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Step-by-Step Procedure:
1. Each group of students will receive a D cell battery, a rubber band (to help hold the alligator clips to the top and bottom of
the battery), 2 alligator clip wires, a small motor with toy fan blade, a hand-crank generator, and a small solar panel.
2. Three different systems will be built. First will be battery, 2 wires, and motor with fan. Second will be hand-crank generator,
2 wires, and motor with fan. Third will be solar panel, 2 wires, and motor with fan.
3. Project pictures of the 3 finished systems for students experiencing simple electronics for the first time.
4. The rubber band will go around the "height" of the D cell battery. Clip the alligator clips onto the top, bumpy positive end of
the battery by "biting" the rubber band to hold the clip in place. Repeat for the flat, negative end of the D cell battery.
5. Ensure each student in each group gets to build and experience.
6. A desk lamp with incandescent bulb may be used in place of going outside for sunlight.
7. On a handout, ask students to draw the devices in the system as well as label the types of energy present (with arrows to
show the actual transfer). Repeat for each of the 3 systems being built.
8. Vocabulary choices may be given for a modification: electrical, mechanical, light, chemical, potential, and kinetic.
Expected Results:
Students will see the fan blades move when the systems are set up correctly. Some students will see that turning the hand-crank
generator clockwise versus counter clockwise will rotate the fan blade in the opposite direction. The same is true for switching the
alligator clips to the two attachment points on the small motor itself. Students will be able to identify and "see" some of the kinetic
energy. Potential energy discussions will ensue (battery; sunlight/bulb; human power from food even).
Teaching Notes:
• Vocabulary choices may be given for a modification: electrical, mechanical, light, chemical, potential, & kinetic.
• Baggie up the systems without the batteries for the following classes and years. Be sure to disassemble the systems
each time for the incoming class.
• Create a graphic organizer handout for drawing and labeling the energy systems. Leave room for full sentences to
be used to describe the energy transfer from one form to another.
Building Energy Transfer Systems
