Teacher Guide

ƒSecondary, grades 9-12

 Time

ƒ7-14 class periods depending on the length of class periods and the activities you choose to conduct

The magnets in the Model Wave Generator are very strong. In order to separate them, students should slide/twist them apart. Please also take the following precautions: ƒWear safety glasses when handling magnets. ƒUse caution when handling the magnets. Fingers and other body parts can easily be pinched between two attracting magnets. ƒWhen students set the magnets down they should place them far enough away from each other that the magnets won’t snap back together. ƒWhen you are finished with the magnets and ready to store them, put a small piece of cardboard between them. ƒKeep magnets away from your computer screen, cell phone, debit/credit cards, and ID badges. ƒDo not allow the magnets near a person with a pacemaker or similar medical aid. The magnetic field can affect the operation of these devices.

Moving water in the ocean creates a large amount of kinetic energy. Marine Hydrokinetics (MHK), also known as Marine Renewable Energy (MRE), involves the use of technology to harness this energy from the oceans in order to generate electricity to power our lives. MHK or MRE incorporate power from ocean surface waves, ocean currents, tidal movements, and even the power produced from thermal and salinity differences throughout the waters of the world. Exploring Marine Hydrokinetics is an exploratory unit for secondary students that includes teacher and student guides containing comprehensive background information on energy, the properties of fluids and waves, electricity, hydrokinetic technologies, and careers in the emerging industry of MHK/MRE. Students will have the opportunity to apply the science of the oceans and electricity generation as they learn about the many types of MHK technology, explore case studies, consider siting a project, and build their own sample wave generator model. The curriculum includes handson, inquiry-based explorations, group presentations, and cooperative learning activities. Many of the materials suggested can be easily gathered from a craft, hobby, or sporting goods store, and are substituted easily with similar materials found in your classroom and beyond.

ƒ Energy is found in many forms—potential and kinetic. ƒ Many energy sources are converted into electricity because it is easy to transport and use. ƒ Moving water is a renewable energy source. ƒ The energy of moving water can be harnessed and converted into electricity in many ways, including technologies for harnessing the energy in ocean tides, waves, and currents. ƒ MHK is an emerging industry with great possibility for energy generation and career opportunity in the U.S. and is still being researched widely. ƒ There are many advantages and challenges to deploying MHK technologies, and these advantages and challenges can vary greatly depending on the location, modality, and many other factors.

Throughout this curriculum, science notebooks are referenced. If you currently use science notebooks or journals, you may have your students continue using these. A rubric to guide assessment of student notebooks can be found on page 22 of the Teacher Guide. In addition to science notebooks, student worksheets have been included in the Student Guide. Depending on your students’ level of independence and familiarity with the scientific process, you may choose to use these worksheets instead of science notebooks. Or, as appropriate, you may want to make copies of worksheets and have your students glue or tape the copies into their notebooks.

ƒ Read the Teacher and Student Guides thoroughly and decide how you are going to implement the unit in your classroom. ƒ Preview the list of links on the MHK Resources page to gather any additional information or context that might assist you in implementing the unit. ƒ Obtain the additional materials needed for the hands-on activities using the materials list on page 5. ƒ Make copies or prepare digital copies of any student pages or masters you wish to share. ƒ Become familiar with the hints and tips on page 31 to help students troubleshoot when creating their models.

 Objective

ƒ Students will be able to list basic prior knowledge about energy, oceans, and electricity.

 Materials

ƒ MHK Bingo, page 23-24 and 32 ƒ Internet access

1. Navigate to the National Renewable Energy Laboratory’s PRIMRE Portal to explore MHK and get students thinking about its possibilities by touring the REDi Island, https://openei.org/wiki/PRIMRE/REDi_Island. 2. Have students play MHK Bingo as an ice breaker and to gauge their prior knowledge about energy, oceans, electricity, and MHK. 3. Instruct students to make KWL charts in their science notebooks and individually list what they know and would like to know about

MHK. Have each student exchange their information with a classmate. 4. Facilitate a class discussion about the role of electricity in modern society and their thoughts on the importance of using new energy technologies in meeting electricity demands. Make note of student misconceptions to address as you work through the unit.

 Objective

ƒ Students will create a presentation and instruct others on topics related to marine and hydrokinetic energy.

 Materials

ƒ Student Informational Text, Student Guide pages 3-24 ƒ Forms and Sources of Energy Answer Key, page 25 ƒ Electric Connections Answer Key, page 26

2 Procedure

1. Divide the class into groups as noted below. Certain topics may be less difficult than others, which may be helpful when differentiating and selecting groups. The topics are related to sections of the student informational text. Depending on your students and their prior knowledge, you may be able to skip some of the topics or create subtopics from some sections to allow the lesson to progress at the desired depth and pace.

ƒ Forms and Sources of Energy – Pages 3-4 ƒ Electricity – Pages 5-9 ƒ Oceans – Pages 10-11 ƒ Wave Energy – Pages 12-14 ƒ Tidal Energy – Pages 15-16 ƒ Ocean Currents and Other MHK – Pages 17-19 ƒ Constructing and Siting MHK - Pages 20-21 ƒ Careers – Pages 22-23

2. Assign the groups to create five-minute presentations to teach the class the basics of their topics, using the text information in the

Student Guide. It is suggested that the students use, at most, one to two class periods to create their presentations. Groups should not go into great amounts of depth on their topic, rather the aim is to help break up the text into a jigsaw-style activity and introduce content in a more interesting way. 3. Choose a specific format for the presentations—such as a PowerPoint, tri-fold boards, or movie—or allow the groups to choose their medium. Provide students with any preferences and parameters for creating and delivering the presentations. Explain how the presentations will occur and give students time to work. 4. As the groups deliver their presentations, make sure the other students are taking notes and adding information to their individual KWL charts or notes. 5. Use the Culminating Project Rubric on page 22 to evaluate the presentations. 6. To ensure students have a proper foundation for energy and energy sources complete the Forms and Sources of Energy activity as a class and discuss the results. Ask students how they think hydropower and other sources might change as the use of hydrokinetics is expanded in the U.S. Answers can be found on page 25; project as needed. 7. Review electricity generation in the U.S. by completing Electric Connections as a class. First ask the students to rank the sources individually, following the prompts on page 25 of the Student Guide. Then ask them to come to group consensus and develop a group ranking. Once this is complete, have them flip to the next page and determine the actual rankings, given the data in the “statistics” column. Have them compare their original personal ranking and group ranking to the actual rankings. Discuss participating in group discussions and how to participate based on error points. Then, discuss the results and ask students again how they see numbers and roles shifting as the use of hydrokinetics is expanded. Answers can be found on page 26; project as needed. 8. Have students revisit their KWL charts, adding or editing information they have learned and still wish to research.

&Background

This activity contains two separate hands-on stations to demonstrate electricity and magnetism, and circuitry. These concepts are important to understanding how we generate electricity from moving water. Students can work through one station and complete the next. The activity calls for you to make conductive dough for the circuits station. If you have circuit boards with switches and bulbs, you may use these instead.

ƒ 6 9-volt batteries ƒ 3 Compasses ƒ 6 Motors ƒ 3 Disassembled motors ƒ 3 Sets of alligator clips ƒ 3 Large nails ƒ Masking tape ƒ LED bulbs ƒ 3 9-volt Battery clips ƒ Conductive dough* ƒMeasuring Electricity Masters and Answer Keys, pages 27-29 ƒMeasuring Electricity Student Guide handouts, pages 27-28 ƒStation worksheets, Student Guide pages 29-32 NOTE: Conductive dough recipe found at end of activity.

 Objectives

ƒStudents will be able to explain how electricity and magnetism are related. ƒStudents will be able to compare and contrast motors and generators. ƒStudents will be able to describe and assemble series and parallel circuits.

 Materials

2 Preparation

ƒ Preview the two activities. ƒ Set up three stations of each activity for a total of six stations. The first three stations should each have 1 battery, 1 battery clip, 1 ball of dough, and a few LEDs. The last three stations should each have 1 battery, 1 set of alligator clips, 1 nail, 1 compass, and a set of motors (2 assembled, 1 disassembled). ƒ Make copies of the handouts for each activity. Place them at the stations as needed, or pass out to students as desired.

1. Explain to the class that electricity, magnetism, and circuitry are a key component of the hydropower industry. Students will be building their own generator model and thinking about transporting electricity in future activities. These hands-on stations will help prepare them for upcoming challenges. 2. Divide students into 6 teams to complete the activities. Explain that three teams will start at each activity. Halfway through class they will switch activities. 3. Give the class a preview of each of the hands-on stations. Go over any important safety information about electricity, batteries, and magnets important for your class. Show students how to assemble the battery clips, review the LEDs (one end is negative, one positive), and explain that the conductive dough is taking the place of wires in the activity. 4. Give students time to complete their first station and direct students to disassemble any components. Switch activities after a desired amount of time has passed. 5. Review the activities as a class and reflect on what students have learned. Ask students to explain or write about their observations of series and parallel circuits. Ask students to explain how electricity and magnetism are related, and how electromagnetism is involved in motors and generators. 6. Introduce or renew electricity measurement and calculations using the Student Guide pages and Teacher Guide masters/keys. These may prove to be helpful for later activities. Extensions

ƒ Encourage students to explore different sizes of cells (batteries) in the Station 1 activities. How does a 9-volt compare to a 1.5-volt D battery, and then a 1.5-volt AA battery. Take a look at the cells while hooked up to a multimeter, while also looking at compass motion, etc. ƒ For a deeper exploration into how generators work, download the instructions for NEED’s generator model activity, The Science of

Electricity. Construct a model generator for the class to explore, or have students work in small groups to create their own. Activity instructions and materials can be viewed at https://shop.need.org/products/science-of-electricity-model.

2 Conductive Dough Recipe

Make conductive dough for use in your circuits activity. The dough has enough resistance for safe use with mini LED bulbs and 9-volt batteries. The dough is fairly easy to make using flour, salt, and acid. If stored in a sealed container properly, the dough will keep for many uses. Regular Play-Doh™ is often a suitable substitute, but may not have the same level of conductivity as this recipe. ƒ 1 cup flour, plus extra for kneading ƒ 1 cup water ƒ ¼ cup salt ƒ 9 Tbsp lemon or lime juice ƒ 1 Tbsp vegetable oil ƒ Food coloring for fun effect 1. Mix all of the materials together over medium heat. Continue stirring over the heat until it solidifies. 2. After the mixture solidifies, remove from heat. Place the mixture onto a counter or cutting board with flour (approximately ¼ cup) for kneading. 3. Knead the mixture until it feels like common play dough and is no longer sticky. 4. Roll the dough into smaller balls that students can reshape to act like wires. 5. Store in a sealed bag or container for future use. If oil separates, re-knead the dough with more flour.

&Background

Marine renewable energy generates electricity in many forms, including waves. Water waves share some basic understandings as any other waveform, including mechanical and electromagnetic waves. In this digital lab, students will work independently or in groups to learn about the tendencies of transverse waves. Understanding how waves move and interact on a small scale informs how they interact on a larger scale.

 Objectives

ƒ Students will explore, describe and compare what happens to waves as they change speed. ƒ Students will be able to observe and describe how energy is transformed in wave form.

 Materials

ƒ Internet Access ƒ PHET Simulation: https://phet.colorado.edu/en/simulations/wave-on-a-string ƒ Wave Basics Notes Video: https://youtu.be/UMC1EI-2sLo ƒ Wave Basics Notes, Student Guide page 33 ƒ Wave Speed Labs worksheets, Student Guide pages 34-35

2 Preparation

ƒ Download and/or preview the PHET simulation. Become familiar with how students will manipulate the application during their labs. ƒ Download and/or preview the notes video. ƒ Prepare physical or digital copies of the notes page and worksheets as needed.

1. To establish vocabulary and background knowledge, have students watch and take notes on the Wave Basics video lesson. This will help clarify terms that are connected to waves. These terms will become variables to explore in later labs. 2. Have students complete the Wave Speed Labs, beginning with the amplitude lab. In this experiment they will use the PHET simulation to explore how amplitude and pulse width. After changing a single variable, they will quantifiably measure the speed in cm/s using a digital ruler and timer. All instructions are listed in the procedure section of the Student Guide.

Students will continue their exploration of waves by allowing the waves to interfere with one another. They will analyze the speed and direction of the wave to establish that waves pass through one another, not bounce off one another. All instructions are listed in the procedure section of the student guide.

Students will continue their exploration of waves by allowing the waves to reflect off fixed and loose end barriers. They will analyze the speed and direction of the wave to establish how waves act when reflecting off a barrier. 3. Discuss the results of the labs as a class.

Extension

ƒ Have students use the simulation to further explore other wave properties. Students can explore the following: tension (wave speed), reflection, and interference. This exploration would be great for making connections to physics and physical science standards, but not all may be applicable to the field of MHK.

&Background

As discussed in the digital labs of Activity 3, a wave is a disturbance in some medium that transports energy from one location to another without transporting the matter. These demonstration activities aim to connect the physics of the previous labs to real waves, eventually looking at water, or the ocean, as the medium. The first, simple demonstration involves using a slinky spring. By marking one of the coils of the spring, students will be able to see that the energy is transferred through the coils by vibrations, the coil itself does not move horizontally from its original position. The second demonstration allows students to visualize how waves can be generated and propagated– by the wind. The bottle demonstration will model the effect of wind on the oceans by using a bottle with a back-and-forth motion.

 Objective

ƒ Students will be able to observe and describe how energy is transformed in wave form.

 Materials

ƒ Slinky-style spring ƒ Plastic 1 or 2 liter bottle ƒ Cooking oil ƒ Water ƒ Small plastic cube, brick, or bead ƒ Funnel ƒ Hot glue gun ƒ Food coloring

2 Preparation

ƒ Set up the spring for the wave demo so that you have space to move it, but also something onto which you can affix one end. ƒ Set up the “Ocean in a Bottle” as written below, or gather and set-up materials for your students to create their own.

1. Fill the water bottle approximately one-third to one-half full of water. 2. Add a few drops of food coloring until you obtain your desired color. Food coloring will help to visibly distinguish from the oil from the water at a distance.

3. Add plastic shapes. 4. Using a funnel, fill the remaining bottle space with oil stopping about 2 inches from the top. This allows for the generated waves to move. 5. Place hot glue along the inside of cap and screw it on to seal.

1. Review wave properties with the students and remind them that we can harness the energy within waves. Revisit a few of the examples from the student text as necessary. 2. Demonstrate wave motion for the students using a slinky-style spring. Hold or affix one end to something so that this end does not move. Move the other end up and down with your hand. If you like, tape or mark one of the coils of the spring. 3. Ask students to describe what they notice. Ask them to verbally make connections between this spring and the digital labs. What similarities do they see? How do they think the motion might differ with a different material or medium? 4. Show students the “Ocean in a Bottle” set up. Turn the bottle to the side and gently oscillate back and forth to make waves. 5. Tell students to observe the motion of the plastic cube and ask the class to discuss if work is being done. Ask the class to describe how they know? Explain or review the Work-Energy Theorem to describe what is happening and explain that harnessing energy from the waves will require devices that are able to move with the waves, like they see with their plastic shapes. Explain to the class that you will be exploring wave generators in future activities.

&Background

In this demonstration, you will construct a simple wave generator in front of the class. Students can observe the nature of water waves through their shadows. This could be further developed by adding a plastic shape into the water tank and observing the effect of the waves generated in terms of their wavelength, making connections to deep vs. shallow water and wave generators.

 Objective

ƒ Students will be able to observe and describe how energy is transformed in wave form. ƒ Students will be able to design or enhance a model to demonstrate the energy transformation in waves and how it can be harnessed.

 Materials

ƒ Transparent plastic box or tub ƒ Overhead or clip lamp with bulb ƒ White paper ƒ 1” diameter pipe, dowel, or cylinder (will be used in water, must fit inside box)

1. Place white paper on the surface of a table and position the transparent box on top of the paper. 2. Fill the box half-way with water. 3. Set up a lamp so that it is suspended over the box and the light shines onto the box. 4. Place the pipe or cylindrical object inside the box (in the water). Roll the item back and forth to generate waves. 5. Have students observe the wave shadows by looking down at the paper. If necessary, project a document camera or video of what is happening to ensure all students can observe. 6. Ask students what will happen to the wave characteristics (wavelength) if you make a portion of the tank shallower? 7. Ask the class how they could use what they observe in this model to design a device the captures energy from wave motion in the ocean. Give them time to brainstorm and discuss as a class.

8. Have the class revisit their KWL charts, adding to and revising their notes, now that they have completed the wave activities.

&Background

Ocean currents are moving seawater, often acting like giant conveyor belts moving water globally and locally in such a way that affects climate, local ecosystems, and even what we eat. Ocean currents are continuous, predictable, and directional. Currents can be generated and driven by several forces or factors that act upon the water: gravity (tides), wind, and density (based on depth, salinity, and temperature). Winds primarily drive ocean currents in the upper 100 meters of the ocean surface. However, currents are still flowing far below the surface. Deep-ocean currents are driven by density differences, something called thermohaline circulation. Warm, salty water is carried to the polar regions and cooled. The cooler it becomes, the denser the water gets. Sea ice can form as the water cools, but the salt does not form in the ice, and is left behind in the water surrounding the ice, making it even more dense. This dense water sinks, allowing more ocean water to move into its place creating a current. This activity will help students to visualize ocean current dynamics.

 Objectives

ƒ Students will be able to explain how temperature affects water density. ƒ Students will be able to explain how salinity affects water density. ƒ Students will be able to explain how density factors into ocean current formation.

 Materials PER STUDENT GROUP

ƒ Large, clear container to represent ocean or large body of water; shoebox sized or larger ƒ Thermometer ƒ Transfer pipette, 5mL ƒ 50 mL beaker or small paper or plastic cup ƒ Bottle of red, blue, or green food coloring ƒ Spoon ƒ Exploring Ocean Surface Current Formation, Student Guide pages 36-37

 Materials FOR THE CLASS

ƒ Box of table salt ƒ Ice ƒ Hot plate or hot pot ƒ Global Ocean Surface Currents Master, page 30

2 Preparation

ƒ Decide if you will fill containers with water ahead of time so they can equilibrate to room temperature and if you will pre-prepare the saturated salt solution. ƒ Gather materials for each student group to use. Transfer pipettes can be rinsed with distilled water and reused from one class to another rather than thrown away after every class period.

1. Preview the activity for students and identify the location of all materials they will use. If you are modifying the procedure as written, provide those instructions at this point. 2. Allow students enough time to complete the activity. 3. When students have finished, have them return to their seats for discussion of the activity. Students should have observed rising convection when less dense (warm, or fresh into salt) water was injected into the container. Students should have observed falling convection when more dense (cold, or salt into fresh) water was injected into the container. 4. Ask students how this models actual ocean currents. What limitations does this model impose? 5. Project the master, showing the circulating pattern of prevalent ocean currents. 6. Ask students to predict where currents rise and where they fall, citing evidence from the activity. CONTINUED ON NEXT PAGE 14

7. Navigate to https://www.youtube.com/watch?v=CCmTY0PKGDs and show students this NASA animation of ocean currents worldwide. Ask students to predict where currents are warm and where they are cool; where they are rising and where they are falling.

Ask students how density relates to global ocean current patterns.

Extensions

ƒ Have students test a variety of conditions, including fresh or salt water in the tanks, and different temperatures of water, to understand how temperature and salinity affect density. Do as many different combinations as time and materials allow. ƒ Give students a drinking straw. Have one student blow gently on the surface of the water, creating “wind”, while the other student releases the colored water from the transfer pipette. Because wind and density are the two most influential factors in ocean current patterns, students will begin to understand how they work together to create the ocean currents we observe on Earth.

&Background

In this cooperative learning activity, students work in small groups to prepare short digital presentations on advancements in marine or hydrokinetic energy. Their presentation will highlight an emerging method of generating electricity using the motion of ocean water. After researching an advancing technology in marine renewable energy, students will create an advertisement for their generator. The advertising or fundraising commercial created by each group will be in competition with other marketing teams.

 Objective

ƒ Students will create a factual, persuasive video presentation that explains and advertises a marine renewable energy generator.

 Materials

ƒ Internet Access ƒ MHK Researcher Organizer, Student Guide page 38

2 Preparation

ƒ You may consider researching a handful of prepared examples to share with students, but they should have the freedom to choose which generation model they will research. As this field is very diverse and ever-changing, there are many options to choose from. Consult the resources list on page 21, and the student text for some beginning insight. ƒ Students should have internet access and be familiar with the video recording/sharing program of your choice (Flip Grid, Screen Castify, etc.). If necessary, create a list of parameters for recording/sharing in the program you prefer.

1. Introduce students to the activity by explaining that they have been hired to create a marketing video for an emerging ocean energy technology. They will be creating a short (2-4) minute commercial to advertise and raise funds for the generator of their choice. 2. Lead students in a discussion of common keywords that may help them make their search easier. Common examples would be hydrokinetic, marine energy, waves, currents, etc. Encourage students to pull from any previous background knowledge or visit their

KWL charts. 3. Break the students into teams or allow them to form their own. In their research team, they must find a design for a generator that transforms the motion of ocean water into electrical energy. Remind students that they are looking for a technology outside of typical hydroelectric dams.

4. As they research, have students use the following guiding questions to improve their focus: ƒWho designed and produced the generator? ƒIs it currently in production? When will it be in production? ƒWhat form of moving water powers this generator? ƒHow does the generator transform the motion of water into electricity? ƒWhat is the generation capacity of this generator (how much power)? ƒWhat are the benefits of this generator? ƒWhat are the limitations of this generator? ƒWhy do you recommend this generator? 5. Using the information that they have gathered, students will compile the answers to their guiding questions into a video commercial for their generator. The video should be sure to answer as many of the guiding questions as possible. 6. Students should share their video advertisements with the rest of the class to watch and review. 7. Have student peers, yourself, or other staff act as judges as they vote on the marine energy generator that they would invest in. Remind judges to base their judgment on the information presented, but also based on the quality of arguments made and engagement of the commercial. If using Flip Grid, you can have other students watch, respond, and vote on their peers’ commercials in the Flip Grid app.

&Background

The process of choosing a location to deploy a marine or hydrokinetic device, known as siting, requires consideration of many factors. Be sure you have reviewed the background information on some of these factors found in the informational text in the Student Guide. In this activity, students will synthesize several maps to isolate important factors that must be considered when selecting a technology type and location.

 Objectives

ƒStudents will use data to justify decisions. ƒStudents will use maps to tell a story. ƒStudents will discuss tradeoffs related to the siting of MHK technologies.

 Materials

ƒInternet/computer access ƒSite Assessment Challenge worksheet, Student Guide pages 39-40

2 Preparation

ƒPrepare physical or digital copies of the worksheet for the students to use. ƒDecide if you will encourage students to work in small groups or individually. ƒPrepare a map of Hawaii to showcase to the class, digitally or physically. ƒPreview the state energy information for Hawaii to add to student discussion and help with any questions students may have if from outside of the state, https://www.eia.gov/state/?sid=HI .

1. Review and showcase examples of MHK technologies if necessary. 2. Showcase the state of Hawaii to students. Explain that Hawaii will be the focus for this activity, and discuss the activity instructions.

Discuss as a class why Hawaii is a good case study for a siting activity. Make a list of information students know and wish to know about

Hawaii, its population, its industry, and its energy needs. CONTINUED ON NEXT PAGE

3. Tell the class they will work to pinpoint a device type, a location, and make a list of considerations for their development team. Make sure to point how you wish for them to present their findings (discussion, presentation, slide deck, etc.), and how in-depth you require their work to be. Allow students time to work. 4. Have students share their results with the class. Discuss the challenges and advantages of teams who are willing to engage. Lead the class in a discussion about the variables in choices for technology and sites, and any similarities and differences in the class’s work as a whole. Ask the class to make a list of stakeholders who might need to be involved in the siting and deployment of new technology in

Hawaii waters.

Extensions

ƒ Gather GIS data and information for other coastal regions and conduct the activity again. ƒ Review careers and real-world connections associated with development projects, proposals, and construction. ƒ Visit https://www.boem.gov/ and discuss the process and time requirements for getting projects approved for use in Federal waters. Ask students how this might further add to the challenges of siting and deploying MHK.

&Background

When new technologies or infrastructure are constructed and implemented, there are often many folks in the area of the construction who take an interest in how the technology or infrastructure in question will impact their community. These stakeholder discussions are important to ensure that all viewpoints are considered, and technology or infrastructure is constructed and implemented responsibly. In this cooperative and creative activity, students will review a fictitious article and case study related to the implementation of MHK technology in the Cook Inlet of Alaska. Groups will be assigned to a viewpoint group and conduct research related to the environmental, economic, social, and political issues that might arise from the implementation. The class will participate in a debate-style regulator’s hearing to showcase their research and viewpoints.

 Objectives

ƒStudents will be able to describe the advantages and challenges of MHK installations. ƒStudents will be able to consider multiple viewpoints regarding an issue. ƒStudents will be able to engage in argument from evidence.

 Materials

ƒInternet/computer access ƒClock or timer ƒMHK Case Study and Hearing handouts, Student Guide pages 41-44

2 Preparation

ƒPreview the case study/article and the research links on the student pages. ƒDecide if you will hold the hearing or if you plan to have students submit written arguments in an alternative format such as a blog/ message board, letters, or even video format. If opting to hold an in-person hearing, prepare any additional judges or personnel for the hearing, and prepare your room to set-up for the hearing. Alternatively, if you plan for written submissions, prepare the prompt or submission site you plan to use and make note of any parameters you need to share with the class. ƒMake copies of the handout for students. ƒPre-assign your students to three groups: pro-tidal, anti-tidal, and environmental regulators. The regulators group should be the smallest group with 3-5 students.

1. Read the case study portion aloud or assign it to the class to read for homework. Go over any questions students may have about what they have read. 2. Review the types of issues covered in this debate: Environmental (nature only - not humans), Social (humans - health, culture, aesthetics),

Economic (money- profits, jobs), and Political (politics – laws, rights, taxes). Ask students to list some issues they are familiar with elsewhere in life. Does each issue fall under one category entirely, or do some issues require discussion in several categories? 3. Lead students into a discussion on stakeholders. Explain that stakeholders can be anyone who might have an opinion or feel impacted by a decision. Have students make a list of potential stakeholders for THIS case study. Some examples may include: fishing industry, property owners, tourism board, indigenous populations, military personnel, local small business community, mariners, environmentalists, and community activists. Remind students that it is probable that some stakeholder groups may have differing opinions, despite their commonalities in location, occupation, etc. Ask the class to begin discussing some probable stakeholder viewpoints. 4. Go over the activity instructions in their entirety. Explain that students will be assigned at random to a group to advocate for or against the tidal development, or they will assume the role of environmental regulators that will advocate for the environment and prepare questions for those taking part in the hearing. 5. Divide the students into their groups – pro-tidal, anti-tidal, and environmental regulators. When students are in their groups, give them time to research their position using the list of resources provided and their own independent research. If necessary, remind students how to consider reputable, fact-based resources that are backed by data or research, and remind them that they will be required to cite or reference their sources in any statements or rebuttals. 6. Teams should discuss their findings, begin to form their group’s opinions, and anticipate the questions regulators might ask. Allow one full class period, or as much time as necessary for students to prepare research and prep for their hearings. 7. Prepare students before the hearing, by reviewing the hearing procedures and debate format. Encourage groups to prepare their members for various roles in the hearing – opening, closing, researcher/informer, etc.

1. Set up the room and place the groups as if they will be in a debate. Regulators should be stationed at the front of the room with the pro-tidal to one side facing the regulators, and the anti-tidal should be on the other side, sort of like a triangle. The regulators will run the meeting. If incorporating any additional judges or personnel, include them in the front of the room. 2. Begin the hearing by providing a brief overview of the project and the focus of the meeting. The regulators should then ask each group to give a short introductory statement on their position related to tidal power in Cook Inlet at Nikiski. Make sure regulators keep time and yield to both groups, as necessary. 3. Regulators will now hear evidence by asking one question of either group, pro-tidal or anti-tidal. The group to which the question was directed should provide their evidence-based answer. Once the answer is given, the opposing group may provide their rebuttal. ƒAnswers should aim to target only the question asked, and not overload the regulators with facts. ƒRebuttals must refer only to the specific answer provided. For example, if the anti-tidal group were to discuss whale population recovery and migration, the pro-tidal group’s rebuttal should be composed of information related to whales and the lack of impacts with cited resources.

ƒAnswers and rebuttals should each be limited to 2-3 minutes maximum per opportunity. ƒAnswers AND rebuttals need to begin 30 seconds after the question is posed, or the response is given. After 30 seconds, the regulators may remind the group of their time or yield to the opposing side. ƒRegulators should make notes in order to make a determination on the development at the close of the hearing. 4. Continue Q&A with rebuttals until the regulators have asked all questions, and groups have provided answers sufficiently. Regulators may add follow up questions to their list as they go.

5. Each side (pro and anti-tidal) should provide a summary closing statement of no more than two minutes. Summary statements should repeat the reasons each group is either pro-tidal or anti-tidal development in the area. Regulators may enforce time restrictions as needed. 6. After closing statements, regulators will discuss the facts and presentations of evidence they heard and select whether they will suggest that the tidal energy project proceed, if more research is needed (cite the areas in question), or if the project should be delayed or halted. The regulator team should provide a statement with information from the hearing explaining their choice. 7. Debrief with the class. Discuss the result, the hearing itself, and the roles the students played. Ask students if any of them might have changed their own viewpoints during discussion? Ask how this mock hearing might play out in a real scenario – what dynamics might have been missing from this scenario?

ƒIn lieu of a hearing, have students do their research (independently or in teams), and respond to a blog or discussion post where they must debate their classmates or respond to opinions. ƒIn lieu of a hearing, students could write a letter to an elected official advocating for MHK as a means to expand the U.S. renewable electricity generation portfolio.

&Background

This model uses common materials to build a very small-scale generator that generates electricity based on the up-and-down motion of waves. This activity can be completed to specifications by all students, or shown as a demonstration model that students could re-design and optimize.

 Objectives

ƒStudents will be able to describe the variables that affect the voltage a generator can produce. ƒStudents will be able to describe the relationship between electricity and magnetic fields. ƒStudents will be able to build, test, and modify a design given a specific problem or set of parameters.

 Materials PER STUDENT GROUP

ƒ1 Piece of clear, plastic tubing, 10-15 cm in length ƒ2 Cylindrical magnets, diameter close but not equivalent to the inner diameter of the tubing ƒMagnet wire ƒFishing bobber or float ƒRuler ƒPermanent marker ƒScissors ƒGalvanometer ƒ1 Pair alligator clips

 Materials FOR THE CLASS

ƒAt least 1 large tub of water, 4-5 gallons or more* ƒHot glue guns and extra glue sticks ƒ1 Spool of fishing line ƒ1 Pool noodle ƒWaterproof duct tape ƒUtility knives ƒFine-grain sandpaper *NOTE: Containers do not have to be transparent, but that is helpful. The depth must be sufficient to completely submerge the completed models that students build and the width should be enough to be able to generate enough wave action to impact the models.

2 Preparation

ƒRead through the student pages carefully. ƒGather all the materials. ƒPrepare the model yourself, first, to be able to anticipate any challenges or issues that might arise during the build and help students solve problems as they come up. ƒDecide if you will allow students to design and develop their own anchoring system or if you will have students all use the same system that you designate. ƒDecide if you will have students all wrap the same number of turns of wire around their models or if you will have groups do varying numbers of wire turns for comparison.

1. Have students review wave energy generation in the student text. This can be assigned as homework the night before the activity. 2. If you made a version of the model, show it to students, identifying the different pieces and explaining its function. Forewarn students of any pitfalls or difficulties you encountered. 3. Allow students sufficient time to build and test their generator models. 4. If you had students build models with varying numbers of wire turns, create a collaborative spreadsheet where students can record their galvanometer readings and wire turns. Have students plot this data on x-y coordinates. 5. When students have completed the activity, reconvene the class and discuss their findings. Ask students how they might improve their models.

6. It is simple enough to build a small-scale model such as the one in this activity. However, scaling a model up to utility-scale generation is quite another story. Ask students what kinds of materials they think a large-scale device based on their models might employ. Discuss the problems they think engineers might encounter when scaling this model up to utility-scale generation.

Extensions

ƒ Build one version of the model, demonstrating its function, and have students design, test, and build an improved version. ƒ Have students test different diameters of tubing while all using the same size magnets. ƒ Have students test different diameters of tubing using magnets that match the interior diameter of their respective tubing pieces.

1. Use the rubrics provided on page 22, evaluate student performance. 2. Play the MHK Bingo with the students as a review activity. Instructions begin on page 23. 3. Evaluate the unit with the students using the Evaluation Form on page 35 and return it to NEED.