table 2: Maintenance Cost'''<br />
{| class="wikitable"<br />
|-<br />
! Maintenance Task<br />
! Projected Number/per year<br />
! Cost/per year<br />
|-<br />
| Print paper assignments<br />
| 3 weekly lesson plans<br />
| $ 9.00<br />
|-<br />
| Replacemant light bulb<br />
| 1 bulb<br />
| 1.50<br />
|-<br />
| Replacement extension cord<br />
| 1 extension cord<br />
| 5.00<br />
|-<br />
| Replacement thermometer<br />
| 2 thermometer<br />
| 4.00<br />
|-<br />
| <br />
| '''Total Maintenance Cost/per year'''<br />
| '''$ 19.50'''<br />
|-<br />
|}<br />
<br />
=Testing Results=<br />
<br />
Bust-A-Watt has been reviewed and edited by three local middle school and high school educators, the Redwood Coast Energy Authority employee Oliver Hulland, and [http://www.humboldt.edu/engineering/ Humboldt State University Environmental Resources Engineering] Introduction to Design instructor Lonny Grafman throughout Bust-A-Watt's creation and production. These resources helped in the creation of Bust-A-Watt's criteria, as well as in the decision process, and in testing Bust-A-Watt in local middle school classrooms. During the week of April 19th Bust-A-Watt was implemented into a middle school science class at Laurel Tree Learning Center in Arcata, and on April 26th the Blinding Heat activity was implemented into a sixth grade science class at Washington Elementary School in Eureka. The testing results showed that discussions during the introduction of Bust-A-Watt did not fill the one hour block that was intended. The testing also revealed confusing aspects of the activity instructions which helped in editting them for testing at Washignton Elementary. After implementation at Laurel Tree Learning Center the students were given a short survey to fill out in which they were asked their favorite and least favorite parts of the lesson plan as well as which parts were confusing.<br />
<br />
=Discussion and next steps=<br />
<br />
The Bust-A-Watt educational kit was recieved well by the students at Laurel Tree Learning Center. They felt that the unit helped them learn about energy basics and energy conservation. Although the insturctions and discussions are geared toward middle school students, the kit could be implemented into high schools or even elementary schools with only small changes to the content of each discussion and lab sheet. <br />
The docking stations for Blinding Heat are incredibly durable; however, light bulbs are not. There is a possibility that a student may trip on an extension cord resulting in broken light bulbs and possible mercury exposure. Due to lack of resources and time team E<sup>2</sup> was unable to install the proposed metal fencing cages around both light bulbs on each station to prevent the light bulbs from breaking.<br />
The thermometers are also another concern of team E<sup>2</sup>. Due to the budget of the project thermometers<br />
<br />
=References=</div>Logan hsuhttps://www.appropedia.org/w/index.php?title=RCEA_Bust-A-Watt&diff=125847RCEA Bust-A-Watt2010-05-07T23:45:45Z<p>Logan hsu: /* Testing Results */</p>
<hr />
<div>[[Image:E2logo.png|thumb|left|200px]]<br />
<br />
=Abstract=<br />
<br />
<center>''The RCEA [http://www.redwoodcoastenergyauthority.org/ Redwood Coast Energy Authority] asked the Engineering 215 Intro to Design class at Humboldt State University in Arcata, California to design educational kits. These kits provide teachers of Humboldt County the tools that are necessary to teach kindergarten through 12<sup>th</sup> grade students about '''climate change''', '''renewable resources''', or '''energy conservation'''. This webpage describes one of these projects, '''Bust-A-Watt''', which teaches fifth through eighth grade students about '''energy conservation'''.''</center><br />
<br />
[[Image:RCEAlogo.png|thumb|right|300px| '''Figure 1: RCEA logo''']]<br />
=Background and Objective=<br />
<br />
The RCEA is a Joint Powers Authority focused on implementing sustainible and renewable energy in Humboldt County. <br />
<br />
At the beginning of the Spring 2010 semester they asked the Engineering 215 class at HSU to design educational kits that teach K-12 students about these energy topics. Team '''E<sup>2</sup>''' of the Engineering 215 class was assigned to develop a kit that teaches fifth through eighth grade students about energy conservation. Over a 12 week period, Team E<sup>2</sup>; Elizabeth Gutierrez, Bryan Schmitt, and Logan Baumgartner, used the criteria they agreed upon with the RCEA to design and develop '''Bust-A-Watt'''; a five day comprehensive lesson plan that motivates and educates middle school students toward energy conservation.<br />
<br />
=Criteria=<br />
<br />
Criteria were created by team E<sup>2</sup> as a tool to structure the final design. The criteria were created in correspondence with RCEA's standards and expectations, and with input by Humboldt County teachers. In addition to creating the criteria a weight was given to each. The weight is a scale created by E<sup>2</sup> to decide the level of importance of each criteria. Table 1 shows each criteria, its weight, and a description of that criteria.<br />
{| class="wikitable"<br />
|-<br />
! Criteria<br />
! Weight<br />
! Description<br />
|-<br />
| Safety<br />
| 10<br />
| Level of avoiding risk of injury and danger to any individual<br />
|-<br />
| Durability<br />
| 10<br />
| Ability for the kit to last for atleast a one year with normal use<br />
|-<br />
| Amount of Real World Applicability<br />
| 10<br />
| Amount of information that students will gain from the kit which pretains to real world applications <br />
|-<br />
| Cost<br />
| 9<br />
| Amount of money spent on the kit from E<sup>2</sup> and RCEA<br />
|-<br />
| Level of Engagement<br />
| 8<br />
| Kit's ability to create student interaction during implementation<br />
|-<br />
| Compliance with Educational Standards<br />
| 8<br />
| How many California State Math and Science Standards the kit contains<br />
|-<br />
| Ease of Use<br />
| 7<br />
| Amount of effort needed by teachers to implement kit into the classroom and by RCEA to maintain at their office<br />
|-<br />
| Transportability<br />
| 6<br />
| Ability for the kit to be transported from RCEA to the classroom without damage to insturments<br />
|-<br />
|}<br />
<br />
=Description of Final Project =<br />
<br />
Bust-A-Watt educates middle school students about energy conservation through hands on activities, interactive discussions, home assessment assignments, and a reflective art assignment. Bust-A-Watt is a weeklong energy conservation unit, broken up into five one hour class periods, or individual daily activities. Three of the days consist of class discussions and two days consist of experimental activities.<br />
<br />
===Day 1: Introduction=== <br />
*Energy Conservation unit is introduced via lecture; why conserving energy is important, how energy is measured, and Home Checklist introduced. <br />
*Discussion: Students are given a background of why conserving energy is important. The energy and power lecture consists of teaching students what watts, kilowatts, kilowatt hour, and joules are and how they relate to each other.<br />
*Home Checklist is introduced: Students assess their own homes by completing a home checklist in which they consider the amount of appliances in their home and their amount of use.<br />
<br />
===Day 2: Blinding Heat=== <br />
[[Image:Dock1.jpg|thumb|right|300px|'''Figure 2: Blinding Heat docking station.''']]<br />
*Blinding Heat activity demonstrates to students what heat transfer and the Law of the Conservation of Energy are by using a hands-on activity.<br />
*Students compare the wattage and temperature of a CFL and incandescent bulb over time using a Kill-A-Watt<sup>TM</sup> meter, thermometer, and the docking station pictured in '''Figure 2'''.<br />
*Students then make conclusions and graph their data to visualize comparison.<br />
<br />
===Day 3: Appliance Energy Reading=== <br />
*The Appliance Energy Reading Activity shows students the amount of energy used by appliances while on and off.<br />
*Students receive an activity sheet, a Kill-A-Watt™ meter, and an extension cord (if needed). <br />
*Students then use the Kill-A-Watt™ meter to measure the energy use of appliances while on and off.<br />
*Lastly, students use their data to draw conclusions and graph the energy use of each appliance while on and off.<br />
<br />
===Day 4: Blinding Heat Discussion=== <br />
*Students discuss Blinding Heat results to motivate energy conservation in their homes.<br />
*Blinding Heat results are used to teach California science and math standards.<br />
*The students calculate with teacher how much energy and money can be saved if the class switches their incandescent bulbs to CFL bulbs.<br />
<br />
===Day 5: Reflection=== <br />
*The Unit is concluded.<br />
*Students discusse their Appliance Energy Reading results.<br />
*Total class Home Checklist results.<br />
*Individual appliance calculation results.<br />
*Students reflect upon the unit by creating a poster displaying something they learned during the week.<br />
<br />
=Costs=<br />
<br />
The following tables respectively show the total expentitures by Team E<sup>2</sup> and the expected cost per year for the RCEA to maintain the educational kit if it is implemented three times per year.<br />
<br />
<br />
'''Table 1: Implementation Cost'''<br />
{| class="wikitable"<br />
|-<br />
! Item<br />
! Unit Cost<br />
! Quantity<br />
! Item Cost<br />
|-<br />
| Plug-To-Socket Adaptor Brown<br />
| $ 1.75<br />
| 12<br />
| $ 21.00<br />
|-<br />
| Plug-To-Socket Adaptor Ivory<br />
| 1.89<br />
| 4<br />
| 7.56<br />
|-<br />
| Ace Extension Cord 6ft<br />
| 1.99<br />
| 14<br />
| 27.86<br />
|-<br />
| Ace Extension Cord 10ft<br />
| 4.49<br />
| 7<br />
| 31.43<br />
|-<br />
| Ace 6 Outlet Power Center<br />
| 4.79<br />
| 1<br />
| 4.79<br />
|-<br />
| 4"x4"x8' Fir Lumber Board<br />
| 9.01<br />
| 1<br />
| 9.01<br />
|-<br />
| Kill-A-Watt Meter<br />
| 17.89<br />
| 7<br />
| 125.23<br />
|-<br />
| Therometer<br />
| 1.90<br />
| 7<br />
| 13.33<br />
|-<br />
| CFL Light Bulb<br />
| 1.25<br />
| 8<br />
| 10.00<br />
|-<br />
| Incandescent Light Bulb<br />
| 1.50<br />
| 7<br />
| Donated<br />
|-<br />
| USB Drive<br />
| 8.00<br />
| 1<br />
| Donated<br />
|-<br />
| Paper<br />
| 0.01<br />
| 280<br />
| Donated<br />
|-<br />
|<br />
| <br />
| '''Total'''<br />
| '''$ 250.21'''<br />
|-<br />
|}<br />
<br />
<br />
'''Table 2: Maintenance Cost'''<br />
{| class="wikitable"<br />
|-<br />
! Maintenance Task<br />
! Projected Number/per year<br />
! Cost/per year<br />
|-<br />
| Print paper assignments<br />
| 3 weekly lesson plans<br />
| $ 9.00<br />
|-<br />
| Replacemant light bulb<br />
| 1 bulb<br />
| 1.50<br />
|-<br />
| Replacement extension cord<br />
| 1 extension cord<br />
| 5.00<br />
|-<br />
| Replacement thermometer<br />
| 2 thermometer<br />
| 4.00<br />
|-<br />
| <br />
| '''Total Maintenance Cost/per year'''<br />
| '''$ 19.50'''<br />
|-<br />
|}<br />
<br />
=Testing Results=<br />
<br />
Bust-A-Watt has been reviewed and edited by three local middle school and high school educators, the Redwood Coast Energy Authority employee Oliver Hulland, and [http://www.humboldt.edu/engineering/ Humboldt State University Environmental Resources Engineering] Introduction to Design instructor Lonny Grafman throughout Bust-A-Watt's creation and production. These resources helped in the creation of Bust-A-Watt's criteria, as well as in the decision process, and in testing Bust-A-Watt in local middle school classrooms. During the week of April 19th Bust-A-Watt was implemented into a middle school science class at Laurel Tree Learning Center in Arcata, and on April 26th the Blinding Heat activity was implemented into a sixth grade science class at Washington Elementary School in Eureka. The testing results showed that discussions during the introduction of Bust-A-Watt did not fill the one hour block that was intended. The testing also revealed confusing aspects of the activity instructions which helped in editting them for testing at Washignton Elementary. After implementation at Laurel Tree Learning Center the students were given a short survey to fill out in which they were asked their favorite and least favorite parts of the lesson plan as well as which parts were confusing.<br />
<br />
=Discussion and next steps=<br />
<br />
The Bust-A-Watt educational kit<br />
<br />
=References=</div>Logan hsuhttps://www.appropedia.org/w/index.php?title=RCEA_Bust-A-Watt&diff=125844RCEA Bust-A-Watt2010-05-07T23:44:04Z<p>Logan hsu: /* Discussion and next steps */</p>
<hr />
<div>[[Image:E2logo.png|thumb|left|200px]]<br />
<br />
=Abstract=<br />
<br />
<center>''The RCEA [http://www.redwoodcoastenergyauthority.org/ Redwood Coast Energy Authority] asked the Engineering 215 Intro to Design class at Humboldt State University in Arcata, California to design educational kits. These kits provide teachers of Humboldt County the tools that are necessary to teach kindergarten through 12<sup>th</sup> grade students about '''climate change''', '''renewable resources''', or '''energy conservation'''. This webpage describes one of these projects, '''Bust-A-Watt''', which teaches fifth through eighth grade students about '''energy conservation'''.''</center><br />
<br />
[[Image:RCEAlogo.png|thumb|right|300px| '''Figure 1: RCEA logo''']]<br />
=Background and Objective=<br />
<br />
The RCEA is a Joint Powers Authority focused on implementing sustainible and renewable energy in Humboldt County. <br />
<br />
At the beginning of the Spring 2010 semester they asked the Engineering 215 class at HSU to design educational kits that teach K-12 students about these energy topics. Team '''E<sup>2</sup>''' of the Engineering 215 class was assigned to develop a kit that teaches fifth through eighth grade students about energy conservation. Over a 12 week period, Team E<sup>2</sup>; Elizabeth Gutierrez, Bryan Schmitt, and Logan Baumgartner, used the criteria they agreed upon with the RCEA to design and develop '''Bust-A-Watt'''; a five day comprehensive lesson plan that motivates and educates middle school students toward energy conservation.<br />
<br />
=Criteria=<br />
<br />
Criteria were created by team E<sup>2</sup> as a tool to structure the final design. The criteria were created in correspondence with RCEA's standards and expectations, and with input by Humboldt County teachers. In addition to creating the criteria a weight was given to each. The weight is a scale created by E<sup>2</sup> to decide the level of importance of each criteria. Table 1 shows each criteria, its weight, and a description of that criteria.<br />
{| class="wikitable"<br />
|-<br />
! Criteria<br />
! Weight<br />
! Description<br />
|-<br />
| Safety<br />
| 10<br />
| Level of avoiding risk of injury and danger to any individual<br />
|-<br />
| Durability<br />
| 10<br />
| Ability for the kit to last for atleast a one year with normal use<br />
|-<br />
| Amount of Real World Applicability<br />
| 10<br />
| Amount of information that students will gain from the kit which pretains to real world applications <br />
|-<br />
| Cost<br />
| 9<br />
| Amount of money spent on the kit from E<sup>2</sup> and RCEA<br />
|-<br />
| Level of Engagement<br />
| 8<br />
| Kit's ability to create student interaction during implementation<br />
|-<br />
| Compliance with Educational Standards<br />
| 8<br />
| How many California State Math and Science Standards the kit contains<br />
|-<br />
| Ease of Use<br />
| 7<br />
| Amount of effort needed by teachers to implement kit into the classroom and by RCEA to maintain at their office<br />
|-<br />
| Transportability<br />
| 6<br />
| Ability for the kit to be transported from RCEA to the classroom without damage to insturments<br />
|-<br />
|}<br />
<br />
=Description of Final Project =<br />
<br />
Bust-A-Watt educates middle school students about energy conservation through hands on activities, interactive discussions, home assessment assignments, and a reflective art assignment. Bust-A-Watt is a weeklong energy conservation unit, broken up into five one hour class periods, or individual daily activities. Three of the days consist of class discussions and two days consist of experimental activities.<br />
<br />
===Day 1: Introduction=== <br />
*Energy Conservation unit is introduced via lecture; why conserving energy is important, how energy is measured, and Home Checklist introduced. <br />
*Discussion: Students are given a background of why conserving energy is important. The energy and power lecture consists of teaching students what watts, kilowatts, kilowatt hour, and joules are and how they relate to each other.<br />
*Home Checklist is introduced: Students assess their own homes by completing a home checklist in which they consider the amount of appliances in their home and their amount of use.<br />
<br />
===Day 2: Blinding Heat=== <br />
[[Image:Dock1.jpg|thumb|right|300px|'''Figure 2: Blinding Heat docking station.''']]<br />
*Blinding Heat activity demonstrates to students what heat transfer and the Law of the Conservation of Energy are by using a hands-on activity.<br />
*Students compare the wattage and temperature of a CFL and incandescent bulb over time using a Kill-A-Watt<sup>TM</sup> meter, thermometer, and the docking station pictured in '''Figure 2'''.<br />
*Students then make conclusions and graph their data to visualize comparison.<br />
<br />
===Day 3: Appliance Energy Reading=== <br />
*The Appliance Energy Reading Activity shows students the amount of energy used by appliances while on and off.<br />
*Students receive an activity sheet, a Kill-A-Watt™ meter, and an extension cord (if needed). <br />
*Students then use the Kill-A-Watt™ meter to measure the energy use of appliances while on and off.<br />
*Lastly, students use their data to draw conclusions and graph the energy use of each appliance while on and off.<br />
<br />
===Day 4: Blinding Heat Discussion=== <br />
*Students discuss Blinding Heat results to motivate energy conservation in their homes.<br />
*Blinding Heat results are used to teach California science and math standards.<br />
*The students calculate with teacher how much energy and money can be saved if the class switches their incandescent bulbs to CFL bulbs.<br />
<br />
===Day 5: Reflection=== <br />
*The Unit is concluded.<br />
*Students discusse their Appliance Energy Reading results.<br />
*Total class Home Checklist results.<br />
*Individual appliance calculation results.<br />
*Students reflect upon the unit by creating a poster displaying something they learned during the week.<br />
<br />
=Costs=<br />
<br />
The following tables respectively show the total expentitures by Team E<sup>2</sup> and the expected cost per year for the RCEA to maintain the educational kit if it is implemented three times per year.<br />
<br />
<br />
'''Table 1: Implementation Cost'''<br />
{| class="wikitable"<br />
|-<br />
! Item<br />
! Unit Cost<br />
! Quantity<br />
! Item Cost<br />
|-<br />
| Plug-To-Socket Adaptor Brown<br />
| $ 1.75<br />
| 12<br />
| $ 21.00<br />
|-<br />
| Plug-To-Socket Adaptor Ivory<br />
| 1.89<br />
| 4<br />
| 7.56<br />
|-<br />
| Ace Extension Cord 6ft<br />
| 1.99<br />
| 14<br />
| 27.86<br />
|-<br />
| Ace Extension Cord 10ft<br />
| 4.49<br />
| 7<br />
| 31.43<br />
|-<br />
| Ace 6 Outlet Power Center<br />
| 4.79<br />
| 1<br />
| 4.79<br />
|-<br />
| 4"x4"x8' Fir Lumber Board<br />
| 9.01<br />
| 1<br />
| 9.01<br />
|-<br />
| Kill-A-Watt Meter<br />
| 17.89<br />
| 7<br />
| 125.23<br />
|-<br />
| Therometer<br />
| 1.90<br />
| 7<br />
| 13.33<br />
|-<br />
| CFL Light Bulb<br />
| 1.25<br />
| 8<br />
| 10.00<br />
|-<br />
| Incandescent Light Bulb<br />
| 1.50<br />
| 7<br />
| Donated<br />
|-<br />
| USB Drive<br />
| 8.00<br />
| 1<br />
| Donated<br />
|-<br />
| Paper<br />
| 0.01<br />
| 280<br />
| Donated<br />
|-<br />
|<br />
| <br />
| '''Total'''<br />
| '''$ 250.21'''<br />
|-<br />
|}<br />
<br />
<br />
'''Table 2: Maintenance Cost'''<br />
{| class="wikitable"<br />
|-<br />
! Maintenance Task<br />
! Projected Number/per year<br />
! Cost/per year<br />
|-<br />
| Print paper assignments<br />
| 3 weekly lesson plans<br />
| $ 9.00<br />
|-<br />
| Replacemant light bulb<br />
| 1 bulb<br />
| 1.50<br />
|-<br />
| Replacement extension cord<br />
| 1 extension cord<br />
| 5.00<br />
|-<br />
| Replacement thermometer<br />
| 2 thermometer<br />
| 4.00<br />
|-<br />
| <br />
| '''Total Maintenance Cost/per year'''<br />
| '''$ 19.50'''<br />
|-<br />
|}<br />
<br />
=Testing Results=<br />
<br />
Bust-A-Watt has been reviewed and edited by three local middle school and high school educators, the Redwood Coast Energy Authority employee Oliver Hulland, and Humboldt State University Environmental Resources Engineering Introduction to Design instructor Lonny Grafman throughout Bust-A-Watt's creation and production. These resources helped in the creation of Bust-A-Watt's criteria, as well as in the decision process, and in testing Bust-A-Watt in local middle school classrooms. During the week of April 19th Bust-A-Watt was implemented into a middle school science class at Laurel Tree Learning Center in Arcata, and on April 26th the Blinding Heat activity was implemented into a sixth grade science class at Washington Elementary School in Eureka. The testing results showed that discussions during the introduction of Bust-A-Watt did not fill the one hour block that was intended. The testing also revealed confusing aspects of the activity instructions which helped in editting them for testing at Washignton Elementary. After implementation at Laurel Tree Learning Center the students were given a short survey to fill out in which they were asked their favorite and least favorite parts of the lesson plan as well as which parts were confusing.<br />
<br />
=Discussion and next steps=<br />
<br />
The Bust-A-Watt educational kit<br />
<br />
=References=</div>Logan hsuhttps://www.appropedia.org/w/index.php?title=RCEA_Bust-A-Watt&diff=125842RCEA Bust-A-Watt2010-05-07T23:42:36Z<p>Logan hsu: /* Discussion and next steps */</p>
<hr />
<div>[[Image:E2logo.png|thumb|left|200px]]<br />
<br />
=Abstract=<br />
<br />
<center>''The RCEA [http://www.redwoodcoastenergyauthority.org/ Redwood Coast Energy Authority] asked the Engineering 215 Intro to Design class at Humboldt State University in Arcata, California to design educational kits. These kits provide teachers of Humboldt County the tools that are necessary to teach kindergarten through 12<sup>th</sup> grade students about '''climate change''', '''renewable resources''', or '''energy conservation'''. This webpage describes one of these projects, '''Bust-A-Watt''', which teaches fifth through eighth grade students about '''energy conservation'''.''</center><br />
<br />
[[Image:RCEAlogo.png|thumb|right|300px| '''Figure 1: RCEA logo''']]<br />
=Background and Objective=<br />
<br />
The RCEA is a Joint Powers Authority focused on implementing sustainible and renewable energy in Humboldt County. <br />
<br />
At the beginning of the Spring 2010 semester they asked the Engineering 215 class at HSU to design educational kits that teach K-12 students about these energy topics. Team '''E<sup>2</sup>''' of the Engineering 215 class was assigned to develop a kit that teaches fifth through eighth grade students about energy conservation. Over a 12 week period, Team E<sup>2</sup>; Elizabeth Gutierrez, Bryan Schmitt, and Logan Baumgartner, used the criteria they agreed upon with the RCEA to design and develop '''Bust-A-Watt'''; a five day comprehensive lesson plan that motivates and educates middle school students toward energy conservation.<br />
<br />
=Criteria=<br />
<br />
Criteria were created by team E<sup>2</sup> as a tool to structure the final design. The criteria were created in correspondence with RCEA's standards and expectations, and with input by Humboldt County teachers. In addition to creating the criteria a weight was given to each. The weight is a scale created by E<sup>2</sup> to decide the level of importance of each criteria. Table 1 shows each criteria, its weight, and a description of that criteria.<br />
{| class="wikitable"<br />
|-<br />
! Criteria<br />
! Weight<br />
! Description<br />
|-<br />
| Safety<br />
| 10<br />
| Level of avoiding risk of injury and danger to any individual<br />
|-<br />
| Durability<br />
| 10<br />
| Ability for the kit to last for atleast a one year with normal use<br />
|-<br />
| Amount of Real World Applicability<br />
| 10<br />
| Amount of information that students will gain from the kit which pretains to real world applications <br />
|-<br />
| Cost<br />
| 9<br />
| Amount of money spent on the kit from E<sup>2</sup> and RCEA<br />
|-<br />
| Level of Engagement<br />
| 8<br />
| Kit's ability to create student interaction during implementation<br />
|-<br />
| Compliance with Educational Standards<br />
| 8<br />
| How many California State Math and Science Standards the kit contains<br />
|-<br />
| Ease of Use<br />
| 7<br />
| Amount of effort needed by teachers to implement kit into the classroom and by RCEA to maintain at their office<br />
|-<br />
| Transportability<br />
| 6<br />
| Ability for the kit to be transported from RCEA to the classroom without damage to insturments<br />
|-<br />
|}<br />
<br />
=Description of Final Project =<br />
<br />
Bust-A-Watt educates middle school students about energy conservation through hands on activities, interactive discussions, home assessment assignments, and a reflective art assignment. Bust-A-Watt is a weeklong energy conservation unit, broken up into five one hour class periods, or individual daily activities. Three of the days consist of class discussions and two days consist of experimental activities.<br />
<br />
===Day 1: Introduction=== <br />
*Energy Conservation unit is introduced via lecture; why conserving energy is important, how energy is measured, and Home Checklist introduced. <br />
*Discussion: Students are given a background of why conserving energy is important. The energy and power lecture consists of teaching students what watts, kilowatts, kilowatt hour, and joules are and how they relate to each other.<br />
*Home Checklist is introduced: Students assess their own homes by completing a home checklist in which they consider the amount of appliances in their home and their amount of use.<br />
<br />
===Day 2: Blinding Heat=== <br />
[[Image:Dock1.jpg|thumb|right|300px|'''Figure 2: Blinding Heat docking station.''']]<br />
*Blinding Heat activity demonstrates to students what heat transfer and the Law of the Conservation of Energy are by using a hands-on activity.<br />
*Students compare the wattage and temperature of a CFL and incandescent bulb over time using a Kill-A-Watt<sup>TM</sup> meter, thermometer, and the docking station pictured in '''Figure 2'''.<br />
*Students then make conclusions and graph their data to visualize comparison.<br />
<br />
===Day 3: Appliance Energy Reading=== <br />
*The Appliance Energy Reading Activity shows students the amount of energy used by appliances while on and off.<br />
*Students receive an activity sheet, a Kill-A-Watt™ meter, and an extension cord (if needed). <br />
*Students then use the Kill-A-Watt™ meter to measure the energy use of appliances while on and off.<br />
*Lastly, students use their data to draw conclusions and graph the energy use of each appliance while on and off.<br />
<br />
===Day 4: Blinding Heat Discussion=== <br />
*Students discuss Blinding Heat results to motivate energy conservation in their homes.<br />
*Blinding Heat results are used to teach California science and math standards.<br />
*The students calculate with teacher how much energy and money can be saved if the class switches their incandescent bulbs to CFL bulbs.<br />
<br />
===Day 5: Reflection=== <br />
*The Unit is concluded.<br />
*Students discusse their Appliance Energy Reading results.<br />
*Total class Home Checklist results.<br />
*Individual appliance calculation results.<br />
*Students reflect upon the unit by creating a poster displaying something they learned during the week.<br />
<br />
=Costs=<br />
<br />
The following tables respectively show the total expentitures by Team E<sup>2</sup> and the expected cost per year for the RCEA to maintain the educational kit if it is implemented three times per year.<br />
<br />
<br />
'''Table 1: Implementation Cost'''<br />
{| class="wikitable"<br />
|-<br />
! Item<br />
! Unit Cost<br />
! Quantity<br />
! Item Cost<br />
|-<br />
| Plug-To-Socket Adaptor Brown<br />
| $ 1.75<br />
| 12<br />
| $ 21.00<br />
|-<br />
| Plug-To-Socket Adaptor Ivory<br />
| 1.89<br />
| 4<br />
| 7.56<br />
|-<br />
| Ace Extension Cord 6ft<br />
| 1.99<br />
| 14<br />
| 27.86<br />
|-<br />
| Ace Extension Cord 10ft<br />
| 4.49<br />
| 7<br />
| 31.43<br />
|-<br />
| Ace 6 Outlet Power Center<br />
| 4.79<br />
| 1<br />
| 4.79<br />
|-<br />
| 4"x4"x8' Fir Lumber Board<br />
| 9.01<br />
| 1<br />
| 9.01<br />
|-<br />
| Kill-A-Watt Meter<br />
| 17.89<br />
| 7<br />
| 125.23<br />
|-<br />
| Therometer<br />
| 1.90<br />
| 7<br />
| 13.33<br />
|-<br />
| CFL Light Bulb<br />
| 1.25<br />
| 8<br />
| 10.00<br />
|-<br />
| Incandescent Light Bulb<br />
| 1.50<br />
| 7<br />
| Donated<br />
|-<br />
| USB Drive<br />
| 8.00<br />
| 1<br />
| Donated<br />
|-<br />
| Paper<br />
| 0.01<br />
| 280<br />
| Donated<br />
|-<br />
|<br />
| <br />
| '''Total'''<br />
| '''$ 250.21'''<br />
|-<br />
|}<br />
<br />
<br />
'''Table 2: Maintenance Cost'''<br />
{| class="wikitable"<br />
|-<br />
! Maintenance Task<br />
! Projected Number/per year<br />
! Cost/per year<br />
|-<br />
| Print paper assignments<br />
| 3 weekly lesson plans<br />
| $ 9.00<br />
|-<br />
| Replacemant light bulb<br />
| 1 bulb<br />
| 1.50<br />
|-<br />
| Replacement extension cord<br />
| 1 extension cord<br />
| 5.00<br />
|-<br />
| Replacement thermometer<br />
| 2 thermometer<br />
| 4.00<br />
|-<br />
| <br />
| '''Total Maintenance Cost/per year'''<br />
| '''$ 19.50'''<br />
|-<br />
|}<br />
<br />
=Testing Results=<br />
<br />
Bust-A-Watt has been reviewed and edited by three local middle school and high school educators, the Redwood Coast Energy Authority employee Oliver Hulland, and Humboldt State University Environmental Resources Engineering Introduction to Design instructor Lonny Grafman throughout Bust-A-Watt's creation and production. These resources helped in the creation of Bust-A-Watt's criteria, as well as in the decision process, and in testing Bust-A-Watt in local middle school classrooms. During the week of April 19th Bust-A-Watt was implemented into a middle school science class at Laurel Tree Learning Center in Arcata, and on April 26th the Blinding Heat activity was implemented into a sixth grade science class at Washington Elementary School in Eureka. The testing results showed that discussions during the introduction of Bust-A-Watt did not fill the one hour block that was intended. The testing also revealed confusing aspects of the activity instructions which helped in editting them for testing at Washignton Elementary. After implementation at Laurel Tree Learning Center the students were given a short survey to fill out in which they were asked their favorite and least favorite parts of the lesson plan as well as which parts were confusing.<br />
<br />
=Discussion and next steps=<br />
<br />
The<br />
<br />
=References=</div>Logan hsuhttps://www.appropedia.org/w/index.php?title=RCEA_Bust-A-Watt&diff=125840RCEA Bust-A-Watt2010-05-07T23:38:39Z<p>Logan hsu: /* Costs */</p>
<hr />
<div>[[Image:E2logo.png|thumb|left|200px]]<br />
<br />
=Abstract=<br />
<br />
<center>''The RCEA [http://www.redwoodcoastenergyauthority.org/ Redwood Coast Energy Authority] asked the Engineering 215 Intro to Design class at Humboldt State University in Arcata, California to design educational kits. These kits provide teachers of Humboldt County the tools that are necessary to teach kindergarten through 12<sup>th</sup> grade students about '''climate change''', '''renewable resources''', or '''energy conservation'''. This webpage describes one of these projects, '''Bust-A-Watt''', which teaches fifth through eighth grade students about '''energy conservation'''.''</center><br />
<br />
[[Image:RCEAlogo.png|thumb|right|300px| '''Figure 1: RCEA logo''']]<br />
=Background and Objective=<br />
<br />
The RCEA is a Joint Powers Authority focused on implementing sustainible and renewable energy in Humboldt County. <br />
<br />
At the beginning of the Spring 2010 semester they asked the Engineering 215 class at HSU to design educational kits that teach K-12 students about these energy topics. Team '''E<sup>2</sup>''' of the Engineering 215 class was assigned to develop a kit that teaches fifth through eighth grade students about energy conservation. Over a 12 week period, Team E<sup>2</sup>; Elizabeth Gutierrez, Bryan Schmitt, and Logan Baumgartner, used the criteria they agreed upon with the RCEA to design and develop '''Bust-A-Watt'''; a five day comprehensive lesson plan that motivates and educates middle school students toward energy conservation.<br />
<br />
=Criteria=<br />
<br />
Criteria were created by team E<sup>2</sup> as a tool to structure the final design. The criteria were created in correspondence with RCEA's standards and expectations, and with input by Humboldt County teachers. In addition to creating the criteria a weight was given to each. The weight is a scale created by E<sup>2</sup> to decide the level of importance of each criteria. Table 1 shows each criteria, its weight, and a description of that criteria.<br />
{| class="wikitable"<br />
|-<br />
! Criteria<br />
! Weight<br />
! Description<br />
|-<br />
| Safety<br />
| 10<br />
| Level of avoiding risk of injury and danger to any individual<br />
|-<br />
| Durability<br />
| 10<br />
| Ability for the kit to last for atleast a one year with normal use<br />
|-<br />
| Amount of Real World Applicability<br />
| 10<br />
| Amount of information that students will gain from the kit which pretains to real world applications <br />
|-<br />
| Cost<br />
| 9<br />
| Amount of money spent on the kit from E<sup>2</sup> and RCEA<br />
|-<br />
| Level of Engagement<br />
| 8<br />
| Kit's ability to create student interaction during implementation<br />
|-<br />
| Compliance with Educational Standards<br />
| 8<br />
| How many California State Math and Science Standards the kit contains<br />
|-<br />
| Ease of Use<br />
| 7<br />
| Amount of effort needed by teachers to implement kit into the classroom and by RCEA to maintain at their office<br />
|-<br />
| Transportability<br />
| 6<br />
| Ability for the kit to be transported from RCEA to the classroom without damage to insturments<br />
|-<br />
|}<br />
<br />
=Description of Final Project =<br />
<br />
Bust-A-Watt educates middle school students about energy conservation through hands on activities, interactive discussions, home assessment assignments, and a reflective art assignment. Bust-A-Watt is a weeklong energy conservation unit, broken up into five one hour class periods, or individual daily activities. Three of the days consist of class discussions and two days consist of experimental activities.<br />
<br />
===Day 1: Introduction=== <br />
*Energy Conservation unit is introduced via lecture; why conserving energy is important, how energy is measured, and Home Checklist introduced. <br />
*Discussion: Students are given a background of why conserving energy is important. The energy and power lecture consists of teaching students what watts, kilowatts, kilowatt hour, and joules are and how they relate to each other.<br />
*Home Checklist is introduced: Students assess their own homes by completing a home checklist in which they consider the amount of appliances in their home and their amount of use.<br />
<br />
===Day 2: Blinding Heat=== <br />
[[Image:Dock1.jpg|thumb|right|300px|'''Figure 2: Blinding Heat docking station.''']]<br />
*Blinding Heat activity demonstrates to students what heat transfer and the Law of the Conservation of Energy are by using a hands-on activity.<br />
*Students compare the wattage and temperature of a CFL and incandescent bulb over time using a Kill-A-Watt<sup>TM</sup> meter, thermometer, and the docking station pictured in '''Figure 2'''.<br />
*Students then make conclusions and graph their data to visualize comparison.<br />
<br />
===Day 3: Appliance Energy Reading=== <br />
*The Appliance Energy Reading Activity shows students the amount of energy used by appliances while on and off.<br />
*Students receive an activity sheet, a Kill-A-Watt™ meter, and an extension cord (if needed). <br />
*Students then use the Kill-A-Watt™ meter to measure the energy use of appliances while on and off.<br />
*Lastly, students use their data to draw conclusions and graph the energy use of each appliance while on and off.<br />
<br />
===Day 4: Blinding Heat Discussion=== <br />
*Students discuss Blinding Heat results to motivate energy conservation in their homes.<br />
*Blinding Heat results are used to teach California science and math standards.<br />
*The students calculate with teacher how much energy and money can be saved if the class switches their incandescent bulbs to CFL bulbs.<br />
<br />
===Day 5: Reflection=== <br />
*The Unit is concluded.<br />
*Students discusse their Appliance Energy Reading results.<br />
*Total class Home Checklist results.<br />
*Individual appliance calculation results.<br />
*Students reflect upon the unit by creating a poster displaying something they learned during the week.<br />
<br />
=Costs=<br />
<br />
The following tables respectively show the total expentitures by Team E<sup>2</sup> and the expected cost per year for the RCEA to maintain the educational kit if it is implemented three times per year.<br />
<br />
<br />
'''Table 1: Implementation Cost'''<br />
{| class="wikitable"<br />
|-<br />
! Item<br />
! Unit Cost<br />
! Quantity<br />
! Item Cost<br />
|-<br />
| Plug-To-Socket Adaptor Brown<br />
| $ 1.75<br />
| 12<br />
| $ 21.00<br />
|-<br />
| Plug-To-Socket Adaptor Ivory<br />
| 1.89<br />
| 4<br />
| 7.56<br />
|-<br />
| Ace Extension Cord 6ft<br />
| 1.99<br />
| 14<br />
| 27.86<br />
|-<br />
| Ace Extension Cord 10ft<br />
| 4.49<br />
| 7<br />
| 31.43<br />
|-<br />
| Ace 6 Outlet Power Center<br />
| 4.79<br />
| 1<br />
| 4.79<br />
|-<br />
| 4"x4"x8' Fir Lumber Board<br />
| 9.01<br />
| 1<br />
| 9.01<br />
|-<br />
| Kill-A-Watt Meter<br />
| 17.89<br />
| 7<br />
| 125.23<br />
|-<br />
| Therometer<br />
| 1.90<br />
| 7<br />
| 13.33<br />
|-<br />
| CFL Light Bulb<br />
| 1.25<br />
| 8<br />
| 10.00<br />
|-<br />
| Incandescent Light Bulb<br />
| 1.50<br />
| 7<br />
| Donated<br />
|-<br />
| USB Drive<br />
| 8.00<br />
| 1<br />
| Donated<br />
|-<br />
| Paper<br />
| 0.01<br />
| 280<br />
| Donated<br />
|-<br />
|<br />
| <br />
| '''Total'''<br />
| '''$ 250.21'''<br />
|-<br />
|}<br />
<br />
<br />
'''Table 2: Maintenance Cost'''<br />
{| class="wikitable"<br />
|-<br />
! Maintenance Task<br />
! Projected Number/per year<br />
! Cost/per year<br />
|-<br />
| Print paper assignments<br />
| 3 weekly lesson plans<br />
| $ 9.00<br />
|-<br />
| Replacemant light bulb<br />
| 1 bulb<br />
| 1.50<br />
|-<br />
| Replacement extension cord<br />
| 1 extension cord<br />
| 5.00<br />
|-<br />
| Replacement thermometer<br />
| 2 thermometer<br />
| 4.00<br />
|-<br />
| <br />
| '''Total Maintenance Cost/per year'''<br />
| '''$ 19.50'''<br />
|-<br />
|}<br />
<br />
=Testing Results=<br />
<br />
Bust-A-Watt has been reviewed and edited by three local middle school and high school educators, the Redwood Coast Energy Authority employee Oliver Hulland, and Humboldt State University Environmental Resources Engineering Introduction to Design instructor Lonny Grafman throughout Bust-A-Watt's creation and production. These resources helped in the creation of Bust-A-Watt's criteria, as well as in the decision process, and in testing Bust-A-Watt in local middle school classrooms. During the week of April 19th Bust-A-Watt was implemented into a middle school science class at Laurel Tree Learning Center in Arcata, and on April 26th the Blinding Heat activity was implemented into a sixth grade science class at Washington Elementary School in Eureka. The testing results showed that discussions during the introduction of Bust-A-Watt did not fill the one hour block that was intended. The testing also revealed confusing aspects of the activity instructions which helped in editting them for testing at Washignton Elementary. After implementation at Laurel Tree Learning Center the students were given a short survey to fill out in which they were asked their favorite and least favorite parts of the lesson plan as well as which parts were confusing.<br />
<br />
=Discussion and next steps= <br />
<br />
=References=</div>Logan hsuhttps://www.appropedia.org/w/index.php?title=RCEA_Bust-A-Watt&diff=125839RCEA Bust-A-Watt2010-05-07T23:37:57Z<p>Logan hsu: /* Costs */</p>
<hr />
<div>[[Image:E2logo.png|thumb|left|200px]]<br />
<br />
=Abstract=<br />
<br />
<center>''The RCEA [http://www.redwoodcoastenergyauthority.org/ Redwood Coast Energy Authority] asked the Engineering 215 Intro to Design class at Humboldt State University in Arcata, California to design educational kits. These kits provide teachers of Humboldt County the tools that are necessary to teach kindergarten through 12<sup>th</sup> grade students about '''climate change''', '''renewable resources''', or '''energy conservation'''. This webpage describes one of these projects, '''Bust-A-Watt''', which teaches fifth through eighth grade students about '''energy conservation'''.''</center><br />
<br />
[[Image:RCEAlogo.png|thumb|right|300px| '''Figure 1: RCEA logo''']]<br />
=Background and Objective=<br />
<br />
The RCEA is a Joint Powers Authority focused on implementing sustainible and renewable energy in Humboldt County. <br />
<br />
At the beginning of the Spring 2010 semester they asked the Engineering 215 class at HSU to design educational kits that teach K-12 students about these energy topics. Team '''E<sup>2</sup>''' of the Engineering 215 class was assigned to develop a kit that teaches fifth through eighth grade students about energy conservation. Over a 12 week period, Team E<sup>2</sup>; Elizabeth Gutierrez, Bryan Schmitt, and Logan Baumgartner, used the criteria they agreed upon with the RCEA to design and develop '''Bust-A-Watt'''; a five day comprehensive lesson plan that motivates and educates middle school students toward energy conservation.<br />
<br />
=Criteria=<br />
<br />
Criteria were created by team E<sup>2</sup> as a tool to structure the final design. The criteria were created in correspondence with RCEA's standards and expectations, and with input by Humboldt County teachers. In addition to creating the criteria a weight was given to each. The weight is a scale created by E<sup>2</sup> to decide the level of importance of each criteria. Table 1 shows each criteria, its weight, and a description of that criteria.<br />
{| class="wikitable"<br />
|-<br />
! Criteria<br />
! Weight<br />
! Description<br />
|-<br />
| Safety<br />
| 10<br />
| Level of avoiding risk of injury and danger to any individual<br />
|-<br />
| Durability<br />
| 10<br />
| Ability for the kit to last for atleast a one year with normal use<br />
|-<br />
| Amount of Real World Applicability<br />
| 10<br />
| Amount of information that students will gain from the kit which pretains to real world applications <br />
|-<br />
| Cost<br />
| 9<br />
| Amount of money spent on the kit from E<sup>2</sup> and RCEA<br />
|-<br />
| Level of Engagement<br />
| 8<br />
| Kit's ability to create student interaction during implementation<br />
|-<br />
| Compliance with Educational Standards<br />
| 8<br />
| How many California State Math and Science Standards the kit contains<br />
|-<br />
| Ease of Use<br />
| 7<br />
| Amount of effort needed by teachers to implement kit into the classroom and by RCEA to maintain at their office<br />
|-<br />
| Transportability<br />
| 6<br />
| Ability for the kit to be transported from RCEA to the classroom without damage to insturments<br />
|-<br />
|}<br />
<br />
=Description of Final Project =<br />
<br />
Bust-A-Watt educates middle school students about energy conservation through hands on activities, interactive discussions, home assessment assignments, and a reflective art assignment. Bust-A-Watt is a weeklong energy conservation unit, broken up into five one hour class periods, or individual daily activities. Three of the days consist of class discussions and two days consist of experimental activities.<br />
<br />
===Day 1: Introduction=== <br />
*Energy Conservation unit is introduced via lecture; why conserving energy is important, how energy is measured, and Home Checklist introduced. <br />
*Discussion: Students are given a background of why conserving energy is important. The energy and power lecture consists of teaching students what watts, kilowatts, kilowatt hour, and joules are and how they relate to each other.<br />
*Home Checklist is introduced: Students assess their own homes by completing a home checklist in which they consider the amount of appliances in their home and their amount of use.<br />
<br />
===Day 2: Blinding Heat=== <br />
[[Image:Dock1.jpg|thumb|right|300px|'''Figure 2: Blinding Heat docking station.''']]<br />
*Blinding Heat activity demonstrates to students what heat transfer and the Law of the Conservation of Energy are by using a hands-on activity.<br />
*Students compare the wattage and temperature of a CFL and incandescent bulb over time using a Kill-A-Watt<sup>TM</sup> meter, thermometer, and the docking station pictured in '''Figure 2'''.<br />
*Students then make conclusions and graph their data to visualize comparison.<br />
<br />
===Day 3: Appliance Energy Reading=== <br />
*The Appliance Energy Reading Activity shows students the amount of energy used by appliances while on and off.<br />
*Students receive an activity sheet, a Kill-A-Watt™ meter, and an extension cord (if needed). <br />
*Students then use the Kill-A-Watt™ meter to measure the energy use of appliances while on and off.<br />
*Lastly, students use their data to draw conclusions and graph the energy use of each appliance while on and off.<br />
<br />
===Day 4: Blinding Heat Discussion=== <br />
*Students discuss Blinding Heat results to motivate energy conservation in their homes.<br />
*Blinding Heat results are used to teach California science and math standards.<br />
*The students calculate with teacher how much energy and money can be saved if the class switches their incandescent bulbs to CFL bulbs.<br />
<br />
===Day 5: Reflection=== <br />
*The Unit is concluded.<br />
*Students discusse their Appliance Energy Reading results.<br />
*Total class Home Checklist results.<br />
*Individual appliance calculation results.<br />
*Students reflect upon the unit by creating a poster displaying something they learned during the week.<br />
<br />
=Costs=<br />
<br />
The following tables respectively show the total expentitures by Team E<sup>2</sup> and the expected cost per year for the RCEA to maintain the educational kit if it is implemented three times per year.<br />
<br />
<br />
'''Table 1: Implementation Cost'''<br />
{| class="wikitable"<br />
|-<br />
! Item<br />
! Unit Cost<br />
! Quantity<br />
! Item Cost<br />
|-<br />
| Plug-To-Socket Adaptor Brown<br />
| $ 1.75<br />
| 12<br />
| $ 21.00<br />
|-<br />
| Plug-To-Socket Adaptor Ivory<br />
| 1.89<br />
| 4<br />
| 7.56<br />
|-<br />
| Ace Extension Cord 6ft<br />
| 1.99<br />
| 14<br />
| 27.86<br />
|-<br />
| Ace Extension Cord 10ft<br />
| 4.49<br />
| 7<br />
| 31.43<br />
|-<br />
| Ace 6 Outlet Power Center<br />
| 4.79<br />
| 1<br />
| 4.79<br />
|-<br />
| 4"x4"x8' Fir Lumber Board<br />
| 9.01<br />
| 1<br />
| 9.01<br />
|-<br />
| Kill-A-Watt Meter<br />
| 17.89<br />
| 7<br />
| 125.23<br />
|-<br />
| Therometer<br />
| 1.90<br />
| 7<br />
| 13.33<br />
|-<br />
| CFL Light Bulb<br />
| 1.25<br />
| 8<br />
| 10.00<br />
|-<br />
| Incandescent Light Bulb<br />
| 1.50<br />
| 7<br />
| Donated<br />
|-<br />
| USB Drive<br />
| 8.00<br />
| 1<br />
| Donated<br />
|-<br />
| Paper<br />
| 0.01<br />
| 280<br />
| Donated<br />
|-<br />
|<br />
| <br />
| '''Total'''<br />
| '''$ 250.21'''<br />
|-<br />
|}<br />
<br />
'''Table 2: Maintenance Cost'''<br />
{| class="wikitable"<br />
|-<br />
! Maintenance Task<br />
! Projected Number/per year<br />
! Cost/per year<br />
|-<br />
| Print paper assignments<br />
| 3 weekly lesson plans<br />
| $ 9.00<br />
|-<br />
| Replacemant light bulb<br />
| 1 bulb<br />
| 1.50<br />
|-<br />
| Replacement extension cord<br />
| 1 extension cord<br />
| 5.00<br />
|-<br />
| Replacement thermometer<br />
| 2 thermometer<br />
| 4.00<br />
|-<br />
| <br />
| '''Total Maintenance Cost/per year'''<br />
| '''$ 19.50'''<br />
|-<br />
|}<br />
<br />
=Testing Results=<br />
<br />
Bust-A-Watt has been reviewed and edited by three local middle school and high school educators, the Redwood Coast Energy Authority employee Oliver Hulland, and Humboldt State University Environmental Resources Engineering Introduction to Design instructor Lonny Grafman throughout Bust-A-Watt's creation and production. These resources helped in the creation of Bust-A-Watt's criteria, as well as in the decision process, and in testing Bust-A-Watt in local middle school classrooms. During the week of April 19th Bust-A-Watt was implemented into a middle school science class at Laurel Tree Learning Center in Arcata, and on April 26th the Blinding Heat activity was implemented into a sixth grade science class at Washington Elementary School in Eureka. The testing results showed that discussions during the introduction of Bust-A-Watt did not fill the one hour block that was intended. The testing also revealed confusing aspects of the activity instructions which helped in editting them for testing at Washignton Elementary. After implementation at Laurel Tree Learning Center the students were given a short survey to fill out in which they were asked their favorite and least favorite parts of the lesson plan as well as which parts were confusing.<br />
<br />
=Discussion and next steps= <br />
<br />
=References=</div>Logan hsuhttps://www.appropedia.org/w/index.php?title=RCEA_Bust-A-Watt&diff=125838RCEA Bust-A-Watt2010-05-07T23:37:41Z<p>Logan hsu: /* Costs */</p>
<hr />
<div>[[Image:E2logo.png|thumb|left|200px]]<br />
<br />
=Abstract=<br />
<br />
<center>''The RCEA [http://www.redwoodcoastenergyauthority.org/ Redwood Coast Energy Authority] asked the Engineering 215 Intro to Design class at Humboldt State University in Arcata, California to design educational kits. These kits provide teachers of Humboldt County the tools that are necessary to teach kindergarten through 12<sup>th</sup> grade students about '''climate change''', '''renewable resources''', or '''energy conservation'''. This webpage describes one of these projects, '''Bust-A-Watt''', which teaches fifth through eighth grade students about '''energy conservation'''.''</center><br />
<br />
[[Image:RCEAlogo.png|thumb|right|300px| '''Figure 1: RCEA logo''']]<br />
=Background and Objective=<br />
<br />
The RCEA is a Joint Powers Authority focused on implementing sustainible and renewable energy in Humboldt County. <br />
<br />
At the beginning of the Spring 2010 semester they asked the Engineering 215 class at HSU to design educational kits that teach K-12 students about these energy topics. Team '''E<sup>2</sup>''' of the Engineering 215 class was assigned to develop a kit that teaches fifth through eighth grade students about energy conservation. Over a 12 week period, Team E<sup>2</sup>; Elizabeth Gutierrez, Bryan Schmitt, and Logan Baumgartner, used the criteria they agreed upon with the RCEA to design and develop '''Bust-A-Watt'''; a five day comprehensive lesson plan that motivates and educates middle school students toward energy conservation.<br />
<br />
=Criteria=<br />
<br />
Criteria were created by team E<sup>2</sup> as a tool to structure the final design. The criteria were created in correspondence with RCEA's standards and expectations, and with input by Humboldt County teachers. In addition to creating the criteria a weight was given to each. The weight is a scale created by E<sup>2</sup> to decide the level of importance of each criteria. Table 1 shows each criteria, its weight, and a description of that criteria.<br />
{| class="wikitable"<br />
|-<br />
! Criteria<br />
! Weight<br />
! Description<br />
|-<br />
| Safety<br />
| 10<br />
| Level of avoiding risk of injury and danger to any individual<br />
|-<br />
| Durability<br />
| 10<br />
| Ability for the kit to last for atleast a one year with normal use<br />
|-<br />
| Amount of Real World Applicability<br />
| 10<br />
| Amount of information that students will gain from the kit which pretains to real world applications <br />
|-<br />
| Cost<br />
| 9<br />
| Amount of money spent on the kit from E<sup>2</sup> and RCEA<br />
|-<br />
| Level of Engagement<br />
| 8<br />
| Kit's ability to create student interaction during implementation<br />
|-<br />
| Compliance with Educational Standards<br />
| 8<br />
| How many California State Math and Science Standards the kit contains<br />
|-<br />
| Ease of Use<br />
| 7<br />
| Amount of effort needed by teachers to implement kit into the classroom and by RCEA to maintain at their office<br />
|-<br />
| Transportability<br />
| 6<br />
| Ability for the kit to be transported from RCEA to the classroom without damage to insturments<br />
|-<br />
|}<br />
<br />
=Description of Final Project =<br />
<br />
Bust-A-Watt educates middle school students about energy conservation through hands on activities, interactive discussions, home assessment assignments, and a reflective art assignment. Bust-A-Watt is a weeklong energy conservation unit, broken up into five one hour class periods, or individual daily activities. Three of the days consist of class discussions and two days consist of experimental activities.<br />
<br />
===Day 1: Introduction=== <br />
*Energy Conservation unit is introduced via lecture; why conserving energy is important, how energy is measured, and Home Checklist introduced. <br />
*Discussion: Students are given a background of why conserving energy is important. The energy and power lecture consists of teaching students what watts, kilowatts, kilowatt hour, and joules are and how they relate to each other.<br />
*Home Checklist is introduced: Students assess their own homes by completing a home checklist in which they consider the amount of appliances in their home and their amount of use.<br />
<br />
===Day 2: Blinding Heat=== <br />
[[Image:Dock1.jpg|thumb|right|300px|'''Figure 2: Blinding Heat docking station.''']]<br />
*Blinding Heat activity demonstrates to students what heat transfer and the Law of the Conservation of Energy are by using a hands-on activity.<br />
*Students compare the wattage and temperature of a CFL and incandescent bulb over time using a Kill-A-Watt<sup>TM</sup> meter, thermometer, and the docking station pictured in '''Figure 2'''.<br />
*Students then make conclusions and graph their data to visualize comparison.<br />
<br />
===Day 3: Appliance Energy Reading=== <br />
*The Appliance Energy Reading Activity shows students the amount of energy used by appliances while on and off.<br />
*Students receive an activity sheet, a Kill-A-Watt™ meter, and an extension cord (if needed). <br />
*Students then use the Kill-A-Watt™ meter to measure the energy use of appliances while on and off.<br />
*Lastly, students use their data to draw conclusions and graph the energy use of each appliance while on and off.<br />
<br />
===Day 4: Blinding Heat Discussion=== <br />
*Students discuss Blinding Heat results to motivate energy conservation in their homes.<br />
*Blinding Heat results are used to teach California science and math standards.<br />
*The students calculate with teacher how much energy and money can be saved if the class switches their incandescent bulbs to CFL bulbs.<br />
<br />
===Day 5: Reflection=== <br />
*The Unit is concluded.<br />
*Students discusse their Appliance Energy Reading results.<br />
*Total class Home Checklist results.<br />
*Individual appliance calculation results.<br />
*Students reflect upon the unit by creating a poster displaying something they learned during the week.<br />
<br />
=Costs=<br />
<br />
The following tables respectively show the total expentitures by Team E<sup>2</sup> and the expected cost per year for the RCEA to maintain the educational kit if it is implemented three times per year.<br />
<br />
'''Table 1: Implementation Cost'''<br />
{| class="wikitable"<br />
|-<br />
! Item<br />
! Unit Cost<br />
! Quantity<br />
! Item Cost<br />
|-<br />
| Plug-To-Socket Adaptor Brown<br />
| $ 1.75<br />
| 12<br />
| $ 21.00<br />
|-<br />
| Plug-To-Socket Adaptor Ivory<br />
| 1.89<br />
| 4<br />
| 7.56<br />
|-<br />
| Ace Extension Cord 6ft<br />
| 1.99<br />
| 14<br />
| 27.86<br />
|-<br />
| Ace Extension Cord 10ft<br />
| 4.49<br />
| 7<br />
| 31.43<br />
|-<br />
| Ace 6 Outlet Power Center<br />
| 4.79<br />
| 1<br />
| 4.79<br />
|-<br />
| 4"x4"x8' Fir Lumber Board<br />
| 9.01<br />
| 1<br />
| 9.01<br />
|-<br />
| Kill-A-Watt Meter<br />
| 17.89<br />
| 7<br />
| 125.23<br />
|-<br />
| Therometer<br />
| 1.90<br />
| 7<br />
| 13.33<br />
|-<br />
| CFL Light Bulb<br />
| 1.25<br />
| 8<br />
| 10.00<br />
|-<br />
| Incandescent Light Bulb<br />
| 1.50<br />
| 7<br />
| Donated<br />
|-<br />
| USB Drive<br />
| 8.00<br />
| 1<br />
| Donated<br />
|-<br />
| Paper<br />
| 0.01<br />
| 280<br />
| Donated<br />
|-<br />
|<br />
| <br />
| '''Total'''<br />
| '''$ 250.21'''<br />
|-<br />
|}<br />
<br />
'''Table 2: Maintenance Cost'''<br />
{| class="wikitable"<br />
|-<br />
! Maintenance Task<br />
! Projected Number/per year<br />
! Cost/per year<br />
|-<br />
| Print paper assignments<br />
| 3 weekly lesson plans<br />
| $ 9.00<br />
|-<br />
| Replacemant light bulb<br />
| 1 bulb<br />
| 1.50<br />
|-<br />
| Replacement extension cord<br />
| 1 extension cord<br />
| 5.00<br />
|-<br />
| Replacement thermometer<br />
| 2 thermometer<br />
| 4.00<br />
|-<br />
| <br />
| '''Total Maintenance Cost/per year'''<br />
| '''$ 19.50'''<br />
|-<br />
|}<br />
<br />
=Testing Results=<br />
<br />
Bust-A-Watt has been reviewed and edited by three local middle school and high school educators, the Redwood Coast Energy Authority employee Oliver Hulland, and Humboldt State University Environmental Resources Engineering Introduction to Design instructor Lonny Grafman throughout Bust-A-Watt's creation and production. These resources helped in the creation of Bust-A-Watt's criteria, as well as in the decision process, and in testing Bust-A-Watt in local middle school classrooms. During the week of April 19th Bust-A-Watt was implemented into a middle school science class at Laurel Tree Learning Center in Arcata, and on April 26th the Blinding Heat activity was implemented into a sixth grade science class at Washington Elementary School in Eureka. The testing results showed that discussions during the introduction of Bust-A-Watt did not fill the one hour block that was intended. The testing also revealed confusing aspects of the activity instructions which helped in editting them for testing at Washignton Elementary. After implementation at Laurel Tree Learning Center the students were given a short survey to fill out in which they were asked their favorite and least favorite parts of the lesson plan as well as which parts were confusing.<br />
<br />
=Discussion and next steps= <br />
<br />
=References=</div>Logan hsuhttps://www.appropedia.org/w/index.php?title=RCEA_Bust-A-Watt&diff=125835RCEA Bust-A-Watt2010-05-07T23:33:10Z<p>Logan hsu: /* Costs */</p>
<hr />
<div>[[Image:E2logo.png|thumb|left|200px]]<br />
<br />
=Abstract=<br />
<br />
<center>''The RCEA [http://www.redwoodcoastenergyauthority.org/ Redwood Coast Energy Authority] asked the Engineering 215 Intro to Design class at Humboldt State University in Arcata, California to design educational kits. These kits provide teachers of Humboldt County the tools that are necessary to teach kindergarten through 12<sup>th</sup> grade students about '''climate change''', '''renewable resources''', or '''energy conservation'''. This webpage describes one of these projects, '''Bust-A-Watt''', which teaches fifth through eighth grade students about '''energy conservation'''.''</center><br />
<br />
[[Image:RCEAlogo.png|thumb|right|300px| '''Figure 1: RCEA logo''']]<br />
=Background and Objective=<br />
<br />
The RCEA is a Joint Powers Authority focused on implementing sustainible and renewable energy in Humboldt County. <br />
<br />
At the beginning of the Spring 2010 semester they asked the Engineering 215 class at HSU to design educational kits that teach K-12 students about these energy topics. Team '''E<sup>2</sup>''' of the Engineering 215 class was assigned to develop a kit that teaches fifth through eighth grade students about energy conservation. Over a 12 week period, Team E<sup>2</sup>; Elizabeth Gutierrez, Bryan Schmitt, and Logan Baumgartner, used the criteria they agreed upon with the RCEA to design and develop '''Bust-A-Watt'''; a five day comprehensive lesson plan that motivates and educates middle school students toward energy conservation.<br />
<br />
=Criteria=<br />
<br />
Criteria were created by team E<sup>2</sup> as a tool to structure the final design. The criteria were created in correspondence with RCEA's standards and expectations, and with input by Humboldt County teachers. In addition to creating the criteria a weight was given to each. The weight is a scale created by E<sup>2</sup> to decide the level of importance of each criteria. Table 1 shows each criteria, its weight, and a description of that criteria.<br />
{| class="wikitable"<br />
|-<br />
! Criteria<br />
! Weight<br />
! Description<br />
|-<br />
| Safety<br />
| 10<br />
| Level of avoiding risk of injury and danger to any individual<br />
|-<br />
| Durability<br />
| 10<br />
| Ability for the kit to last for atleast a one year with normal use<br />
|-<br />
| Amount of Real World Applicability<br />
| 10<br />
| Amount of information that students will gain from the kit which pretains to real world applications <br />
|-<br />
| Cost<br />
| 9<br />
| Amount of money spent on the kit from E<sup>2</sup> and RCEA<br />
|-<br />
| Level of Engagement<br />
| 8<br />
| Kit's ability to create student interaction during implementation<br />
|-<br />
| Compliance with Educational Standards<br />
| 8<br />
| How many California State Math and Science Standards the kit contains<br />
|-<br />
| Ease of Use<br />
| 7<br />
| Amount of effort needed by teachers to implement kit into the classroom and by RCEA to maintain at their office<br />
|-<br />
| Transportability<br />
| 6<br />
| Ability for the kit to be transported from RCEA to the classroom without damage to insturments<br />
|-<br />
|}<br />
<br />
=Description of Final Project =<br />
<br />
Bust-A-Watt educates middle school students about energy conservation through hands on activities, interactive discussions, home assessment assignments, and a reflective art assignment. Bust-A-Watt is a weeklong energy conservation unit, broken up into five one hour class periods, or individual daily activities. Three of the days consist of class discussions and two days consist of experimental activities.<br />
<br />
===Day 1: Introduction=== <br />
*Energy Conservation unit is introduced via lecture; why conserving energy is important, how energy is measured, and Home Checklist introduced. <br />
*Discussion: Students are given a background of why conserving energy is important. The energy and power lecture consists of teaching students what watts, kilowatts, kilowatt hour, and joules are and how they relate to each other.<br />
*Home Checklist is introduced: Students assess their own homes by completing a home checklist in which they consider the amount of appliances in their home and their amount of use.<br />
<br />
===Day 2: Blinding Heat=== <br />
[[Image:Dock1.jpg|thumb|right|300px|'''Figure 2: Blinding Heat docking station.''']]<br />
*Blinding Heat activity demonstrates to students what heat transfer and the Law of the Conservation of Energy are by using a hands-on activity.<br />
*Students compare the wattage and temperature of a CFL and incandescent bulb over time using a Kill-A-Watt<sup>TM</sup> meter, thermometer, and the docking station pictured in '''Figure 2'''.<br />
*Students then make conclusions and graph their data to visualize comparison.<br />
<br />
===Day 3: Appliance Energy Reading=== <br />
*The Appliance Energy Reading Activity shows students the amount of energy used by appliances while on and off.<br />
*Students receive an activity sheet, a Kill-A-Watt™ meter, and an extension cord (if needed). <br />
*Students then use the Kill-A-Watt™ meter to measure the energy use of appliances while on and off.<br />
*Lastly, students use their data to draw conclusions and graph the energy use of each appliance while on and off.<br />
<br />
===Day 4: Blinding Heat Discussion=== <br />
*Students discuss Blinding Heat results to motivate energy conservation in their homes.<br />
*Blinding Heat results are used to teach California science and math standards.<br />
*The students calculate with teacher how much energy and money can be saved if the class switches their incandescent bulbs to CFL bulbs.<br />
<br />
===Day 5: Reflection=== <br />
*The Unit is concluded.<br />
*Students discusse their Appliance Energy Reading results.<br />
*Total class Home Checklist results.<br />
*Individual appliance calculation results.<br />
*Students reflect upon the unit by creating a poster displaying something they learned during the week.<br />
<br />
=Costs=<br />
<br />
{| class="wikitable"<br />
|-<br />
! Item<br />
! Unit Cost<br />
! Quantity<br />
! Item Cost<br />
|-<br />
| Plug-To-Socket Adaptor Brown<br />
| $ 1.75<br />
| 12<br />
| $ 21.00<br />
|-<br />
| Plug-To-Socket Adaptor Ivory<br />
| 1.89<br />
| 4<br />
| 7.56<br />
|-<br />
| Ace Extension Cord 6ft<br />
| 1.99<br />
| 14<br />
| 27.86<br />
|-<br />
| Ace Extension Cord 10ft<br />
| 4.49<br />
| 7<br />
| 31.43<br />
|-<br />
| Ace 6 Outlet Power Center<br />
| 4.79<br />
| 1<br />
| 4.79<br />
|-<br />
| 4"x4"x8' Fir Lumber Board<br />
| 9.01<br />
| 1<br />
| 9.01<br />
|-<br />
| Kill-A-Watt Meter<br />
| 17.89<br />
| 7<br />
| 125.23<br />
|-<br />
| Therometer<br />
| 1.90<br />
| 7<br />
| 13.33<br />
|-<br />
| CFL Light Bulb<br />
| 1.25<br />
| 8<br />
| 10.00<br />
|-<br />
| Incandescent Light Bulb<br />
| 1.50<br />
| 7<br />
| Donated<br />
|-<br />
| USB Drive<br />
| 8.00<br />
| 1<br />
| Donated<br />
|-<br />
| Paper<br />
| 0.01<br />
| 280<br />
| Donated<br />
|-<br />
|<br />
| <br />
| '''Total'''<br />
| '''$ 250.21'''<br />
|-<br />
|}<br />
<br />
<br />
{| class="wikitable"<br />
|-<br />
! Maintenance Task<br />
! Projected Number/per year<br />
! Cost/per year<br />
|-<br />
| Print paper assignments<br />
| 3 weekly lesson plans<br />
| $ 9.00<br />
|-<br />
| Replacemant light bulb<br />
| 1 bulb<br />
| 1.50<br />
|-<br />
| Replacement extension cord<br />
| 1 extension cord<br />
| 5.00<br />
|-<br />
| Replacement thermometer<br />
| 2 thermometer<br />
| 4.00<br />
|-<br />
| <br />
| '''Total Maintenance Cost/per year'''<br />
| '''$ 19.50'''<br />
|-<br />
|}<br />
<br />
=Testing Results=<br />
<br />
Bust-A-Watt has been reviewed and edited by three local middle school and high school educators, the Redwood Coast Energy Authority employee Oliver Hulland, and Humboldt State University Environmental Resources Engineering Introduction to Design instructor Lonny Grafman throughout Bust-A-Watt's creation and production. These resources helped in the creation of Bust-A-Watt's criteria, as well as in the decision process, and in testing Bust-A-Watt in local middle school classrooms. During the week of April 19th Bust-A-Watt was implemented into a middle school science class at Laurel Tree Learning Center in Arcata, and on April 26th the Blinding Heat activity was implemented into a sixth grade science class at Washington Elementary School in Eureka. The testing results showed that discussions during the introduction of Bust-A-Watt did not fill the one hour block that was intended. The testing also revealed confusing aspects of the activity instructions which helped in editting them for testing at Washignton Elementary. After implementation at Laurel Tree Learning Center the students were given a short survey to fill out in which they were asked their favorite and least favorite parts of the lesson plan as well as which parts were confusing.<br />
<br />
=Discussion and next steps= <br />
<br />
=References=</div>Logan hsuhttps://www.appropedia.org/w/index.php?title=RCEA_Bust-A-Watt&diff=125832RCEA Bust-A-Watt2010-05-07T23:26:54Z<p>Logan hsu: /* Costs */</p>
<hr />
<div>[[Image:E2logo.png|thumb|left|200px]]<br />
<br />
=Abstract=<br />
<br />
<center>''The RCEA [http://www.redwoodcoastenergyauthority.org/ Redwood Coast Energy Authority] asked the Engineering 215 Intro to Design class at Humboldt State University in Arcata, California to design educational kits. These kits provide teachers of Humboldt County the tools that are necessary to teach kindergarten through 12<sup>th</sup> grade students about '''climate change''', '''renewable resources''', or '''energy conservation'''. This webpage describes one of these projects, '''Bust-A-Watt''', which teaches fifth through eighth grade students about '''energy conservation'''.''</center><br />
<br />
[[Image:RCEAlogo.png|thumb|right|300px| '''Figure 1: RCEA logo''']]<br />
=Background and Objective=<br />
<br />
The RCEA is a Joint Powers Authority focused on implementing sustainible and renewable energy in Humboldt County. <br />
<br />
At the beginning of the Spring 2010 semester they asked the Engineering 215 class at HSU to design educational kits that teach K-12 students about these energy topics. Team '''E<sup>2</sup>''' of the Engineering 215 class was assigned to develop a kit that teaches fifth through eighth grade students about energy conservation. Over a 12 week period, Team E<sup>2</sup>; Elizabeth Gutierrez, Bryan Schmitt, and Logan Baumgartner, used the criteria they agreed upon with the RCEA to design and develop '''Bust-A-Watt'''; a five day comprehensive lesson plan that motivates and educates middle school students toward energy conservation.<br />
<br />
=Criteria=<br />
<br />
Criteria were created by team E<sup>2</sup> as a tool to structure the final design. The criteria were created in correspondence with RCEA's standards and expectations, and with input by Humboldt County teachers. In addition to creating the criteria a weight was given to each. The weight is a scale created by E<sup>2</sup> to decide the level of importance of each criteria. Table 1 shows each criteria, its weight, and a description of that criteria.<br />
{| class="wikitable"<br />
|-<br />
! Criteria<br />
! Weight<br />
! Description<br />
|-<br />
| Safety<br />
| 10<br />
| Level of avoiding risk of injury and danger to any individual<br />
|-<br />
| Durability<br />
| 10<br />
| Ability for the kit to last for atleast a one year with normal use<br />
|-<br />
| Amount of Real World Applicability<br />
| 10<br />
| Amount of information that students will gain from the kit which pretains to real world applications <br />
|-<br />
| Cost<br />
| 9<br />
| Amount of money spent on the kit from E<sup>2</sup> and RCEA<br />
|-<br />
| Level of Engagement<br />
| 8<br />
| Kit's ability to create student interaction during implementation<br />
|-<br />
| Compliance with Educational Standards<br />
| 8<br />
| How many California State Math and Science Standards the kit contains<br />
|-<br />
| Ease of Use<br />
| 7<br />
| Amount of effort needed by teachers to implement kit into the classroom and by RCEA to maintain at their office<br />
|-<br />
| Transportability<br />
| 6<br />
| Ability for the kit to be transported from RCEA to the classroom without damage to insturments<br />
|-<br />
|}<br />
<br />
=Description of Final Project =<br />
<br />
Bust-A-Watt educates middle school students about energy conservation through hands on activities, interactive discussions, home assessment assignments, and a reflective art assignment. Bust-A-Watt is a weeklong energy conservation unit, broken up into five one hour class periods, or individual daily activities. Three of the days consist of class discussions and two days consist of experimental activities.<br />
<br />
===Day 1: Introduction=== <br />
*Energy Conservation unit is introduced via lecture; why conserving energy is important, how energy is measured, and Home Checklist introduced. <br />
*Discussion: Students are given a background of why conserving energy is important. The energy and power lecture consists of teaching students what watts, kilowatts, kilowatt hour, and joules are and how they relate to each other.<br />
*Home Checklist is introduced: Students assess their own homes by completing a home checklist in which they consider the amount of appliances in their home and their amount of use.<br />
<br />
===Day 2: Blinding Heat=== <br />
[[Image:Dock1.jpg|thumb|right|300px|'''Figure 2: Blinding Heat docking station.''']]<br />
*Blinding Heat activity demonstrates to students what heat transfer and the Law of the Conservation of Energy are by using a hands-on activity.<br />
*Students compare the wattage and temperature of a CFL and incandescent bulb over time using a Kill-A-Watt<sup>TM</sup> meter, thermometer, and the docking station pictured in '''Figure 2'''.<br />
*Students then make conclusions and graph their data to visualize comparison.<br />
<br />
===Day 3: Appliance Energy Reading=== <br />
*The Appliance Energy Reading Activity shows students the amount of energy used by appliances while on and off.<br />
*Students receive an activity sheet, a Kill-A-Watt™ meter, and an extension cord (if needed). <br />
*Students then use the Kill-A-Watt™ meter to measure the energy use of appliances while on and off.<br />
*Lastly, students use their data to draw conclusions and graph the energy use of each appliance while on and off.<br />
<br />
===Day 4: Blinding Heat Discussion=== <br />
*Students discuss Blinding Heat results to motivate energy conservation in their homes.<br />
*Blinding Heat results are used to teach California science and math standards.<br />
*The students calculate with teacher how much energy and money can be saved if the class switches their incandescent bulbs to CFL bulbs.<br />
<br />
===Day 5: Reflection=== <br />
*The Unit is concluded.<br />
*Students discusse their Appliance Energy Reading results.<br />
*Total class Home Checklist results.<br />
*Individual appliance calculation results.<br />
*Students reflect upon the unit by creating a poster displaying something they learned during the week.<br />
<br />
=Costs=<br />
<br />
{| class="wikitable"<br />
|-<br />
! Item<br />
! Unit Cost<br />
! Quantity<br />
! Item Cost<br />
|-<br />
| Plug-To-Socket Adaptor Brown<br />
| $ 1.75<br />
| 12<br />
| $ 21.00<br />
|-<br />
| Plug-To-Socket Adaptor Ivory<br />
| 1.89<br />
| 4<br />
| 7.56<br />
|-<br />
| Ace Extension Cord 6ft<br />
| 1.99<br />
| 14<br />
| 27.86<br />
|-<br />
| Ace Extension Cord 10ft<br />
| 4.49<br />
| 7<br />
| 31.43<br />
|-<br />
| Ace 6 Outlet Power Center<br />
| 4.79<br />
| 1<br />
| 4.79<br />
|-<br />
| 4"x4"x8' Fir Lumber Board<br />
| 9.01<br />
| 1<br />
| 9.01<br />
|-<br />
| Kill-A-Watt Meter<br />
| 17.89<br />
| 7<br />
| 125.23<br />
|-<br />
| Therometer<br />
| 1.90<br />
| 7<br />
| 13.33<br />
|-<br />
| CFL Light Bulb<br />
| 1.25<br />
| 8<br />
| 10.00<br />
|-<br />
| Incandescent Light Bulb<br />
| 1.50<br />
| 7<br />
| Donated<br />
|-<br />
| USB Drive<br />
| 8.00<br />
| 1<br />
| Donated<br />
|-<br />
| Paper<br />
| 0.01<br />
| 280<br />
| Donated<br />
|-<br />
|<br />
| <br />
| '''Total'''<br />
| '''$ 250.21'''<br />
|-<br />
|}<br />
<br />
=Testing Results=<br />
<br />
Bust-A-Watt has been reviewed and edited by three local middle school and high school educators, the Redwood Coast Energy Authority employee Oliver Hulland, and Humboldt State University Environmental Resources Engineering Introduction to Design instructor Lonny Grafman throughout Bust-A-Watt's creation and production. These resources helped in the creation of Bust-A-Watt's criteria, as well as in the decision process, and in testing Bust-A-Watt in local middle school classrooms. During the week of April 19th Bust-A-Watt was implemented into a middle school science class at Laurel Tree Learning Center in Arcata, and on April 26th the Blinding Heat activity was implemented into a sixth grade science class at Washington Elementary School in Eureka. The testing results showed that discussions during the introduction of Bust-A-Watt did not fill the one hour block that was intended. The testing also revealed confusing aspects of the activity instructions which helped in editting them for testing at Washignton Elementary. After implementation at Laurel Tree Learning Center the students were given a short survey to fill out in which they were asked their favorite and least favorite parts of the lesson plan as well as which parts were confusing.<br />
<br />
=Discussion and next steps= <br />
<br />
=References=</div>Logan hsuhttps://www.appropedia.org/w/index.php?title=RCEA_Bust-A-Watt&diff=125831RCEA Bust-A-Watt2010-05-07T23:26:42Z<p>Logan hsu: /* Day 4: Blinding Heat Discussion */</p>
<hr />
<div>[[Image:E2logo.png|thumb|left|200px]]<br />
<br />
=Abstract=<br />
<br />
<center>''The RCEA [http://www.redwoodcoastenergyauthority.org/ Redwood Coast Energy Authority] asked the Engineering 215 Intro to Design class at Humboldt State University in Arcata, California to design educational kits. These kits provide teachers of Humboldt County the tools that are necessary to teach kindergarten through 12<sup>th</sup> grade students about '''climate change''', '''renewable resources''', or '''energy conservation'''. This webpage describes one of these projects, '''Bust-A-Watt''', which teaches fifth through eighth grade students about '''energy conservation'''.''</center><br />
<br />
[[Image:RCEAlogo.png|thumb|right|300px| '''Figure 1: RCEA logo''']]<br />
=Background and Objective=<br />
<br />
The RCEA is a Joint Powers Authority focused on implementing sustainible and renewable energy in Humboldt County. <br />
<br />
At the beginning of the Spring 2010 semester they asked the Engineering 215 class at HSU to design educational kits that teach K-12 students about these energy topics. Team '''E<sup>2</sup>''' of the Engineering 215 class was assigned to develop a kit that teaches fifth through eighth grade students about energy conservation. Over a 12 week period, Team E<sup>2</sup>; Elizabeth Gutierrez, Bryan Schmitt, and Logan Baumgartner, used the criteria they agreed upon with the RCEA to design and develop '''Bust-A-Watt'''; a five day comprehensive lesson plan that motivates and educates middle school students toward energy conservation.<br />
<br />
=Criteria=<br />
<br />
Criteria were created by team E<sup>2</sup> as a tool to structure the final design. The criteria were created in correspondence with RCEA's standards and expectations, and with input by Humboldt County teachers. In addition to creating the criteria a weight was given to each. The weight is a scale created by E<sup>2</sup> to decide the level of importance of each criteria. Table 1 shows each criteria, its weight, and a description of that criteria.<br />
{| class="wikitable"<br />
|-<br />
! Criteria<br />
! Weight<br />
! Description<br />
|-<br />
| Safety<br />
| 10<br />
| Level of avoiding risk of injury and danger to any individual<br />
|-<br />
| Durability<br />
| 10<br />
| Ability for the kit to last for atleast a one year with normal use<br />
|-<br />
| Amount of Real World Applicability<br />
| 10<br />
| Amount of information that students will gain from the kit which pretains to real world applications <br />
|-<br />
| Cost<br />
| 9<br />
| Amount of money spent on the kit from E<sup>2</sup> and RCEA<br />
|-<br />
| Level of Engagement<br />
| 8<br />
| Kit's ability to create student interaction during implementation<br />
|-<br />
| Compliance with Educational Standards<br />
| 8<br />
| How many California State Math and Science Standards the kit contains<br />
|-<br />
| Ease of Use<br />
| 7<br />
| Amount of effort needed by teachers to implement kit into the classroom and by RCEA to maintain at their office<br />
|-<br />
| Transportability<br />
| 6<br />
| Ability for the kit to be transported from RCEA to the classroom without damage to insturments<br />
|-<br />
|}<br />
<br />
=Description of Final Project =<br />
<br />
Bust-A-Watt educates middle school students about energy conservation through hands on activities, interactive discussions, home assessment assignments, and a reflective art assignment. Bust-A-Watt is a weeklong energy conservation unit, broken up into five one hour class periods, or individual daily activities. Three of the days consist of class discussions and two days consist of experimental activities.<br />
<br />
===Day 1: Introduction=== <br />
*Energy Conservation unit is introduced via lecture; why conserving energy is important, how energy is measured, and Home Checklist introduced. <br />
*Discussion: Students are given a background of why conserving energy is important. The energy and power lecture consists of teaching students what watts, kilowatts, kilowatt hour, and joules are and how they relate to each other.<br />
*Home Checklist is introduced: Students assess their own homes by completing a home checklist in which they consider the amount of appliances in their home and their amount of use.<br />
<br />
===Day 2: Blinding Heat=== <br />
[[Image:Dock1.jpg|thumb|right|300px|'''Figure 2: Blinding Heat docking station.''']]<br />
*Blinding Heat activity demonstrates to students what heat transfer and the Law of the Conservation of Energy are by using a hands-on activity.<br />
*Students compare the wattage and temperature of a CFL and incandescent bulb over time using a Kill-A-Watt<sup>TM</sup> meter, thermometer, and the docking station pictured in '''Figure 2'''.<br />
*Students then make conclusions and graph their data to visualize comparison.<br />
<br />
===Day 3: Appliance Energy Reading=== <br />
*The Appliance Energy Reading Activity shows students the amount of energy used by appliances while on and off.<br />
*Students receive an activity sheet, a Kill-A-Watt™ meter, and an extension cord (if needed). <br />
*Students then use the Kill-A-Watt™ meter to measure the energy use of appliances while on and off.<br />
*Lastly, students use their data to draw conclusions and graph the energy use of each appliance while on and off.<br />
<br />
===Day 4: Blinding Heat Discussion=== <br />
*Students discuss Blinding Heat results to motivate energy conservation in their homes.<br />
*Blinding Heat results are used to teach California science and math standards.<br />
*The students calculate with teacher how much energy and money can be saved if the class switches their incandescent bulbs to CFL bulbs.<br />
<br />
===Day 5: Reflection=== <br />
*The Unit is concluded.<br />
*Students discusse their Appliance Energy Reading results.<br />
*Total class Home Checklist results.<br />
*Individual appliance calculation results.<br />
*Students reflect upon the unit by creating a poster displaying something they learned during the week.<br />
<br />
=Costs=<br />
<br />
[[Image:Design Cost.png|thumb|right|360px|'''Figure 2. Design hour cost.''']]<br />
{| class="wikitable"<br />
|-<br />
! Item<br />
! Unit Cost<br />
! Quantity<br />
! Item Cost<br />
|-<br />
| Plug-To-Socket Adaptor Brown<br />
| $ 1.75<br />
| 12<br />
| $ 21.00<br />
|-<br />
| Plug-To-Socket Adaptor Ivory<br />
| 1.89<br />
| 4<br />
| 7.56<br />
|-<br />
| Ace Extension Cord 6ft<br />
| 1.99<br />
| 14<br />
| 27.86<br />
|-<br />
| Ace Extension Cord 10ft<br />
| 4.49<br />
| 7<br />
| 31.43<br />
|-<br />
| Ace 6 Outlet Power Center<br />
| 4.79<br />
| 1<br />
| 4.79<br />
|-<br />
| 4"x4"x8' Fir Lumber Board<br />
| 9.01<br />
| 1<br />
| 9.01<br />
|-<br />
| Kill-A-Watt Meter<br />
| 17.89<br />
| 7<br />
| 125.23<br />
|-<br />
| Therometer<br />
| 1.90<br />
| 7<br />
| 13.33<br />
|-<br />
| CFL Light Bulb<br />
| 1.25<br />
| 8<br />
| 10.00<br />
|-<br />
| Incandescent Light Bulb<br />
| 1.50<br />
| 7<br />
| Donated<br />
|-<br />
| USB Drive<br />
| 8.00<br />
| 1<br />
| Donated<br />
|-<br />
| Paper<br />
| 0.01<br />
| 280<br />
| Donated<br />
|-<br />
|<br />
| <br />
| '''Total'''<br />
| '''$ 250.21'''<br />
|-<br />
|}<br />
<br />
=Testing Results=<br />
<br />
Bust-A-Watt has been reviewed and edited by three local middle school and high school educators, the Redwood Coast Energy Authority employee Oliver Hulland, and Humboldt State University Environmental Resources Engineering Introduction to Design instructor Lonny Grafman throughout Bust-A-Watt's creation and production. These resources helped in the creation of Bust-A-Watt's criteria, as well as in the decision process, and in testing Bust-A-Watt in local middle school classrooms. During the week of April 19th Bust-A-Watt was implemented into a middle school science class at Laurel Tree Learning Center in Arcata, and on April 26th the Blinding Heat activity was implemented into a sixth grade science class at Washington Elementary School in Eureka. The testing results showed that discussions during the introduction of Bust-A-Watt did not fill the one hour block that was intended. The testing also revealed confusing aspects of the activity instructions which helped in editting them for testing at Washignton Elementary. After implementation at Laurel Tree Learning Center the students were given a short survey to fill out in which they were asked their favorite and least favorite parts of the lesson plan as well as which parts were confusing.<br />
<br />
=Discussion and next steps= <br />
<br />
=References=</div>Logan hsuhttps://www.appropedia.org/w/index.php?title=RCEA_Bust-A-Watt&diff=125830RCEA Bust-A-Watt2010-05-07T23:25:32Z<p>Logan hsu: /* Day 3: Appliance Energy Reading */</p>
<hr />
<div>[[Image:E2logo.png|thumb|left|200px]]<br />
<br />
=Abstract=<br />
<br />
<center>''The RCEA [http://www.redwoodcoastenergyauthority.org/ Redwood Coast Energy Authority] asked the Engineering 215 Intro to Design class at Humboldt State University in Arcata, California to design educational kits. These kits provide teachers of Humboldt County the tools that are necessary to teach kindergarten through 12<sup>th</sup> grade students about '''climate change''', '''renewable resources''', or '''energy conservation'''. This webpage describes one of these projects, '''Bust-A-Watt''', which teaches fifth through eighth grade students about '''energy conservation'''.''</center><br />
<br />
[[Image:RCEAlogo.png|thumb|right|300px| '''Figure 1: RCEA logo''']]<br />
=Background and Objective=<br />
<br />
The RCEA is a Joint Powers Authority focused on implementing sustainible and renewable energy in Humboldt County. <br />
<br />
At the beginning of the Spring 2010 semester they asked the Engineering 215 class at HSU to design educational kits that teach K-12 students about these energy topics. Team '''E<sup>2</sup>''' of the Engineering 215 class was assigned to develop a kit that teaches fifth through eighth grade students about energy conservation. Over a 12 week period, Team E<sup>2</sup>; Elizabeth Gutierrez, Bryan Schmitt, and Logan Baumgartner, used the criteria they agreed upon with the RCEA to design and develop '''Bust-A-Watt'''; a five day comprehensive lesson plan that motivates and educates middle school students toward energy conservation.<br />
<br />
=Criteria=<br />
<br />
Criteria were created by team E<sup>2</sup> as a tool to structure the final design. The criteria were created in correspondence with RCEA's standards and expectations, and with input by Humboldt County teachers. In addition to creating the criteria a weight was given to each. The weight is a scale created by E<sup>2</sup> to decide the level of importance of each criteria. Table 1 shows each criteria, its weight, and a description of that criteria.<br />
{| class="wikitable"<br />
|-<br />
! Criteria<br />
! Weight<br />
! Description<br />
|-<br />
| Safety<br />
| 10<br />
| Level of avoiding risk of injury and danger to any individual<br />
|-<br />
| Durability<br />
| 10<br />
| Ability for the kit to last for atleast a one year with normal use<br />
|-<br />
| Amount of Real World Applicability<br />
| 10<br />
| Amount of information that students will gain from the kit which pretains to real world applications <br />
|-<br />
| Cost<br />
| 9<br />
| Amount of money spent on the kit from E<sup>2</sup> and RCEA<br />
|-<br />
| Level of Engagement<br />
| 8<br />
| Kit's ability to create student interaction during implementation<br />
|-<br />
| Compliance with Educational Standards<br />
| 8<br />
| How many California State Math and Science Standards the kit contains<br />
|-<br />
| Ease of Use<br />
| 7<br />
| Amount of effort needed by teachers to implement kit into the classroom and by RCEA to maintain at their office<br />
|-<br />
| Transportability<br />
| 6<br />
| Ability for the kit to be transported from RCEA to the classroom without damage to insturments<br />
|-<br />
|}<br />
<br />
=Description of Final Project =<br />
<br />
Bust-A-Watt educates middle school students about energy conservation through hands on activities, interactive discussions, home assessment assignments, and a reflective art assignment. Bust-A-Watt is a weeklong energy conservation unit, broken up into five one hour class periods, or individual daily activities. Three of the days consist of class discussions and two days consist of experimental activities.<br />
<br />
===Day 1: Introduction=== <br />
*Energy Conservation unit is introduced via lecture; why conserving energy is important, how energy is measured, and Home Checklist introduced. <br />
*Discussion: Students are given a background of why conserving energy is important. The energy and power lecture consists of teaching students what watts, kilowatts, kilowatt hour, and joules are and how they relate to each other.<br />
*Home Checklist is introduced: Students assess their own homes by completing a home checklist in which they consider the amount of appliances in their home and their amount of use.<br />
<br />
===Day 2: Blinding Heat=== <br />
[[Image:Dock1.jpg|thumb|right|300px|'''Figure 2: Blinding Heat docking station.''']]<br />
*Blinding Heat activity demonstrates to students what heat transfer and the Law of the Conservation of Energy are by using a hands-on activity.<br />
*Students compare the wattage and temperature of a CFL and incandescent bulb over time using a Kill-A-Watt<sup>TM</sup> meter, thermometer, and the docking station pictured in '''Figure 2'''.<br />
*Students then make conclusions and graph their data to visualize comparison.<br />
<br />
===Day 3: Appliance Energy Reading=== <br />
*The Appliance Energy Reading Activity shows students the amount of energy used by appliances while on and off.<br />
*Students receive an activity sheet, a Kill-A-Watt™ meter, and an extension cord (if needed). <br />
*Students then use the Kill-A-Watt™ meter to measure the energy use of appliances while on and off.<br />
*Lastly, students use their data to draw conclusions and graph the energy use of each appliance while on and off.<br />
<br />
===Day 4: Blinding Heat Discussion=== <br />
*Students discuss Blinding Heat results to motivate energy conservation in their homes.<br />
*Use Blinding Heat results to learn California science and math standards.<br />
*Students calculate with teacher how much energy and money can be saved if the class switches their incandescent bulbs to CFL bulbs.<br />
<br />
<br />
===Day 5: Reflection=== <br />
*The Unit is concluded.<br />
*Students discusse their Appliance Energy Reading results.<br />
*Total class Home Checklist results.<br />
*Individual appliance calculation results.<br />
*Students reflect upon the unit by creating a poster displaying something they learned during the week.<br />
<br />
=Costs=<br />
<br />
[[Image:Design Cost.png|thumb|right|360px|'''Figure 2. Design hour cost.''']]<br />
{| class="wikitable"<br />
|-<br />
! Item<br />
! Unit Cost<br />
! Quantity<br />
! Item Cost<br />
|-<br />
| Plug-To-Socket Adaptor Brown<br />
| $ 1.75<br />
| 12<br />
| $ 21.00<br />
|-<br />
| Plug-To-Socket Adaptor Ivory<br />
| 1.89<br />
| 4<br />
| 7.56<br />
|-<br />
| Ace Extension Cord 6ft<br />
| 1.99<br />
| 14<br />
| 27.86<br />
|-<br />
| Ace Extension Cord 10ft<br />
| 4.49<br />
| 7<br />
| 31.43<br />
|-<br />
| Ace 6 Outlet Power Center<br />
| 4.79<br />
| 1<br />
| 4.79<br />
|-<br />
| 4"x4"x8' Fir Lumber Board<br />
| 9.01<br />
| 1<br />
| 9.01<br />
|-<br />
| Kill-A-Watt Meter<br />
| 17.89<br />
| 7<br />
| 125.23<br />
|-<br />
| Therometer<br />
| 1.90<br />
| 7<br />
| 13.33<br />
|-<br />
| CFL Light Bulb<br />
| 1.25<br />
| 8<br />
| 10.00<br />
|-<br />
| Incandescent Light Bulb<br />
| 1.50<br />
| 7<br />
| Donated<br />
|-<br />
| USB Drive<br />
| 8.00<br />
| 1<br />
| Donated<br />
|-<br />
| Paper<br />
| 0.01<br />
| 280<br />
| Donated<br />
|-<br />
|<br />
| <br />
| '''Total'''<br />
| '''$ 250.21'''<br />
|-<br />
|}<br />
<br />
=Testing Results=<br />
<br />
Bust-A-Watt has been reviewed and edited by three local middle school and high school educators, the Redwood Coast Energy Authority employee Oliver Hulland, and Humboldt State University Environmental Resources Engineering Introduction to Design instructor Lonny Grafman throughout Bust-A-Watt's creation and production. These resources helped in the creation of Bust-A-Watt's criteria, as well as in the decision process, and in testing Bust-A-Watt in local middle school classrooms. During the week of April 19th Bust-A-Watt was implemented into a middle school science class at Laurel Tree Learning Center in Arcata, and on April 26th the Blinding Heat activity was implemented into a sixth grade science class at Washington Elementary School in Eureka. The testing results showed that discussions during the introduction of Bust-A-Watt did not fill the one hour block that was intended. The testing also revealed confusing aspects of the activity instructions which helped in editting them for testing at Washignton Elementary. After implementation at Laurel Tree Learning Center the students were given a short survey to fill out in which they were asked their favorite and least favorite parts of the lesson plan as well as which parts were confusing.<br />
<br />
=Discussion and next steps= <br />
<br />
=References=</div>Logan hsuhttps://www.appropedia.org/w/index.php?title=RCEA_Bust-A-Watt&diff=125828RCEA Bust-A-Watt2010-05-07T23:25:15Z<p>Logan hsu: /* Day 3: Appliance Energy Reading */</p>
<hr />
<div>[[Image:E2logo.png|thumb|left|200px]]<br />
<br />
=Abstract=<br />
<br />
<center>''The RCEA [http://www.redwoodcoastenergyauthority.org/ Redwood Coast Energy Authority] asked the Engineering 215 Intro to Design class at Humboldt State University in Arcata, California to design educational kits. These kits provide teachers of Humboldt County the tools that are necessary to teach kindergarten through 12<sup>th</sup> grade students about '''climate change''', '''renewable resources''', or '''energy conservation'''. This webpage describes one of these projects, '''Bust-A-Watt''', which teaches fifth through eighth grade students about '''energy conservation'''.''</center><br />
<br />
[[Image:RCEAlogo.png|thumb|right|300px| '''Figure 1: RCEA logo''']]<br />
=Background and Objective=<br />
<br />
The RCEA is a Joint Powers Authority focused on implementing sustainible and renewable energy in Humboldt County. <br />
<br />
At the beginning of the Spring 2010 semester they asked the Engineering 215 class at HSU to design educational kits that teach K-12 students about these energy topics. Team '''E<sup>2</sup>''' of the Engineering 215 class was assigned to develop a kit that teaches fifth through eighth grade students about energy conservation. Over a 12 week period, Team E<sup>2</sup>; Elizabeth Gutierrez, Bryan Schmitt, and Logan Baumgartner, used the criteria they agreed upon with the RCEA to design and develop '''Bust-A-Watt'''; a five day comprehensive lesson plan that motivates and educates middle school students toward energy conservation.<br />
<br />
=Criteria=<br />
<br />
Criteria were created by team E<sup>2</sup> as a tool to structure the final design. The criteria were created in correspondence with RCEA's standards and expectations, and with input by Humboldt County teachers. In addition to creating the criteria a weight was given to each. The weight is a scale created by E<sup>2</sup> to decide the level of importance of each criteria. Table 1 shows each criteria, its weight, and a description of that criteria.<br />
{| class="wikitable"<br />
|-<br />
! Criteria<br />
! Weight<br />
! Description<br />
|-<br />
| Safety<br />
| 10<br />
| Level of avoiding risk of injury and danger to any individual<br />
|-<br />
| Durability<br />
| 10<br />
| Ability for the kit to last for atleast a one year with normal use<br />
|-<br />
| Amount of Real World Applicability<br />
| 10<br />
| Amount of information that students will gain from the kit which pretains to real world applications <br />
|-<br />
| Cost<br />
| 9<br />
| Amount of money spent on the kit from E<sup>2</sup> and RCEA<br />
|-<br />
| Level of Engagement<br />
| 8<br />
| Kit's ability to create student interaction during implementation<br />
|-<br />
| Compliance with Educational Standards<br />
| 8<br />
| How many California State Math and Science Standards the kit contains<br />
|-<br />
| Ease of Use<br />
| 7<br />
| Amount of effort needed by teachers to implement kit into the classroom and by RCEA to maintain at their office<br />
|-<br />
| Transportability<br />
| 6<br />
| Ability for the kit to be transported from RCEA to the classroom without damage to insturments<br />
|-<br />
|}<br />
<br />
=Description of Final Project =<br />
<br />
Bust-A-Watt educates middle school students about energy conservation through hands on activities, interactive discussions, home assessment assignments, and a reflective art assignment. Bust-A-Watt is a weeklong energy conservation unit, broken up into five one hour class periods, or individual daily activities. Three of the days consist of class discussions and two days consist of experimental activities.<br />
<br />
===Day 1: Introduction=== <br />
*Energy Conservation unit is introduced via lecture; why conserving energy is important, how energy is measured, and Home Checklist introduced. <br />
*Discussion: Students are given a background of why conserving energy is important. The energy and power lecture consists of teaching students what watts, kilowatts, kilowatt hour, and joules are and how they relate to each other.<br />
*Home Checklist is introduced: Students assess their own homes by completing a home checklist in which they consider the amount of appliances in their home and their amount of use.<br />
<br />
===Day 2: Blinding Heat=== <br />
[[Image:Dock1.jpg|thumb|right|300px|'''Figure 2: Blinding Heat docking station.''']]<br />
*Blinding Heat activity demonstrates to students what heat transfer and the Law of the Conservation of Energy are by using a hands-on activity.<br />
*Students compare the wattage and temperature of a CFL and incandescent bulb over time using a Kill-A-Watt<sup>TM</sup> meter, thermometer, and the docking station pictured in '''Figure 2'''.<br />
*Students then make conclusions and graph their data to visualize comparison.<br />
<br />
===Day 3: Appliance Energy Reading=== <br />
*The Appliance Energy Reading Activity shows students the amount of energy used by appliances while on and off.<br />
*Students receive an activity sheet, a Kill-A-Watt™ meter, and an extension cord if needed. <br />
*Students then use the Kill-A-Watt™ meter to measure the energy use of appliances while on and off.<br />
*Lastly, students use their data to draw conclusions and graph the energy use of each appliance while on and off.<br />
<br />
===Day 4: Blinding Heat Discussion=== <br />
*Students discuss Blinding Heat results to motivate energy conservation in their homes.<br />
*Use Blinding Heat results to learn California science and math standards.<br />
*Students calculate with teacher how much energy and money can be saved if the class switches their incandescent bulbs to CFL bulbs.<br />
<br />
<br />
===Day 5: Reflection=== <br />
*The Unit is concluded.<br />
*Students discusse their Appliance Energy Reading results.<br />
*Total class Home Checklist results.<br />
*Individual appliance calculation results.<br />
*Students reflect upon the unit by creating a poster displaying something they learned during the week.<br />
<br />
=Costs=<br />
<br />
[[Image:Design Cost.png|thumb|right|360px|'''Figure 2. Design hour cost.''']]<br />
{| class="wikitable"<br />
|-<br />
! Item<br />
! Unit Cost<br />
! Quantity<br />
! Item Cost<br />
|-<br />
| Plug-To-Socket Adaptor Brown<br />
| $ 1.75<br />
| 12<br />
| $ 21.00<br />
|-<br />
| Plug-To-Socket Adaptor Ivory<br />
| 1.89<br />
| 4<br />
| 7.56<br />
|-<br />
| Ace Extension Cord 6ft<br />
| 1.99<br />
| 14<br />
| 27.86<br />
|-<br />
| Ace Extension Cord 10ft<br />
| 4.49<br />
| 7<br />
| 31.43<br />
|-<br />
| Ace 6 Outlet Power Center<br />
| 4.79<br />
| 1<br />
| 4.79<br />
|-<br />
| 4"x4"x8' Fir Lumber Board<br />
| 9.01<br />
| 1<br />
| 9.01<br />
|-<br />
| Kill-A-Watt Meter<br />
| 17.89<br />
| 7<br />
| 125.23<br />
|-<br />
| Therometer<br />
| 1.90<br />
| 7<br />
| 13.33<br />
|-<br />
| CFL Light Bulb<br />
| 1.25<br />
| 8<br />
| 10.00<br />
|-<br />
| Incandescent Light Bulb<br />
| 1.50<br />
| 7<br />
| Donated<br />
|-<br />
| USB Drive<br />
| 8.00<br />
| 1<br />
| Donated<br />
|-<br />
| Paper<br />
| 0.01<br />
| 280<br />
| Donated<br />
|-<br />
|<br />
| <br />
| '''Total'''<br />
| '''$ 250.21'''<br />
|-<br />
|}<br />
<br />
=Testing Results=<br />
<br />
Bust-A-Watt has been reviewed and edited by three local middle school and high school educators, the Redwood Coast Energy Authority employee Oliver Hulland, and Humboldt State University Environmental Resources Engineering Introduction to Design instructor Lonny Grafman throughout Bust-A-Watt's creation and production. These resources helped in the creation of Bust-A-Watt's criteria, as well as in the decision process, and in testing Bust-A-Watt in local middle school classrooms. During the week of April 19th Bust-A-Watt was implemented into a middle school science class at Laurel Tree Learning Center in Arcata, and on April 26th the Blinding Heat activity was implemented into a sixth grade science class at Washington Elementary School in Eureka. The testing results showed that discussions during the introduction of Bust-A-Watt did not fill the one hour block that was intended. The testing also revealed confusing aspects of the activity instructions which helped in editting them for testing at Washignton Elementary. After implementation at Laurel Tree Learning Center the students were given a short survey to fill out in which they were asked their favorite and least favorite parts of the lesson plan as well as which parts were confusing.<br />
<br />
=Discussion and next steps= <br />
<br />
=References=</div>Logan hsuhttps://www.appropedia.org/w/index.php?title=RCEA_Bust-A-Watt&diff=125826RCEA Bust-A-Watt2010-05-07T23:24:27Z<p>Logan hsu: /* Day 2: Blinding Heat */</p>
<hr />
<div>[[Image:E2logo.png|thumb|left|200px]]<br />
<br />
=Abstract=<br />
<br />
<center>''The RCEA [http://www.redwoodcoastenergyauthority.org/ Redwood Coast Energy Authority] asked the Engineering 215 Intro to Design class at Humboldt State University in Arcata, California to design educational kits. These kits provide teachers of Humboldt County the tools that are necessary to teach kindergarten through 12<sup>th</sup> grade students about '''climate change''', '''renewable resources''', or '''energy conservation'''. This webpage describes one of these projects, '''Bust-A-Watt''', which teaches fifth through eighth grade students about '''energy conservation'''.''</center><br />
<br />
[[Image:RCEAlogo.png|thumb|right|300px| '''Figure 1: RCEA logo''']]<br />
=Background and Objective=<br />
<br />
The RCEA is a Joint Powers Authority focused on implementing sustainible and renewable energy in Humboldt County. <br />
<br />
At the beginning of the Spring 2010 semester they asked the Engineering 215 class at HSU to design educational kits that teach K-12 students about these energy topics. Team '''E<sup>2</sup>''' of the Engineering 215 class was assigned to develop a kit that teaches fifth through eighth grade students about energy conservation. Over a 12 week period, Team E<sup>2</sup>; Elizabeth Gutierrez, Bryan Schmitt, and Logan Baumgartner, used the criteria they agreed upon with the RCEA to design and develop '''Bust-A-Watt'''; a five day comprehensive lesson plan that motivates and educates middle school students toward energy conservation.<br />
<br />
=Criteria=<br />
<br />
Criteria were created by team E<sup>2</sup> as a tool to structure the final design. The criteria were created in correspondence with RCEA's standards and expectations, and with input by Humboldt County teachers. In addition to creating the criteria a weight was given to each. The weight is a scale created by E<sup>2</sup> to decide the level of importance of each criteria. Table 1 shows each criteria, its weight, and a description of that criteria.<br />
{| class="wikitable"<br />
|-<br />
! Criteria<br />
! Weight<br />
! Description<br />
|-<br />
| Safety<br />
| 10<br />
| Level of avoiding risk of injury and danger to any individual<br />
|-<br />
| Durability<br />
| 10<br />
| Ability for the kit to last for atleast a one year with normal use<br />
|-<br />
| Amount of Real World Applicability<br />
| 10<br />
| Amount of information that students will gain from the kit which pretains to real world applications <br />
|-<br />
| Cost<br />
| 9<br />
| Amount of money spent on the kit from E<sup>2</sup> and RCEA<br />
|-<br />
| Level of Engagement<br />
| 8<br />
| Kit's ability to create student interaction during implementation<br />
|-<br />
| Compliance with Educational Standards<br />
| 8<br />
| How many California State Math and Science Standards the kit contains<br />
|-<br />
| Ease of Use<br />
| 7<br />
| Amount of effort needed by teachers to implement kit into the classroom and by RCEA to maintain at their office<br />
|-<br />
| Transportability<br />
| 6<br />
| Ability for the kit to be transported from RCEA to the classroom without damage to insturments<br />
|-<br />
|}<br />
<br />
=Description of Final Project =<br />
<br />
Bust-A-Watt educates middle school students about energy conservation through hands on activities, interactive discussions, home assessment assignments, and a reflective art assignment. Bust-A-Watt is a weeklong energy conservation unit, broken up into five one hour class periods, or individual daily activities. Three of the days consist of class discussions and two days consist of experimental activities.<br />
<br />
===Day 1: Introduction=== <br />
*Energy Conservation unit is introduced via lecture; why conserving energy is important, how energy is measured, and Home Checklist introduced. <br />
*Discussion: Students are given a background of why conserving energy is important. The energy and power lecture consists of teaching students what watts, kilowatts, kilowatt hour, and joules are and how they relate to each other.<br />
*Home Checklist is introduced: Students assess their own homes by completing a home checklist in which they consider the amount of appliances in their home and their amount of use.<br />
<br />
===Day 2: Blinding Heat=== <br />
[[Image:Dock1.jpg|thumb|right|300px|'''Figure 2: Blinding Heat docking station.''']]<br />
*Blinding Heat activity demonstrates to students what heat transfer and the Law of the Conservation of Energy are by using a hands-on activity.<br />
*Students compare the wattage and temperature of a CFL and incandescent bulb over time using a Kill-A-Watt<sup>TM</sup> meter, thermometer, and the docking station pictured in '''Figure 2'''.<br />
*Students then make conclusions and graph their data to visualize comparison.<br />
<br />
===Day 3: Appliance Energy Reading=== <br />
*Appliance Energy Reading Activity shows students the amount of energy used by appliances while on and off.<br />
*Students receive an activity sheet, a Kill-A-Watt™ meter, and an extension cord if needed. <br />
*Students then use the Kill-A-Watt™ meter to measure the energy use of appliances while on and off.<br />
*Lastly, students use their data to draw conclusions and graph the energy use of each appliance while on and off.<br />
<br />
<br />
===Day 4: Blinding Heat Discussion=== <br />
*Students discuss Blinding Heat results to motivate energy conservation in their homes.<br />
*Use Blinding Heat results to learn California science and math standards.<br />
*Students calculate with teacher how much energy and money can be saved if the class switches their incandescent bulbs to CFL bulbs.<br />
<br />
<br />
===Day 5: Reflection=== <br />
*The Unit is concluded.<br />
*Students discusse their Appliance Energy Reading results.<br />
*Total class Home Checklist results.<br />
*Individual appliance calculation results.<br />
*Students reflect upon the unit by creating a poster displaying something they learned during the week.<br />
<br />
=Costs=<br />
<br />
[[Image:Design Cost.png|thumb|right|360px|'''Figure 2. Design hour cost.''']]<br />
{| class="wikitable"<br />
|-<br />
! Item<br />
! Unit Cost<br />
! Quantity<br />
! Item Cost<br />
|-<br />
| Plug-To-Socket Adaptor Brown<br />
| $ 1.75<br />
| 12<br />
| $ 21.00<br />
|-<br />
| Plug-To-Socket Adaptor Ivory<br />
| 1.89<br />
| 4<br />
| 7.56<br />
|-<br />
| Ace Extension Cord 6ft<br />
| 1.99<br />
| 14<br />
| 27.86<br />
|-<br />
| Ace Extension Cord 10ft<br />
| 4.49<br />
| 7<br />
| 31.43<br />
|-<br />
| Ace 6 Outlet Power Center<br />
| 4.79<br />
| 1<br />
| 4.79<br />
|-<br />
| 4"x4"x8' Fir Lumber Board<br />
| 9.01<br />
| 1<br />
| 9.01<br />
|-<br />
| Kill-A-Watt Meter<br />
| 17.89<br />
| 7<br />
| 125.23<br />
|-<br />
| Therometer<br />
| 1.90<br />
| 7<br />
| 13.33<br />
|-<br />
| CFL Light Bulb<br />
| 1.25<br />
| 8<br />
| 10.00<br />
|-<br />
| Incandescent Light Bulb<br />
| 1.50<br />
| 7<br />
| Donated<br />
|-<br />
| USB Drive<br />
| 8.00<br />
| 1<br />
| Donated<br />
|-<br />
| Paper<br />
| 0.01<br />
| 280<br />
| Donated<br />
|-<br />
|<br />
| <br />
| '''Total'''<br />
| '''$ 250.21'''<br />
|-<br />
|}<br />
<br />
=Testing Results=<br />
<br />
Bust-A-Watt has been reviewed and edited by three local middle school and high school educators, the Redwood Coast Energy Authority employee Oliver Hulland, and Humboldt State University Environmental Resources Engineering Introduction to Design instructor Lonny Grafman throughout Bust-A-Watt's creation and production. These resources helped in the creation of Bust-A-Watt's criteria, as well as in the decision process, and in testing Bust-A-Watt in local middle school classrooms. During the week of April 19th Bust-A-Watt was implemented into a middle school science class at Laurel Tree Learning Center in Arcata, and on April 26th the Blinding Heat activity was implemented into a sixth grade science class at Washington Elementary School in Eureka. The testing results showed that discussions during the introduction of Bust-A-Watt did not fill the one hour block that was intended. The testing also revealed confusing aspects of the activity instructions which helped in editting them for testing at Washignton Elementary. After implementation at Laurel Tree Learning Center the students were given a short survey to fill out in which they were asked their favorite and least favorite parts of the lesson plan as well as which parts were confusing.<br />
<br />
=Discussion and next steps= <br />
<br />
=References=</div>Logan hsuhttps://www.appropedia.org/w/index.php?title=RCEA_Bust-A-Watt&diff=125824RCEA Bust-A-Watt2010-05-07T23:21:35Z<p>Logan hsu: /* Day 1: Introduction */</p>
<hr />
<div>[[Image:E2logo.png|thumb|left|200px]]<br />
<br />
=Abstract=<br />
<br />
<center>''The RCEA [http://www.redwoodcoastenergyauthority.org/ Redwood Coast Energy Authority] asked the Engineering 215 Intro to Design class at Humboldt State University in Arcata, California to design educational kits. These kits provide teachers of Humboldt County the tools that are necessary to teach kindergarten through 12<sup>th</sup> grade students about '''climate change''', '''renewable resources''', or '''energy conservation'''. This webpage describes one of these projects, '''Bust-A-Watt''', which teaches fifth through eighth grade students about '''energy conservation'''.''</center><br />
<br />
[[Image:RCEAlogo.png|thumb|right|300px| '''Figure 1: RCEA logo''']]<br />
=Background and Objective=<br />
<br />
The RCEA is a Joint Powers Authority focused on implementing sustainible and renewable energy in Humboldt County. <br />
<br />
At the beginning of the Spring 2010 semester they asked the Engineering 215 class at HSU to design educational kits that teach K-12 students about these energy topics. Team '''E<sup>2</sup>''' of the Engineering 215 class was assigned to develop a kit that teaches fifth through eighth grade students about energy conservation. Over a 12 week period, Team E<sup>2</sup>; Elizabeth Gutierrez, Bryan Schmitt, and Logan Baumgartner, used the criteria they agreed upon with the RCEA to design and develop '''Bust-A-Watt'''; a five day comprehensive lesson plan that motivates and educates middle school students toward energy conservation.<br />
<br />
=Criteria=<br />
<br />
Criteria were created by team E<sup>2</sup> as a tool to structure the final design. The criteria were created in correspondence with RCEA's standards and expectations, and with input by Humboldt County teachers. In addition to creating the criteria a weight was given to each. The weight is a scale created by E<sup>2</sup> to decide the level of importance of each criteria. Table 1 shows each criteria, its weight, and a description of that criteria.<br />
{| class="wikitable"<br />
|-<br />
! Criteria<br />
! Weight<br />
! Description<br />
|-<br />
| Safety<br />
| 10<br />
| Level of avoiding risk of injury and danger to any individual<br />
|-<br />
| Durability<br />
| 10<br />
| Ability for the kit to last for atleast a one year with normal use<br />
|-<br />
| Amount of Real World Applicability<br />
| 10<br />
| Amount of information that students will gain from the kit which pretains to real world applications <br />
|-<br />
| Cost<br />
| 9<br />
| Amount of money spent on the kit from E<sup>2</sup> and RCEA<br />
|-<br />
| Level of Engagement<br />
| 8<br />
| Kit's ability to create student interaction during implementation<br />
|-<br />
| Compliance with Educational Standards<br />
| 8<br />
| How many California State Math and Science Standards the kit contains<br />
|-<br />
| Ease of Use<br />
| 7<br />
| Amount of effort needed by teachers to implement kit into the classroom and by RCEA to maintain at their office<br />
|-<br />
| Transportability<br />
| 6<br />
| Ability for the kit to be transported from RCEA to the classroom without damage to insturments<br />
|-<br />
|}<br />
<br />
=Description of Final Project =<br />
<br />
Bust-A-Watt educates middle school students about energy conservation through hands on activities, interactive discussions, home assessment assignments, and a reflective art assignment. Bust-A-Watt is a weeklong energy conservation unit, broken up into five one hour class periods, or individual daily activities. Three of the days consist of class discussions and two days consist of experimental activities.<br />
<br />
===Day 1: Introduction=== <br />
*Energy Conservation unit is introduced via lecture; why conserving energy is important, how energy is measured, and Home Checklist introduced. <br />
*Discussion: Students are given a background of why conserving energy is important. The energy and power lecture consists of teaching students what watts, kilowatts, kilowatt hour, and joules are and how they relate to each other.<br />
*Home Checklist is introduced: Students assess their own homes by completing a home checklist in which they consider the amount of appliances in their home and their amount of use.<br />
<br />
===Day 2: Blinding Heat=== <br />
[[Image:Dock1.jpg|thumb|right|300px|'''Figure 2: Blinding Heat docking station.''']]<br />
*Blinding Heat activity demonstrates to students what heat transfer and the Law of the Conservation of Energy are by using a hands-on activity.<br />
*Students compare the wattage and temperature of a CFL and incandescent bulb over time.<br />
*Students then make conclusions and graph their data to visualize comparison.<br />
<br />
===Day 3: Appliance Energy Reading=== <br />
*Appliance Energy Reading Activity shows students the amount of energy used by appliances while on and off.<br />
*Students receive an activity sheet, a Kill-A-Watt™ meter, and an extension cord if needed. <br />
*Students then use the Kill-A-Watt™ meter to measure the energy use of appliances while on and off.<br />
*Lastly, students use their data to draw conclusions and graph the energy use of each appliance while on and off.<br />
<br />
<br />
===Day 4: Blinding Heat Discussion=== <br />
*Students discuss Blinding Heat results to motivate energy conservation in their homes.<br />
*Use Blinding Heat results to learn California science and math standards.<br />
*Students calculate with teacher how much energy and money can be saved if the class switches their incandescent bulbs to CFL bulbs.<br />
<br />
<br />
===Day 5: Reflection=== <br />
*The Unit is concluded.<br />
*Students discusse their Appliance Energy Reading results.<br />
*Total class Home Checklist results.<br />
*Individual appliance calculation results.<br />
*Students reflect upon the unit by creating a poster displaying something they learned during the week.<br />
<br />
=Costs=<br />
<br />
[[Image:Design Cost.png|thumb|right|360px|'''Figure 2. Design hour cost.''']]<br />
{| class="wikitable"<br />
|-<br />
! Item<br />
! Unit Cost<br />
! Quantity<br />
! Item Cost<br />
|-<br />
| Plug-To-Socket Adaptor Brown<br />
| $ 1.75<br />
| 12<br />
| $ 21.00<br />
|-<br />
| Plug-To-Socket Adaptor Ivory<br />
| 1.89<br />
| 4<br />
| 7.56<br />
|-<br />
| Ace Extension Cord 6ft<br />
| 1.99<br />
| 14<br />
| 27.86<br />
|-<br />
| Ace Extension Cord 10ft<br />
| 4.49<br />
| 7<br />
| 31.43<br />
|-<br />
| Ace 6 Outlet Power Center<br />
| 4.79<br />
| 1<br />
| 4.79<br />
|-<br />
| 4"x4"x8' Fir Lumber Board<br />
| 9.01<br />
| 1<br />
| 9.01<br />
|-<br />
| Kill-A-Watt Meter<br />
| 17.89<br />
| 7<br />
| 125.23<br />
|-<br />
| Therometer<br />
| 1.90<br />
| 7<br />
| 13.33<br />
|-<br />
| CFL Light Bulb<br />
| 1.25<br />
| 8<br />
| 10.00<br />
|-<br />
| Incandescent Light Bulb<br />
| 1.50<br />
| 7<br />
| Donated<br />
|-<br />
| USB Drive<br />
| 8.00<br />
| 1<br />
| Donated<br />
|-<br />
| Paper<br />
| 0.01<br />
| 280<br />
| Donated<br />
|-<br />
|<br />
| <br />
| '''Total'''<br />
| '''$ 250.21'''<br />
|-<br />
|}<br />
<br />
=Testing Results=<br />
<br />
Bust-A-Watt has been reviewed and edited by three local middle school and high school educators, the Redwood Coast Energy Authority employee Oliver Hulland, and Humboldt State University Environmental Resources Engineering Introduction to Design instructor Lonny Grafman throughout Bust-A-Watt's creation and production. These resources helped in the creation of Bust-A-Watt's criteria, as well as in the decision process, and in testing Bust-A-Watt in local middle school classrooms. During the week of April 19th Bust-A-Watt was implemented into a middle school science class at Laurel Tree Learning Center in Arcata, and on April 26th the Blinding Heat activity was implemented into a sixth grade science class at Washington Elementary School in Eureka. The testing results showed that discussions during the introduction of Bust-A-Watt did not fill the one hour block that was intended. The testing also revealed confusing aspects of the activity instructions which helped in editting them for testing at Washignton Elementary. After implementation at Laurel Tree Learning Center the students were given a short survey to fill out in which they were asked their favorite and least favorite parts of the lesson plan as well as which parts were confusing.<br />
<br />
=Discussion and next steps= <br />
<br />
=References=</div>Logan hsuhttps://www.appropedia.org/w/index.php?title=RCEA_Bust-A-Watt&diff=125818RCEA Bust-A-Watt2010-05-07T23:17:53Z<p>Logan hsu: /* Description of Final Project */</p>
<hr />
<div>[[Image:E2logo.png|thumb|left|200px]]<br />
<br />
=Abstract=<br />
<br />
<center>''The RCEA [http://www.redwoodcoastenergyauthority.org/ Redwood Coast Energy Authority] asked the Engineering 215 Intro to Design class at Humboldt State University in Arcata, California to design educational kits. These kits provide teachers of Humboldt County the tools that are necessary to teach kindergarten through 12<sup>th</sup> grade students about '''climate change''', '''renewable resources''', or '''energy conservation'''. This webpage describes one of these projects, '''Bust-A-Watt''', which teaches fifth through eighth grade students about '''energy conservation'''.''</center><br />
<br />
[[Image:RCEAlogo.png|thumb|right|300px| '''Figure 1: RCEA logo''']]<br />
=Background and Objective=<br />
<br />
The RCEA is a Joint Powers Authority focused on implementing sustainible and renewable energy in Humboldt County. <br />
<br />
At the beginning of the Spring 2010 semester they asked the Engineering 215 class at HSU to design educational kits that teach K-12 students about these energy topics. Team '''E<sup>2</sup>''' of the Engineering 215 class was assigned to develop a kit that teaches fifth through eighth grade students about energy conservation. Over a 12 week period, Team E<sup>2</sup>; Elizabeth Gutierrez, Bryan Schmitt, and Logan Baumgartner, used the criteria they agreed upon with the RCEA to design and develop '''Bust-A-Watt'''; a five day comprehensive lesson plan that motivates and educates middle school students toward energy conservation.<br />
<br />
=Criteria=<br />
<br />
Criteria were created by team E<sup>2</sup> as a tool to structure the final design. The criteria were created in correspondence with RCEA's standards and expectations, and with input by Humboldt County teachers. In addition to creating the criteria a weight was given to each. The weight is a scale created by E<sup>2</sup> to decide the level of importance of each criteria. Table 1 shows each criteria, its weight, and a description of that criteria.<br />
{| class="wikitable"<br />
|-<br />
! Criteria<br />
! Weight<br />
! Description<br />
|-<br />
| Safety<br />
| 10<br />
| Level of avoiding risk of injury and danger to any individual<br />
|-<br />
| Durability<br />
| 10<br />
| Ability for the kit to last for atleast a one year with normal use<br />
|-<br />
| Amount of Real World Applicability<br />
| 10<br />
| Amount of information that students will gain from the kit which pretains to real world applications <br />
|-<br />
| Cost<br />
| 9<br />
| Amount of money spent on the kit from E<sup>2</sup> and RCEA<br />
|-<br />
| Level of Engagement<br />
| 8<br />
| Kit's ability to create student interaction during implementation<br />
|-<br />
| Compliance with Educational Standards<br />
| 8<br />
| How many California State Math and Science Standards the kit contains<br />
|-<br />
| Ease of Use<br />
| 7<br />
| Amount of effort needed by teachers to implement kit into the classroom and by RCEA to maintain at their office<br />
|-<br />
| Transportability<br />
| 6<br />
| Ability for the kit to be transported from RCEA to the classroom without damage to insturments<br />
|-<br />
|}<br />
<br />
=Description of Final Project =<br />
<br />
Bust-A-Watt educates middle school students about energy conservation through hands on activities, interactive discussions, home assessment assignments, and a reflective art assignment. Bust-A-Watt is a weeklong energy conservation unit, broken up into five one hour class periods, or individual daily activities. Three of the days consist of class discussions and two days consist of experimental activities.<br />
<br />
===Day 1: Introduction=== <br />
*Energy Conservation unit Introduction of why conserving energy is important. <br />
*Discussion: The energy and power lecture consists of teaching students what watts, kilowatts, kilowatt hour, and joules are and how they relate to each other.<br />
*Home Checklist introduced- Students assess their own homes by completing a home checklist in which they consider the amount of appliances in their home and their amount of use.<br />
<br />
===Day 2: Blinding Heat=== <br />
[[Image:Dock1.jpg|thumb|right|300px|'''Figure 2: Blinding Heat docking station.''']]<br />
*Blinding Heat activity demonstrates to students what heat transfer and the Law of the Conservation of Energy are by using a hands-on activity.<br />
*Students compare the wattage and temperature of a CFL and incandescent bulb over time.<br />
*Students then make conclusions and graph their data to visualize comparison.<br />
<br />
===Day 3: Appliance Energy Reading=== <br />
*Appliance Energy Reading Activity shows students the amount of energy used by appliances while on and off.<br />
*Students receive an activity sheet, a Kill-A-Watt™ meter, and an extension cord if needed. <br />
*Students then use the Kill-A-Watt™ meter to measure the energy use of appliances while on and off.<br />
*Lastly, students use their data to draw conclusions and graph the energy use of each appliance while on and off.<br />
<br />
<br />
===Day 4: Blinding Heat Discussion=== <br />
*Students discuss Blinding Heat results to motivate energy conservation in their homes.<br />
*Use Blinding Heat results to learn California science and math standards.<br />
*Students calculate with teacher how much energy and money can be saved if the class switches their incandescent bulbs to CFL bulbs.<br />
<br />
<br />
===Day 5: Reflection=== <br />
*The Unit is concluded.<br />
*Students discusse their Appliance Energy Reading results.<br />
*Total class Home Checklist results.<br />
*Individual appliance calculation results.<br />
*Students reflect upon the unit by creating a poster displaying something they learned during the week.<br />
<br />
=Costs=<br />
<br />
[[Image:Design Cost.png|thumb|right|360px|'''Figure 2. Design hour cost.''']]<br />
{| class="wikitable"<br />
|-<br />
! Item<br />
! Unit Cost<br />
! Quantity<br />
! Item Cost<br />
|-<br />
| Plug-To-Socket Adaptor Brown<br />
| $ 1.75<br />
| 12<br />
| $ 21.00<br />
|-<br />
| Plug-To-Socket Adaptor Ivory<br />
| 1.89<br />
| 4<br />
| 7.56<br />
|-<br />
| Ace Extension Cord 6ft<br />
| 1.99<br />
| 14<br />
| 27.86<br />
|-<br />
| Ace Extension Cord 10ft<br />
| 4.49<br />
| 7<br />
| 31.43<br />
|-<br />
| Ace 6 Outlet Power Center<br />
| 4.79<br />
| 1<br />
| 4.79<br />
|-<br />
| 4"x4"x8' Fir Lumber Board<br />
| 9.01<br />
| 1<br />
| 9.01<br />
|-<br />
| Kill-A-Watt Meter<br />
| 17.89<br />
| 7<br />
| 125.23<br />
|-<br />
| Therometer<br />
| 1.90<br />
| 7<br />
| 13.33<br />
|-<br />
| CFL Light Bulb<br />
| 1.25<br />
| 8<br />
| 10.00<br />
|-<br />
| Incandescent Light Bulb<br />
| 1.50<br />
| 7<br />
| Donated<br />
|-<br />
| USB Drive<br />
| 8.00<br />
| 1<br />
| Donated<br />
|-<br />
| Paper<br />
| 0.01<br />
| 280<br />
| Donated<br />
|-<br />
|<br />
| <br />
| '''Total'''<br />
| '''$ 250.21'''<br />
|-<br />
|}<br />
<br />
=Testing Results=<br />
<br />
Bust-A-Watt has been reviewed and edited by three local middle school and high school educators, the Redwood Coast Energy Authority employee Oliver Hulland, and Humboldt State University Environmental Resources Engineering Introduction to Design instructor Lonny Grafman throughout Bust-A-Watt's creation and production. These resources helped in the creation of Bust-A-Watt's criteria, as well as in the decision process, and in testing Bust-A-Watt in local middle school classrooms. During the week of April 19th Bust-A-Watt was implemented into a middle school science class at Laurel Tree Learning Center in Arcata, and on April 26th the Blinding Heat activity was implemented into a sixth grade science class at Washington Elementary School in Eureka. The testing results showed that discussions during the introduction of Bust-A-Watt did not fill the one hour block that was intended. The testing also revealed confusing aspects of the activity instructions which helped in editting them for testing at Washignton Elementary. After implementation at Laurel Tree Learning Center the students were given a short survey to fill out in which they were asked their favorite and least favorite parts of the lesson plan as well as which parts were confusing.<br />
<br />
=Discussion and next steps= <br />
<br />
=References=</div>Logan hsuhttps://www.appropedia.org/w/index.php?title=RCEA_Bust-A-Watt&diff=125772RCEA Bust-A-Watt2010-05-07T22:56:48Z<p>Logan hsu: /* Description of Final Project */</p>
<hr />
<div>[[Image:E2logo.png|thumb|left|200px]]<br />
<br />
=Abstract=<br />
<br />
<center>''The RCEA [http://www.redwoodcoastenergyauthority.org/ Redwood Coast Energy Authority] asked the Engineering 215 Intro to Design class at Humboldt State University in Arcata, California to design educational kits. These kits provide teachers of Humboldt County the tools that are necessary to teach kindergarten through 12<sup>th</sup> grade students about '''climate change''', '''renewable resources''', or '''energy conservation'''. This webpage describes one of these projects, '''Bust-A-Watt''', which teaches fifth through eighth grade students about '''energy conservation'''.''</center><br />
<br />
[[Image:RCEAlogo.png|thumb|right|300px| '''Figure 1: RCEA logo''']]<br />
=Background and Objective=<br />
<br />
The RCEA is a Joint Powers Authority focused on implementing sustainible and renewable energy in Humboldt County. <br />
<br />
At the beginning of the Spring 2010 semester they asked the Engineering 215 class at HSU to design educational kits that teach K-12 students about these energy topics. Team '''E<sup>2</sup>''' of the Engineering 215 class was assigned to develop a kit that teaches fifth through eighth grade students about energy conservation. Over a 12 week period, Team E<sup>2</sup>; Elizabeth Gutierrez, Bryan Schmitt, and Logan Baumgartner, used the criteria they agreed upon with the RCEA to design and develop '''Bust-A-Watt'''; a five day comprehensive lesson plan that motivates and educates middle school students toward energy conservation.<br />
<br />
=Criteria=<br />
<br />
Criteria were created by team E<sup>2</sup> as a tool to structure the final design. The criteria were created in correspondence with RCEA's standards and expectations, and with input by Humboldt County teachers. In addition to creating the criteria a weight was given to each. The weight is a scale created by E<sup>2</sup> to decide the level of importance of each criteria. Table 1 shows each criteria, its weight, and a description of that criteria.<br />
{| class="wikitable"<br />
|-<br />
! Criteria<br />
! Weight<br />
! Description<br />
|-<br />
| Safety<br />
| 10<br />
| Level of avoiding risk of injury and danger to any individual<br />
|-<br />
| Durability<br />
| 10<br />
| Ability for the kit to last for atleast a one year with normal use<br />
|-<br />
| Amount of Real World Applicability<br />
| 10<br />
| Amount of information that students will gain from the kit which pretains to real world applications <br />
|-<br />
| Cost<br />
| 9<br />
| Amount of money spent on the kit from E<sup>2</sup> and RCEA<br />
|-<br />
| Level of Engagement<br />
| 8<br />
| Kit's ability to create student interaction during implementation<br />
|-<br />
| Compliance with Educational Standards<br />
| 8<br />
| How many California State Math and Science Standards the kit contains<br />
|-<br />
| Ease of Use<br />
| 7<br />
| Amount of effort needed by teachers to implement kit into the classroom and by RCEA to maintain at their office<br />
|-<br />
| Transportability<br />
| 6<br />
| Ability for the kit to be transported from RCEA to the classroom without damage to insturments<br />
|-<br />
|}<br />
<br />
=Description of Final Project =<br />
<br />
Bust-A-Watt educates middle school students about energy conservation through hands on activities, interactive discussions, home assessment assignments, and a reflective art assignment. Bust-A-Watt is a weeklong energy conservation unit, broken up into five one hour class periods, or individual daily activities. Three of the days consist of class discussions and two days consist of experimental activities.<br />
<br />
===Day 1: Introduction=== <br />
*Energy Conservation unit Introduction<br />
*<br />
*Discussion: Energy measurement and properties.<br />
*Home Checklist introduced- Students assess their own homes by completing a home checklist in which they consider the amount of appliances in their home and their amount of use.<br />
<br />
===Day 2: Blinding Heat=== <br />
[[Image:Dock1.jpg|thumb|right|300px|'''Figure 2: Blinding Heat docking station.''']]<br />
*Blinding Heat activity demonstrates to students what heat transfer and the Law of the Conservation of Energy are by using a hands-on activity.<br />
*Students compare the wattage and temperature of a CFL and incandescent bulb over time.<br />
<br />
===Day 3: Appliance Energy Reading=== <br />
Appliance Energy Reading Activity<br />
demonstrate to students the amount of energy used by appliances while on and off.<br />
<br />
<br />
===Day 4: Blinding Heat Discussion=== <br />
Lighting Discussion<br />
Students calculate with teacher how much energy and money can be saved if the class switches their incandescent bulbs to CFL bulbs.<br />
<br />
<br />
===Day 5: Reflection=== <br />
Unit Conclusion<br />
Students reflect upon the unit by creating a poster displaying something they learned during the week.<br />
<br />
=Costs=<br />
<br />
[[Image:Design Cost.png|thumb|right|360px|'''Figure 2. Design hour cost.''']]<br />
{| class="wikitable"<br />
|-<br />
! Item<br />
! Unit Cost<br />
! Quantity<br />
! Item Cost<br />
|-<br />
| Plug-To-Socket Adaptor Brown<br />
| $ 1.75<br />
| 12<br />
| $ 21.00<br />
|-<br />
| Plug-To-Socket Adaptor Ivory<br />
| 1.89<br />
| 4<br />
| 7.56<br />
|-<br />
| Ace Extension Cord 6ft<br />
| 1.99<br />
| 14<br />
| 27.86<br />
|-<br />
| Ace Extension Cord 10ft<br />
| 4.49<br />
| 7<br />
| 31.43<br />
|-<br />
| Ace 6 Outlet Power Center<br />
| 4.79<br />
| 1<br />
| 4.79<br />
|-<br />
| 4"x4"x8' Fir Lumber Board<br />
| 9.01<br />
| 1<br />
| 9.01<br />
|-<br />
| Kill-A-Watt Meter<br />
| 17.89<br />
| 7<br />
| 125.23<br />
|-<br />
| Therometer<br />
| 1.90<br />
| 7<br />
| 13.33<br />
|-<br />
| CFL Light Bulb<br />
| 1.25<br />
| 8<br />
| 10.00<br />
|-<br />
| Incandescent Light Bulb<br />
| 1.50<br />
| 7<br />
| Donated<br />
|-<br />
| USB Drive<br />
| 8.00<br />
| 1<br />
| Donated<br />
|-<br />
| Paper<br />
| 0.01<br />
| 280<br />
| Donated<br />
|-<br />
|<br />
| <br />
| '''Total'''<br />
| '''$ 250.21'''<br />
|-<br />
|}<br />
<br />
=Testing Results=<br />
<br />
Bust-A-Watt has been reviewed and edited by three local middle school and high school educators, the Redwood Coast Energy Authority employee Oliver Hulland, and Humboldt State University Environmental Resources Engineering Introduction to Design instructor Lonny Grafman throughout Bust-A-Watt's creation and production. These resources helped in the creation of Bust-A-Watt's criteria, as well as in the decision process, and in testing Bust-A-Watt in local middle school classrooms. During the week of April 19th Bust-A-Watt was implemented into a middle school science class at Laurel Tree Learning Center in Arcata, and on April 26th the Blinding Heat activity was implemented into a sixth grade science class at Washington Elementary School in Eureka. The testing results showed that discussions during the introduction of Bust-A-Watt did not fill the one hour block that was intended. The testing also revealed confusing aspects of the activity instructions which helped in editting them for testing at Washignton Elementary. After implementation at Laurel Tree Learning Center the students were given a short survey to fill out in which they were asked their favorite and least favorite parts of the lesson plan as well as which parts were confusing.<br />
<br />
=Discussion and next steps= <br />
<br />
=References=</div>Logan hsuhttps://www.appropedia.org/w/index.php?title=RCEA_Bust-A-Watt&diff=123912RCEA Bust-A-Watt2010-05-05T03:40:40Z<p>Logan hsu: /* Costs */</p>
<hr />
<div>[[Image:E2logo.png|thumb|left|200px]]<br />
[[Image:RCEAlogo.png|thumb|right|300px]]<br />
<br />
=Abstract=<br />
<br />
<center>''The RCEA [http://www.redwoodcoastenergyauthority.org/ Redwood Coast Energy Authority] asked the Engineering 215 Intro to Design class at Humboldt State University in Arcata, California to design educational kits. These kits provide teachers of Humboldt County the tools that are necessary to teach kindergarten through 12<sup>th</sup> grade students about '''climate change''', '''renewable resources''' , or '''energy conservation'''. This webpage describes one of these projects, '''Bust-A-Watt''', which teaches fifth through eighth grade students about '''energy conservation'''.''</center><br />
<br />
=Background and Objective=<br />
<br />
The RCEA is a Joint Powers Authority focused on implementing sustainible and renewable energy in Humboldt County. <br />
<br />
At the beginning of the Spring 2010 semester they asked the Engineering 215 class at HSU to design educational kits that teach K-12 students about these energy topics. Team '''E<sup>2</sup>''' of the Engineering 215 class was assigned to develop a kit that teaches fifth through eighth grade students about energy conservation. Over a 12 week period, Team E<sup>2</sup>; Elizabeth Gutierrez, Bryan Schmitt, and Logan Baumgartner, used the criteria they agreed upon with the RCEA to design and develop '''Bust-A-Watt'''; a five day comprehensive lesson plan that motivates and educates middle school students toward energy conservation.<br />
<br />
=Criteria=<br />
<br />
Criteria were created by team E<sup>2</sup> as a tool to structure the final design. The criteria were created in correspondence with RCEA's standards and expectations, and with input by Humboldt County teachers. In addition to creating the criteria a weight was given to each. The weight is a scale created by E<sup>2</sup> to decide the level of importance of each criteria. Table 1 shows each criteria, its weight, and a description of that criteria.<br />
{| class="wikitable"<br />
|-<br />
! Criteria<br />
! Weight<br />
! Description<br />
|-<br />
| Safety<br />
| 10<br />
| Level of avoiding risk of injury and danger to any individual<br />
|-<br />
| Durability<br />
| 10<br />
| Ability for the kit to last for atleast a one year with normal use<br />
|-<br />
| Amount of Real World Applicability<br />
| 10<br />
| Amount of information that students will gain from the kit which pretains to real world applications <br />
|-<br />
| Cost<br />
| 9<br />
| Amount of money spent on the kit from E<sup>2</sup> and RCEA<br />
|-<br />
| Level of Engagement<br />
| 8<br />
| Kit's ability to create student interaction during implementation<br />
|-<br />
| Compliance with Educational Standards<br />
| 8<br />
| How many California State Math and Science Standards the kit contains<br />
|-<br />
| Ease of Use<br />
| 7<br />
| Amount of effort needed by teachers to implement kit into the classroom and by RCEA to maintain at their office<br />
|-<br />
| Transportability<br />
| 6<br />
| Ability for the kit to be transported from RCEA to the classroom without damage to insturments<br />
|-<br />
|}<br />
<br />
=Description of final project =<br />
<br />
Bust-A-Watt educates middle school students about energy conservation through hands on activities, interactive discussions, home assessment assignments, and a reflective art assignment. Bust-A-Watt is a weeklong energy conservation unit, broken up into five one hour class periods, or individual daily activities. Three of the days consist of class discussions and two days consist of experimental activities.<br />
<br />
===Day 1=== <br />
Introduction to Energy Unit<br />
*Discussion: Energy measurement and properties.<br />
*Home Checklist introduced- Students assess their own homes by completing a home checklist in which they consider the amount of appliances in their home and their amount of use.<br />
<br />
===Day 2=== <br />
[[Image:Dock1.jpg|thumb|right|300px|'''Figure 1. Blinding Heat docking station.''']]<br />
Blinding Heat Activity<br />
Students compare the wattage and temperature of a CFL and incandescent bulb.<br />
<br />
===Day 3=== <br />
Appliance Energy Reading Activity<br />
Students measure the wattage of appliances common house hold appliances using a Kill-A-Watt meter when the appliances are on and off.<br />
<br />
<br />
===Day 4=== <br />
Lighting Discussion<br />
Students calculate with teacher how much energy and money can be saved if the class switches their incandescent bulbs to CFL bulbs.<br />
<br />
<br />
===Day 5=== <br />
Unit Conclusion<br />
Students reflect upon the unit by creating a poster displaying something they learned during the week.<br />
<br />
=Costs=<br />
<br />
[[Image:Design Cost.png|thumb|right|360px|'''Figure 2. Design hour cost.''']]<br />
{| class="wikitable"<br />
|-<br />
! Item<br />
! Unit Cost<br />
! Quantity<br />
! Item Cost<br />
|-<br />
| Plug-To-Socket Adaptor Brown<br />
| $ 1.75<br />
| 12<br />
| $ 21.00<br />
|-<br />
| Plug-To-Socket Adaptor Ivory<br />
| 1.89<br />
| 4<br />
| 7.56<br />
|-<br />
| Ace Extension Cord 6ft<br />
| 1.99<br />
| 14<br />
| 27.86<br />
|-<br />
| Ace Extension Cord 10ft<br />
| 4.49<br />
| 7<br />
| 31.43<br />
|-<br />
| Ace 6 Outlet Power Center<br />
| 4.79<br />
| 1<br />
| 4.79<br />
|-<br />
| 4"x4"x8' Fir Lumber Board<br />
| 9.01<br />
| 1<br />
| 9.01<br />
|-<br />
| Kill-A-Watt Meter<br />
| 17.89<br />
| 7<br />
| 125.23<br />
|-<br />
| Therometer<br />
| 1.90<br />
| 7<br />
| 13.33<br />
|-<br />
| CFL Light Bulb<br />
| 1.25<br />
| 8<br />
| 10.00<br />
|-<br />
| Incandescent Light Bulb<br />
| 1.50<br />
| 7<br />
| Donated<br />
|-<br />
| USB Drive<br />
| 8.00<br />
| 1<br />
| Donated<br />
|-<br />
| Paper<br />
| 0.01<br />
| 280<br />
| Donated<br />
|-<br />
|<br />
| <br />
| '''Total'''<br />
| '''$ 250.21'''<br />
|-<br />
|}<br />
<br />
=Testing Results=<br />
<br />
Bust-A-Watt has been reviewed and edited by three local middle school and high school educators, the Redwood Coast Energy Authority employee Oliver Hulland, and Humboldt State University Environmental Resources Engineering Introduction to Design instructor Lonny Grafman throughout Bust-A-Watt's creation and production. These resources helped in the creation of Bust-A-Watt's criteria, as well as in the decision process, and in testing Bust-A-Watt in local middle school classrooms. During the week of April 19th Bust-A-Watt was implemented into a middle school science class at Laurel Tree Learning Center in Arcata, and on April 26th the Blinding Heat activity was implemented into a sixth grade science class at Washington Elementary School in Eureka. The testing results showed that discussions during the introduction of Bust-A-Watt did not fill the one hour block that was intended. The testing also revealed confusing aspects of the activity instructions which helped in editting them for testing at Washignton Elementary. After implementation at Laurel Tree Learning Center the students were given a short survey to fill out in which they were asked their favorite and least favorite parts of the lesson plan as well as which parts were confusing.<br />
<br />
=Discussion and next steps= <br />
<br />
=References=</div>Logan hsuhttps://www.appropedia.org/w/index.php?title=RCEA_Bust-A-Watt&diff=123911RCEA Bust-A-Watt2010-05-05T03:39:55Z<p>Logan hsu: /* Costs */</p>
<hr />
<div>[[Image:E2logo.png|thumb|left|200px]]<br />
[[Image:RCEAlogo.png|thumb|right|300px]]<br />
<br />
=Abstract=<br />
<br />
<center>''The RCEA [http://www.redwoodcoastenergyauthority.org/ Redwood Coast Energy Authority] asked the Engineering 215 Intro to Design class at Humboldt State University in Arcata, California to design educational kits. These kits provide teachers of Humboldt County the tools that are necessary to teach kindergarten through 12<sup>th</sup> grade students about '''climate change''', '''renewable resources''' , or '''energy conservation'''. This webpage describes one of these projects, '''Bust-A-Watt''', which teaches fifth through eighth grade students about '''energy conservation'''.''</center><br />
<br />
=Background and Objective=<br />
<br />
The RCEA is a Joint Powers Authority focused on implementing sustainible and renewable energy in Humboldt County. <br />
<br />
At the beginning of the Spring 2010 semester they asked the Engineering 215 class at HSU to design educational kits that teach K-12 students about these energy topics. Team '''E<sup>2</sup>''' of the Engineering 215 class was assigned to develop a kit that teaches fifth through eighth grade students about energy conservation. Over a 12 week period, Team E<sup>2</sup>; Elizabeth Gutierrez, Bryan Schmitt, and Logan Baumgartner, used the criteria they agreed upon with the RCEA to design and develop '''Bust-A-Watt'''; a five day comprehensive lesson plan that motivates and educates middle school students toward energy conservation.<br />
<br />
=Criteria=<br />
<br />
Criteria were created by team E<sup>2</sup> as a tool to structure the final design. The criteria were created in correspondence with RCEA's standards and expectations, and with input by Humboldt County teachers. In addition to creating the criteria a weight was given to each. The weight is a scale created by E<sup>2</sup> to decide the level of importance of each criteria. Table 1 shows each criteria, its weight, and a description of that criteria.<br />
{| class="wikitable"<br />
|-<br />
! Criteria<br />
! Weight<br />
! Description<br />
|-<br />
| Safety<br />
| 10<br />
| Level of avoiding risk of injury and danger to any individual<br />
|-<br />
| Durability<br />
| 10<br />
| Ability for the kit to last for atleast a one year with normal use<br />
|-<br />
| Amount of Real World Applicability<br />
| 10<br />
| Amount of information that students will gain from the kit which pretains to real world applications <br />
|-<br />
| Cost<br />
| 9<br />
| Amount of money spent on the kit from E<sup>2</sup> and RCEA<br />
|-<br />
| Level of Engagement<br />
| 8<br />
| Kit's ability to create student interaction during implementation<br />
|-<br />
| Compliance with Educational Standards<br />
| 8<br />
| How many California State Math and Science Standards the kit contains<br />
|-<br />
| Ease of Use<br />
| 7<br />
| Amount of effort needed by teachers to implement kit into the classroom and by RCEA to maintain at their office<br />
|-<br />
| Transportability<br />
| 6<br />
| Ability for the kit to be transported from RCEA to the classroom without damage to insturments<br />
|-<br />
|}<br />
<br />
=Description of final project =<br />
<br />
Bust-A-Watt educates middle school students about energy conservation through hands on activities, interactive discussions, home assessment assignments, and a reflective art assignment. Bust-A-Watt is a weeklong energy conservation unit, broken up into five one hour class periods, or individual daily activities. Three of the days consist of class discussions and two days consist of experimental activities.<br />
<br />
===Day 1=== <br />
Introduction to Energy Unit<br />
*Discussion: Energy measurement and properties.<br />
*Home Checklist introduced- Students assess their own homes by completing a home checklist in which they consider the amount of appliances in their home and their amount of use.<br />
<br />
===Day 2=== <br />
[[Image:Dock1.jpg|thumb|right|300px|'''Figure 1. Blinding Heat docking station.''']]<br />
Blinding Heat Activity<br />
Students compare the wattage and temperature of a CFL and incandescent bulb.<br />
<br />
===Day 3=== <br />
Appliance Energy Reading Activity<br />
Students measure the wattage of appliances common house hold appliances using a Kill-A-Watt meter when the appliances are on and off.<br />
<br />
<br />
===Day 4=== <br />
Lighting Discussion<br />
Students calculate with teacher how much energy and money can be saved if the class switches their incandescent bulbs to CFL bulbs.<br />
<br />
<br />
===Day 5=== <br />
Unit Conclusion<br />
Students reflect upon the unit by creating a poster displaying something they learned during the week.<br />
<br />
=Costs=<br />
<br />
[[Image:Design Cost.png|thumb|right|400px|'''Figure 2. Design hour cost.''']]<br />
{| class="wikitable"<br />
|-<br />
! Item<br />
! Unit Cost<br />
! Quantity<br />
! Item Cost<br />
|-<br />
| Plug-To-Socket Adaptor Brown<br />
| $ 1.75<br />
| 12<br />
| $ 21.00<br />
|-<br />
| Plug-To-Socket Adaptor Ivory<br />
| 1.89<br />
| 4<br />
| 7.56<br />
|-<br />
| Ace Extension Cord 6ft<br />
| 1.99<br />
| 14<br />
| 27.86<br />
|-<br />
| Ace Extension Cord 10ft<br />
| 4.49<br />
| 7<br />
| 31.43<br />
|-<br />
| Ace 6 Outlet Power Center<br />
| 4.79<br />
| 1<br />
| 4.79<br />
|-<br />
| 4"x4"x8' Fir Lumber Board<br />
| 9.01<br />
| 1<br />
| 9.01<br />
|-<br />
| Kill-A-Watt Meter<br />
| 17.89<br />
| 7<br />
| 125.23<br />
|-<br />
| Therometer<br />
| 1.90<br />
| 7<br />
| 13.33<br />
|-<br />
| CFL Light Bulb<br />
| 1.25<br />
| 8<br />
| 10.00<br />
|-<br />
| Incandescent Light Bulb<br />
| 1.50<br />
| 7<br />
| Donated<br />
|-<br />
| USB Drive<br />
| 8.00<br />
| 1<br />
| Donated<br />
|-<br />
| Paper<br />
| 0.01<br />
| 280<br />
| Donated<br />
|-<br />
|<br />
| <br />
| '''Total'''<br />
| '''$ 250.21'''<br />
|-<br />
|}<br />
<br />
=Testing Results=<br />
<br />
Bust-A-Watt has been reviewed and edited by three local middle school and high school educators, the Redwood Coast Energy Authority employee Oliver Hulland, and Humboldt State University Environmental Resources Engineering Introduction to Design instructor Lonny Grafman throughout Bust-A-Watt's creation and production. These resources helped in the creation of Bust-A-Watt's criteria, as well as in the decision process, and in testing Bust-A-Watt in local middle school classrooms. During the week of April 19th Bust-A-Watt was implemented into a middle school science class at Laurel Tree Learning Center in Arcata, and on April 26th the Blinding Heat activity was implemented into a sixth grade science class at Washington Elementary School in Eureka. The testing results showed that discussions during the introduction of Bust-A-Watt did not fill the one hour block that was intended. The testing also revealed confusing aspects of the activity instructions which helped in editting them for testing at Washignton Elementary. After implementation at Laurel Tree Learning Center the students were given a short survey to fill out in which they were asked their favorite and least favorite parts of the lesson plan as well as which parts were confusing.<br />
<br />
=Discussion and next steps= <br />
<br />
=References=</div>Logan hsuhttps://www.appropedia.org/w/index.php?title=RCEA_Bust-A-Watt&diff=123910RCEA Bust-A-Watt2010-05-05T03:39:40Z<p>Logan hsu: </p>
<hr />
<div>[[Image:E2logo.png|thumb|left|200px]]<br />
[[Image:RCEAlogo.png|thumb|right|300px]]<br />
<br />
=Abstract=<br />
<br />
<center>''The RCEA [http://www.redwoodcoastenergyauthority.org/ Redwood Coast Energy Authority] asked the Engineering 215 Intro to Design class at Humboldt State University in Arcata, California to design educational kits. These kits provide teachers of Humboldt County the tools that are necessary to teach kindergarten through 12<sup>th</sup> grade students about '''climate change''', '''renewable resources''' , or '''energy conservation'''. This webpage describes one of these projects, '''Bust-A-Watt''', which teaches fifth through eighth grade students about '''energy conservation'''.''</center><br />
<br />
=Background and Objective=<br />
<br />
The RCEA is a Joint Powers Authority focused on implementing sustainible and renewable energy in Humboldt County. <br />
<br />
At the beginning of the Spring 2010 semester they asked the Engineering 215 class at HSU to design educational kits that teach K-12 students about these energy topics. Team '''E<sup>2</sup>''' of the Engineering 215 class was assigned to develop a kit that teaches fifth through eighth grade students about energy conservation. Over a 12 week period, Team E<sup>2</sup>; Elizabeth Gutierrez, Bryan Schmitt, and Logan Baumgartner, used the criteria they agreed upon with the RCEA to design and develop '''Bust-A-Watt'''; a five day comprehensive lesson plan that motivates and educates middle school students toward energy conservation.<br />
<br />
=Criteria=<br />
<br />
Criteria were created by team E<sup>2</sup> as a tool to structure the final design. The criteria were created in correspondence with RCEA's standards and expectations, and with input by Humboldt County teachers. In addition to creating the criteria a weight was given to each. The weight is a scale created by E<sup>2</sup> to decide the level of importance of each criteria. Table 1 shows each criteria, its weight, and a description of that criteria.<br />
{| class="wikitable"<br />
|-<br />
! Criteria<br />
! Weight<br />
! Description<br />
|-<br />
| Safety<br />
| 10<br />
| Level of avoiding risk of injury and danger to any individual<br />
|-<br />
| Durability<br />
| 10<br />
| Ability for the kit to last for atleast a one year with normal use<br />
|-<br />
| Amount of Real World Applicability<br />
| 10<br />
| Amount of information that students will gain from the kit which pretains to real world applications <br />
|-<br />
| Cost<br />
| 9<br />
| Amount of money spent on the kit from E<sup>2</sup> and RCEA<br />
|-<br />
| Level of Engagement<br />
| 8<br />
| Kit's ability to create student interaction during implementation<br />
|-<br />
| Compliance with Educational Standards<br />
| 8<br />
| How many California State Math and Science Standards the kit contains<br />
|-<br />
| Ease of Use<br />
| 7<br />
| Amount of effort needed by teachers to implement kit into the classroom and by RCEA to maintain at their office<br />
|-<br />
| Transportability<br />
| 6<br />
| Ability for the kit to be transported from RCEA to the classroom without damage to insturments<br />
|-<br />
|}<br />
<br />
=Description of final project =<br />
<br />
Bust-A-Watt educates middle school students about energy conservation through hands on activities, interactive discussions, home assessment assignments, and a reflective art assignment. Bust-A-Watt is a weeklong energy conservation unit, broken up into five one hour class periods, or individual daily activities. Three of the days consist of class discussions and two days consist of experimental activities.<br />
<br />
===Day 1=== <br />
Introduction to Energy Unit<br />
*Discussion: Energy measurement and properties.<br />
*Home Checklist introduced- Students assess their own homes by completing a home checklist in which they consider the amount of appliances in their home and their amount of use.<br />
<br />
===Day 2=== <br />
[[Image:Dock1.jpg|thumb|right|300px|'''Figure 1. Blinding Heat docking station.''']]<br />
Blinding Heat Activity<br />
Students compare the wattage and temperature of a CFL and incandescent bulb.<br />
<br />
===Day 3=== <br />
Appliance Energy Reading Activity<br />
Students measure the wattage of appliances common house hold appliances using a Kill-A-Watt meter when the appliances are on and off.<br />
<br />
<br />
===Day 4=== <br />
Lighting Discussion<br />
Students calculate with teacher how much energy and money can be saved if the class switches their incandescent bulbs to CFL bulbs.<br />
<br />
<br />
===Day 5=== <br />
Unit Conclusion<br />
Students reflect upon the unit by creating a poster displaying something they learned during the week.<br />
<br />
=Costs=<br />
<br />
[[Image:DesignCostPieChart.png|thumb|right|400px|'''Figure 2. Design hour cost.''']]<br />
{| class="wikitable"<br />
|-<br />
! Item<br />
! Unit Cost<br />
! Quantity<br />
! Item Cost<br />
|-<br />
| Plug-To-Socket Adaptor Brown<br />
| $ 1.75<br />
| 12<br />
| $ 21.00<br />
|-<br />
| Plug-To-Socket Adaptor Ivory<br />
| 1.89<br />
| 4<br />
| 7.56<br />
|-<br />
| Ace Extension Cord 6ft<br />
| 1.99<br />
| 14<br />
| 27.86<br />
|-<br />
| Ace Extension Cord 10ft<br />
| 4.49<br />
| 7<br />
| 31.43<br />
|-<br />
| Ace 6 Outlet Power Center<br />
| 4.79<br />
| 1<br />
| 4.79<br />
|-<br />
| 4"x4"x8' Fir Lumber Board<br />
| 9.01<br />
| 1<br />
| 9.01<br />
|-<br />
| Kill-A-Watt Meter<br />
| 17.89<br />
| 7<br />
| 125.23<br />
|-<br />
| Therometer<br />
| 1.90<br />
| 7<br />
| 13.33<br />
|-<br />
| CFL Light Bulb<br />
| 1.25<br />
| 8<br />
| 10.00<br />
|-<br />
| Incandescent Light Bulb<br />
| 1.50<br />
| 7<br />
| Donated<br />
|-<br />
| USB Drive<br />
| 8.00<br />
| 1<br />
| Donated<br />
|-<br />
| Paper<br />
| 0.01<br />
| 280<br />
| Donated<br />
|-<br />
|<br />
| <br />
| '''Total'''<br />
| '''$ 250.21'''<br />
|-<br />
|}<br />
<br />
=Testing Results=<br />
<br />
Bust-A-Watt has been reviewed and edited by three local middle school and high school educators, the Redwood Coast Energy Authority employee Oliver Hulland, and Humboldt State University Environmental Resources Engineering Introduction to Design instructor Lonny Grafman throughout Bust-A-Watt's creation and production. These resources helped in the creation of Bust-A-Watt's criteria, as well as in the decision process, and in testing Bust-A-Watt in local middle school classrooms. During the week of April 19th Bust-A-Watt was implemented into a middle school science class at Laurel Tree Learning Center in Arcata, and on April 26th the Blinding Heat activity was implemented into a sixth grade science class at Washington Elementary School in Eureka. The testing results showed that discussions during the introduction of Bust-A-Watt did not fill the one hour block that was intended. The testing also revealed confusing aspects of the activity instructions which helped in editting them for testing at Washignton Elementary. After implementation at Laurel Tree Learning Center the students were given a short survey to fill out in which they were asked their favorite and least favorite parts of the lesson plan as well as which parts were confusing.<br />
<br />
=Discussion and next steps= <br />
<br />
=References=</div>Logan hsuhttps://www.appropedia.org/w/index.php?title=File:Design_Cost.png&diff=123909File:Design Cost.png2010-05-05T03:38:30Z<p>Logan hsu: </p>
<hr />
<div></div>Logan hsuhttps://www.appropedia.org/w/index.php?title=RCEA_Bust-A-Watt&diff=123908RCEA Bust-A-Watt2010-05-05T03:37:17Z<p>Logan hsu: /* Costs */</p>
<hr />
<div>[[Image:E2logo.png|thumb|left|200px]]<br />
[[Image:RCEAlogo.png|thumb|right|300px]]<br />
<br />
=Abstract=<br />
<br />
<center>''The RCEA [http://www.redwoodcoastenergyauthority.org/ Redwood Coast Energy Authority] asked the Engineering 215 Intro to Design class at Humboldt State University in Arcata, California to design educational kits. These kits provide teachers of Humboldt County the tools that are necessary to teach kindergarten through 12<sup>th</sup> grade students about '''climate change''', '''renewable resources''' , or '''energy conservation'''. This webpage describes one of these projects, '''Bust-A-Watt''', which teaches fifth through eighth grade students about '''energy conservation'''.''</center><br />
<br />
=Background and Objective=<br />
<br />
The RCEA is a Joint Powers Authority focused on implementing sustainible and renewable energy in Humboldt County. <br />
<br />
At the beginning of the Spring 2010 semester they asked the Engineering 215 class at HSU to design educational kits that teach K-12 students about these energy topics. Team '''E<sup>2</sup>''' of the Engineering 215 class was assigned to develop a kit that teaches fifth through eighth grade students about energy conservation. Over a 12 week period, Team E<sup>2</sup>; Elizabeth Gutierrez, Bryan Schmitt, and Logan Baumgartner, used the criteria they agreed upon with the RCEA to design and develop '''Bust-A-Watt'''; a five day comprehensive lesson plan that motivates and educates middle school students toward energy conservation.<br />
<br />
=Criteria=<br />
<br />
Criteria were created by team E<sup>2</sup> as a tool to structure the final design. The criteria were created in correspondence with RCEA's standards and expectations, and with input by Humboldt County teachers. In addition to creating the criteria a weight was given to each. The weight is a scale created by E<sup>2</sup> to decide the level of importance of each criteria. Table 1 shows each criteria, its weight, and a description of that criteria.<br />
{| class="wikitable"<br />
|-<br />
! Criteria<br />
! Weight<br />
! Description<br />
|-<br />
| Safety<br />
| 10<br />
| Level of avoiding risk of injury and danger to any individual<br />
|-<br />
| Durability<br />
| 10<br />
| Ability for the kit to last for atleast a one year with normal use<br />
|-<br />
| Amount of Real World Applicability<br />
| 10<br />
| Amount of information that students will gain from the kit which pretains to real world applications <br />
|-<br />
| Cost<br />
| 9<br />
| Amount of money spent on the kit from E<sup>2</sup> and RCEA<br />
|-<br />
| Level of Engagement<br />
| 8<br />
| Kit's ability to create student interaction during implementation<br />
|-<br />
| Compliance with Educational Standards<br />
| 8<br />
| How many California State Math and Science Standards the kit contains<br />
|-<br />
| Ease of Use<br />
| 7<br />
| Amount of effort needed by teachers to implement kit into the classroom and by RCEA to maintain at their office<br />
|-<br />
| Transportability<br />
| 6<br />
| Ability for the kit to be transported from RCEA to the classroom without damage to insturments<br />
|-<br />
|}<br />
<br />
=Description of final project =<br />
<br />
Bust-A-Watt educates middle school students about energy conservation through hands on activities, interactive discussions, home assessment assignments, and a reflective art assignment. Bust-A-Watt is a weeklong energy conservation unit, broken up into five one hour class periods, or individual daily activities. Three of the days consist of class discussions and two days consist of experimental activities.<br />
<br />
===Day 1=== <br />
Introduction to Energy Unit<br />
*Discussion: Energy measurement and properties.<br />
*Home Checklist introduced- Students assess their own homes by completing a home checklist in which they consider the amount of appliances in their home and their amount of use.<br />
<br />
===Day 2=== <br />
[[Image:Dock1.jpg|thumb|right|300px|'''Figure 1. Blinding Heat docking station.''']]<br />
Blinding Heat Activity<br />
Students compare the wattage and temperature of a CFL and incandescent bulb.<br />
<br />
===Day 3=== <br />
Appliance Energy Reading Activity<br />
Students measure the wattage of appliances common house hold appliances using a Kill-A-Watt meter when the appliances are on and off.<br />
<br />
<br />
===Day 4=== <br />
Lighting Discussion<br />
Students calculate with teacher how much energy and money can be saved if the class switches their incandescent bulbs to CFL bulbs.<br />
<br />
<br />
===Day 5=== <br />
Unit Conclusion<br />
Students reflect upon the unit by creating a poster displaying something they learned during the week.<br />
<br />
=Costs=<br />
<br />
[[Image:Design Cost.png|thumb|right|400px|'''Figure 2. Design hour cost.''']]<br />
{| class="wikitable"<br />
|-<br />
! Item<br />
! Unit Cost<br />
! Quantity<br />
! Item Cost<br />
|-<br />
| Plug-To-Socket Adaptor Brown<br />
| $ 1.75<br />
| 12<br />
| $ 21.00<br />
|-<br />
| Plug-To-Socket Adaptor Ivory<br />
| 1.89<br />
| 4<br />
| 7.56<br />
|-<br />
| Ace Extension Cord 6ft<br />
| 1.99<br />
| 14<br />
| 27.86<br />
|-<br />
| Ace Extension Cord 10ft<br />
| 4.49<br />
| 7<br />
| 31.43<br />
|-<br />
| Ace 6 Outlet Power Center<br />
| 4.79<br />
| 1<br />
| 4.79<br />
|-<br />
| 4"x4"x8' Fir Lumber Board<br />
| 9.01<br />
| 1<br />
| 9.01<br />
|-<br />
| Kill-A-Watt Meter<br />
| 17.89<br />
| 7<br />
| 125.23<br />
|-<br />
| Therometer<br />
| 1.90<br />
| 7<br />
| 13.33<br />
|-<br />
| CFL Light Bulb<br />
| 1.25<br />
| 8<br />
| 10.00<br />
|-<br />
| Incandescent Light Bulb<br />
| 1.50<br />
| 7<br />
| Donated<br />
|-<br />
| USB Drive<br />
| 8.00<br />
| 1<br />
| Donated<br />
|-<br />
| Paper<br />
| 0.01<br />
| 280<br />
| Donated<br />
|-<br />
|<br />
| <br />
| '''Total'''<br />
| '''$ 250.21'''<br />
|-<br />
|}<br />
<br />
=Testing Results=<br />
<br />
Bust-A-Watt has been reviewed and edited by three local middle school and high school educators, the Redwood Coast Energy Authority employee Oliver Hulland, and Humboldt State University Environmental Resources Engineering Introduction to Design instructor Lonny Grafman throughout Bust-A-Watt's creation and production. These resources helped in the creation of Bust-A-Watt's criteria, as well as in the decision process, and in testing Bust-A-Watt in local middle school classrooms. During the week of April 19th Bust-A-Watt was implemented into a middle school science class at Laurel Tree Learning Center in Arcata, and on April 26th the Blinding Heat activity was implemented into a sixth grade science class at Washington Elementary School in Eureka. The testing results showed that discussions during the introduction of Bust-A-Watt did not fill the one hour block that was intended. The testing also revealed confusing aspects of the activity instructions which helped in editting them for testing at Washignton Elementary. After implementation at Laurel Tree Learning Center the students were given a short survey to fill out in which they were asked their favorite and least favorite parts of the lesson plan as well as which parts were confusing.<br />
<br />
=Discussion and next steps= <br />
<br />
=References=</div>Logan hsuhttps://www.appropedia.org/w/index.php?title=RCEA_Bust-A-Watt&diff=123907RCEA Bust-A-Watt2010-05-05T03:36:06Z<p>Logan hsu: /* Costs */</p>
<hr />
<div>[[Image:E2logo.png|thumb|left|200px]]<br />
[[Image:RCEAlogo.png|thumb|right|300px]]<br />
<br />
=Abstract=<br />
<br />
<center>''The RCEA [http://www.redwoodcoastenergyauthority.org/ Redwood Coast Energy Authority] asked the Engineering 215 Intro to Design class at Humboldt State University in Arcata, California to design educational kits. These kits provide teachers of Humboldt County the tools that are necessary to teach kindergarten through 12<sup>th</sup> grade students about '''climate change''', '''renewable resources''' , or '''energy conservation'''. This webpage describes one of these projects, '''Bust-A-Watt''', which teaches fifth through eighth grade students about '''energy conservation'''.''</center><br />
<br />
=Background and Objective=<br />
<br />
The RCEA is a Joint Powers Authority focused on implementing sustainible and renewable energy in Humboldt County. <br />
<br />
At the beginning of the Spring 2010 semester they asked the Engineering 215 class at HSU to design educational kits that teach K-12 students about these energy topics. Team '''E<sup>2</sup>''' of the Engineering 215 class was assigned to develop a kit that teaches fifth through eighth grade students about energy conservation. Over a 12 week period, Team E<sup>2</sup>; Elizabeth Gutierrez, Bryan Schmitt, and Logan Baumgartner, used the criteria they agreed upon with the RCEA to design and develop '''Bust-A-Watt'''; a five day comprehensive lesson plan that motivates and educates middle school students toward energy conservation.<br />
<br />
=Criteria=<br />
<br />
Criteria were created by team E<sup>2</sup> as a tool to structure the final design. The criteria were created in correspondence with RCEA's standards and expectations, and with input by Humboldt County teachers. In addition to creating the criteria a weight was given to each. The weight is a scale created by E<sup>2</sup> to decide the level of importance of each criteria. Table 1 shows each criteria, its weight, and a description of that criteria.<br />
{| class="wikitable"<br />
|-<br />
! Criteria<br />
! Weight<br />
! Description<br />
|-<br />
| Safety<br />
| 10<br />
| Level of avoiding risk of injury and danger to any individual<br />
|-<br />
| Durability<br />
| 10<br />
| Ability for the kit to last for atleast a one year with normal use<br />
|-<br />
| Amount of Real World Applicability<br />
| 10<br />
| Amount of information that students will gain from the kit which pretains to real world applications <br />
|-<br />
| Cost<br />
| 9<br />
| Amount of money spent on the kit from E<sup>2</sup> and RCEA<br />
|-<br />
| Level of Engagement<br />
| 8<br />
| Kit's ability to create student interaction during implementation<br />
|-<br />
| Compliance with Educational Standards<br />
| 8<br />
| How many California State Math and Science Standards the kit contains<br />
|-<br />
| Ease of Use<br />
| 7<br />
| Amount of effort needed by teachers to implement kit into the classroom and by RCEA to maintain at their office<br />
|-<br />
| Transportability<br />
| 6<br />
| Ability for the kit to be transported from RCEA to the classroom without damage to insturments<br />
|-<br />
|}<br />
<br />
=Description of final project =<br />
<br />
Bust-A-Watt educates middle school students about energy conservation through hands on activities, interactive discussions, home assessment assignments, and a reflective art assignment. Bust-A-Watt is a weeklong energy conservation unit, broken up into five one hour class periods, or individual daily activities. Three of the days consist of class discussions and two days consist of experimental activities.<br />
<br />
===Day 1=== <br />
Introduction to Energy Unit<br />
*Discussion: Energy measurement and properties.<br />
*Home Checklist introduced- Students assess their own homes by completing a home checklist in which they consider the amount of appliances in their home and their amount of use.<br />
<br />
===Day 2=== <br />
[[Image:Dock1.jpg|thumb|right|300px|'''Figure 1. Blinding Heat docking station.''']]<br />
Blinding Heat Activity<br />
Students compare the wattage and temperature of a CFL and incandescent bulb.<br />
<br />
===Day 3=== <br />
Appliance Energy Reading Activity<br />
Students measure the wattage of appliances common house hold appliances using a Kill-A-Watt meter when the appliances are on and off.<br />
<br />
<br />
===Day 4=== <br />
Lighting Discussion<br />
Students calculate with teacher how much energy and money can be saved if the class switches their incandescent bulbs to CFL bulbs.<br />
<br />
<br />
===Day 5=== <br />
Unit Conclusion<br />
Students reflect upon the unit by creating a poster displaying something they learned during the week.<br />
<br />
=Costs=<br />
<br />
[[Image:DesignCostPieChart.png|thumb|right|400px|'''Figure 2. Design hour cost.''']]<br />
{| class="wikitable"<br />
|-<br />
! Item<br />
! Unit Cost<br />
! Quantity<br />
! Item Cost<br />
|-<br />
| Plug-To-Socket Adaptor Brown<br />
| $ 1.75<br />
| 12<br />
| $ 21.00<br />
|-<br />
| Plug-To-Socket Adaptor Ivory<br />
| 1.89<br />
| 4<br />
| 7.56<br />
|-<br />
| Ace Extension Cord 6ft<br />
| 1.99<br />
| 14<br />
| 27.86<br />
|-<br />
| Ace Extension Cord 10ft<br />
| 4.49<br />
| 7<br />
| 31.43<br />
|-<br />
| Ace 6 Outlet Power Center<br />
| 4.79<br />
| 1<br />
| 4.79<br />
|-<br />
| 4"x4"x8' Fir Lumber Board<br />
| 9.01<br />
| 1<br />
| 9.01<br />
|-<br />
| Kill-A-Watt Meter<br />
| 17.89<br />
| 7<br />
| 125.23<br />
|-<br />
| Therometer<br />
| 1.90<br />
| 7<br />
| 13.33<br />
|-<br />
| CFL Light Bulb<br />
| 1.25<br />
| 8<br />
| 10.00<br />
|-<br />
| Incandescent Light Bulb<br />
| 1.50<br />
| 7<br />
| Donated<br />
|-<br />
| USB Drive<br />
| 8.00<br />
| 1<br />
| Donated<br />
|-<br />
| Paper<br />
| 0.01<br />
| 280<br />
| Donated<br />
|-<br />
|<br />
| <br />
| '''Total'''<br />
| '''$ 250.21'''<br />
|-<br />
|}<br />
<br />
=Testing Results=<br />
<br />
Bust-A-Watt has been reviewed and edited by three local middle school and high school educators, the Redwood Coast Energy Authority employee Oliver Hulland, and Humboldt State University Environmental Resources Engineering Introduction to Design instructor Lonny Grafman throughout Bust-A-Watt's creation and production. These resources helped in the creation of Bust-A-Watt's criteria, as well as in the decision process, and in testing Bust-A-Watt in local middle school classrooms. During the week of April 19th Bust-A-Watt was implemented into a middle school science class at Laurel Tree Learning Center in Arcata, and on April 26th the Blinding Heat activity was implemented into a sixth grade science class at Washington Elementary School in Eureka. The testing results showed that discussions during the introduction of Bust-A-Watt did not fill the one hour block that was intended. The testing also revealed confusing aspects of the activity instructions which helped in editting them for testing at Washignton Elementary. After implementation at Laurel Tree Learning Center the students were given a short survey to fill out in which they were asked their favorite and least favorite parts of the lesson plan as well as which parts were confusing.<br />
<br />
=Discussion and next steps= <br />
<br />
=References=</div>Logan hsuhttps://www.appropedia.org/w/index.php?title=File:DesignCostPieChart.png&diff=123906File:DesignCostPieChart.png2010-05-05T03:35:41Z<p>Logan hsu: uploaded a new version of "File:DesignCostPieChart.png"</p>
<hr />
<div></div>Logan hsu