Nepal Light Project Challenges
Division II | Division III |
Division IV
In this phase, students in divisions II to IV are presented with
a challenge, related to the work of Dr. Dave Irvine-Halliday's
Nepal Light Project.
Students in Division II are asked to design an environmentally friendly
battery while students in Division III and IV are asked to design
different versions of a headlamp.
Division II: Design an environmentally friendly battery
Integration Notes:
Throughout these first two phases, we have examined the social
implications and the scientific principles behind batteries.
Students should now realize that batteries have become part of our
everyday lives and understand their potential environmental hazards.
In this activity we will try to find a compromise between the two.
This technology-based activity challenges the students to seek
answers to a practical problem - to design an environmentally
friendly battery.
Teachers should emphasize development of the following skills:
- understand the problem
- set and/or understand the criteria
- develop a design plan
- carry out the plan
- evaluate the results of the plan
- communicate the results with others
Learner Outcomes:
Students will:
- Test a variety of electrolytes and electrodes in order to
develop an environmentally friendly battery.
- Use a technology problem-solving emphasis to seek answers to
practical problems.
Materials:
- Student-selected electrodes and electrolytes
- Wire or alligator clips
- Multi meter or an LED
Activity Instructions:
1. Understand the Problem
Use a variety of print and electronic sources to research the
types of batteries used in flashlights and other devices. (Begin
with the
battery background material on this site.)
Find out why many of the batteries produced today are not
environmentally friendly.
2. Set or Understand the Criteria
Design a battery that is 'easier' on the environment, but still
capable of providing electrical current to light an incandescent
bulb found in a flashlight.
The criteria you select should include the following:
- chemicals (electrolytes) used - are they environmentally friendly?
- metals used - are they environmentally friendly?
- amount of current produced (measured by a multimeter)
- length of time the battery lasts under a load
(an incandescent bulb from a flashlight)
3. Develop a Design Plan
Plan your design before you begin construction. Planning
can include a clearly labeled diagram and a set of instructions.
A good plan can save you a great deal of time and prevent wasting
resources.
4. Carry Out the Plan
Use your design plan to construct a battery. Refer to your
criteria (specifications) to ensure you are meeting all of the
requirements.
Test and revise your design frequently, to lead to a better
product.
5. Evaluate
Once you have completed your design, evaluate if it meets all of
your criteria. Conduct a final test of your battery. Use your
criteria checklist to see how you did.
6. Communicate
There may be an opportunity to communicate your results with Dr.
Dave Irvine-Halliday or with other schools involved in the Everest
2000 program.
Extension Ideas:
1. Create a data chart and graph the effectiveness of different
electrodes and electrolytes tested during this activity.
2. Develop a 'battery of the future' challenge. Create models or
posters of environmentally friendly batteries. This activity could
reinforce the scientific principles of batteries with an
environmental theme without having to create or obtain a working
model.
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Division 3: Design a headlamp
Challenge: To design a headlamp using an incandescent light
bulb, that includes a circuit, switch, and an adjustable beam of
light.
Integration Notes:
This activity builds on the Division III and IV activities from
Phase 2.
In order to reach the summit of Mt. Everest during the day, Byron
will be leaving his last camp in the middle of the night.
He will not only need a reliable source of light, but one that
will allow him to keep his hands free to climb. The solution is
some type of headlamp. Byron challenges the students to design an
apparatus that allows their headlamps to be worn on the head.
As you have read, Dr. Dave Irvine-Halliday is accompanying the
Everest 2000 expedition to Nepal. Dave is studying
alternative light sources for the people of Nepal.
JUMP TO: Nepal Light Project
There will be opportunities to communicate with Dave
throughout the expedition.
Materials:
- Headlamp constructed in Phase 2
- Construction materials including: tape, glue, scissors, elastic
straps, needle, thread, and any other materials that students feel
they may need
Introduction:
This technology-based activity challenges the students to seek
answers to a practical problem. The challenge is to design a
lamp that can be worn on the head. The students should design
an adjustable strapping device - many people may need to use the
same headlamp. Durability and functionality should also be
stressed.
Teachers should emphasize development of the following skills:
- understand the problem
- set and/or understand the criteria
- develop a design plan
- carry out the plan
- evaluate the results of the plan
- communicate the results with others
Activity Instructions:
1. Understand the Problem
Find out why Byron, on the day he plans to summit Mt. Everest,
leaves his final camp in the middle of the night?
(Check out the Itineray on the Everest
2000 website)
What is it like to climb a mountain in the dark?
What can happen if the headlamp doesn't work properly?
Use this information to describe the importance of having a
reliable source of light.
2. Set the Criteria
Develop a set of criteria that you must take into account when
you are designing a headlamp.
Use a variety of print and electronic sources to locate
information on the headlamps used by mountain climbers.
Your research may include an actual example of a headlamp.
Use your research to define and describe the criteria you will
use to evaluate the design of your headlamp.
e.g. How much does it weigh? How is it attached to the head?
Can the beam of light be adjusted? How far does the beam of light
travel?
Create a criteria (specifications) checklist to use for
evaluating your headlamp.
3. Develop a Design Plan
Plan your design before you begin construction. Planning
can include a clearly labeled diagram and a set of instructions.
A good plan can save you a great deal of time and prevent wasting
resources.
Check the plan to make sure you have built in features that will
allow you to meet the criteria or specifications of a headlamp.
4. Carry Out the Plan
Use your design plan to construct a headlamp. Refer to your
criteria (specifications) to ensure you are meeting all of the
requirements.
Test and revise your design frequently, to lead to a better
product.
5. Evaluate
Once you have completed your design, evaluate if it meets all of
your criteria. Conduct a final test of your headlamp. Use your
criteria checklist to see how you did.
6. Communicate
There may be an opportunity to communicate your results with Dr.
Dave Irvine-Halliday or with other schools involved in the Everest
2000 program.
BACK TO: Top
Division IV:Design a headlamp
Challenge: To design a headlamp using an incandescent light
bulb, that includes a circuit, switch, and an adjustable beam of
light. To determine the amount of electric current required to light the bulb.
Integration Notes:
This activity builds on the Division III and IV activities from
Phase 2.
In order to reach the summit of Mt. Everest during the day, Byron
will be leaving his last camp in the middle of the night.
He will not only need a reliable source of light, but one that
will allow him to keep his hands free to climb. The solution is
some type of headlamp. Byron challenges the students to design an
apparatus that allows their headlamps to be worn on the head.
As you have read, Dr. Dave Irvine-Halliday is accompanying the
Everest 2000 expedition to Nepal. Dave is studying
alternative light sources for the people of Nepal.
JUMP TO: Nepal Light Project
There will be opportunities to communicate with Dave
throughout the expedition.
Materials:
- Headlamp constructed in Phase 2
- Construction materials including: tape, glue, scissors, elastic
straps, needle, thread, and any other materials that students feel
they may need
Introduction:
This technology-based activity challenges the students to seek
answers to a practical problem. The challenge is to design a
lamp that can be worn on the head. The students should design
an adjustable strapping device - many people may need to use the
same headlamp. Durability and functionality should also be
stressed.
Teachers should emphasize development of the following skills:
- understand the problem
- set and/or understand the criteria
- develop a design plan
- carry out the plan
- evaluate the results of the plan
- communicate the results with others
Activity Instructions:
1. Understand the Problem
Find out why Byron, on the day he plans to summit Mt. Everest,
leaves his final camp in the middle of the night?
(Check out the Itineray on the Everest
2000 website)
What is it like to climb a mountain in the dark?
What can happen if the headlamp doesn't work properly?
Use this information to describe the importance of having a
reliable source of light.
2. Set the Criteria
Develop a set of criteria that you must take into account when
you are designing a headlamp.
Use a variety of print and electronic sources to locate
information on the headlamps used by mountain climbers.
Your research may include an actual example of a headlamp.
Use your research to define and describe the criteria you will
use to evaluate the design of your headlamp.
The key criteria include:
the ratio of weight to light produced
(it isn't much good to produce a headlamp that is too heavy for
a climber to wear)
the distance the beam of light can travel and still be an
effective light source
the amount of electrical current required to light the
incandescent bulb
the length of time a battery or batteries will last
Create a criteria (specifications) checklist to use for
evaluating your headlamp.
3. Develop a Design Plan
Plan your design before you begin construction. Planning
can include a clearly labeled diagram and a set of instructions.
A good plan can save you a great deal of time and prevent wasting
resources.
Check the plan to make sure you have built in features that will
allow you to meet the criteria or specifications of a headlamp.
4. Carry Out the Plan
Use your design plan to construct a headlamp. Refer to your
criteria (specifications) to ensure you are meeting all of the
requirements.
Test and revise your design frequently, to lead to a better
product.
5. Evaluate
Once you have completed your design, evaluate if it meets all of
your criteria. Conduct a final test of your headlamp. Use your
criteria checklist to see how you did.
6. Communicate
There may be an opportunity to communicate your results with Dr.
Dave Irvine-Halliday or with other schools involved in the Everest
2000 program.
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