Are electric cars realistic?

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Are electric cars realistic? by Mind Map: Are electric cars realistic?

1. How is electricity stored in a battery?

1.1. Science 9- Electrical Principles and Technology GLO 1: Investigate and interpret the use of devices to convert various forms of energy to electrical energy, and electrical energy to other forms of energy

1.1.1. SLO 1.3: investigate and evaluate the use of different electrodes, electrolytes and electrolytic concentrations in designing electrical storage cells

2. How is electricity transformed into mechanical motion?

2.1. Science 9- Electrical Principles and Technology GLO 1: Investigate and interpret the use of devices to convert various forms of energy to electrical energy, and electrical energy to other forms of energy

2.1.1. SLO 1.1:• identify, describe and interpret examples of mechanical, chemical, thermal, electrical and light energy

2.1.2. SLO 1.2:nvestigate and describe evidence of energy transfer and transformation (e.g., mechanical energy transformed into electrical energy, electrical energy transferred through power grids, chemical energy converted to electrical energy and then to light energy in a flashlight, thermal energy converted to electrical energy in a thermocouple)

2.1.3. SLO 1.4: construct, use and evaluate devices for transforming mechanical energy into electrical energy and for transforming electrical energy into mechanical energy

2.2. Science 10: Energy Flow in Technological Systems: GLO 1: Analyze and illustrate how technologies based on thermodynamic principles were developed before the laws of thermodynamics were formulated

2.2.1. SLO 1.3: identify the processes of trial and error that led to the invention of the engine, and relate theprinciples of thermodynamics to the development of more efficient engine designs (e.g., the work of James Watt; improved valve designs in car engines)

2.2.2. SLO 1.4: analyze and illustrate how the concept of energy developed from observation of heat and mechanical devices (e.g., the investigations of Rumford and Joule; the development of pre-contact First Nations and Inuit technologies based on an understanding of thermal energy and transfer)

2.3. Science 10: Energy Flow in Technological Systems: GLO 3: Apply the principles of energy conservation and thermodynamics to investigate, describe and predict efficiency of energy transformation in technological systems

2.3.1. SLO 3.4: recognize that there are limits to the amount of “useful” energy that can be derived from the conversion of potential energy to other forms in a technological device (e.g., when the potential energy of gasoline is converted to kinetic energy in an automobile engine, some is also converted to heat; when electrical energy is converted to light energy in a light bulb, some is also converted to heat)

3. How could an electrical car run underwater?

3.1. Science 9- Electrical Principles and Technology GLO 2: Describe technologies for transfer and control of electrical energy

3.1.1. SLO 2.1: assess the potential danger of electrical devices, by referring to the voltage and current rating (amperage) of the devices; and distinguish between safe and unsafe activities

3.2. Science 8: Mechanical Systems : GLO 2: Analyze machines by describing the structures and functions of the overall system, the subsystems and the component parts

3.2.1. SLO 2.2: identify the source of energy for some familiar mechanical devices

3.2.2. SLO 2.3: identify linkages and power transmissions in a mechanical device, and describe their general function (e.g., identify the purpose and general function of belt drives and gear systems within a mechanical device)

4. How do we measure efficiency of electric cars?

4.1. Science 9-Electrical Principles and Technology GLO 2: Describe technologies for transfer and control of electrical energy

4.1.1. SLO2.7: develop, test and troubleshoot circuit designs for a variety of specific purposes, based on low voltage circuits (e.g., develop and test a device that is activated by a photoelectric cell; develop a model hoist that will lift a load to a given level, then stop and release its load; test and evaluate the use of series and parallel circuits for wiring a set of lights)

4.2. Science 9- Electrical Principles and Technology GLO 3: Identify and estimate energy inputs and outputs for example devices and systems, and evaluate the efficiency of energy conversions

4.2.1. SLO 3.3: the concepts of conservation of energy and efficiency to the analysis of energy devices (e.g., identify examples of energy dissipation in the form of heat, and describe the effect of these losses on useful energy output)

4.2.2. SLO 3.4: compare energy inputs and outputs of a device, and calculate its efficiency, using the formula, percent efficiency = energy output/energy input × 100 (e.g., compare the number of joules of energy used with the number of joules of work produced, given information on electrical consumption and work output of a motor-driven device)

4.3. Science 8: Mechanical Systems : GLO 3: Investigate and describe the transmission of force and energy between parts of a mechanical system

4.3.1. SLO 3.4: identify work input and work output in joules for a simple machine or mechanical system (e.g., use a device to lift a measured mass an identified distance, then calculate the work output)

4.4. Science 8: Mechanical Systems : GLO 4: Analyze the social and environmental contexts of science and technology, as they apply to the development of mechanical devices

4.4.1. SLO 4.1: evaluate the design and function of a mechanical device in relation to its efficiency and effectiveness, and identify its impacts on humans and the environment:

4.5. Science 10: Energy Flow in Technological Systems: GLO 3: Apply the principles of energy conservation and thermodynamics to investigate, describe and predict efficiency of energy transformation in technological systems

4.5.1. SLO 3.5: explain, quantitatively, efficiency as a measure of the “useful” work compared to the total energy put into an energy conversion process or device

4.5.2. SLO 3.6: apply concepts related to efficiency of thermal energy conversion to analyze the design of a thermal device (e.g., heat pump, high efficiency furnace, automobile engine)

5. How do we calculate quantities of electricity?

5.1. Science 9-Electrical Principles and Technology GLO 2: Describe technologies for transfer and control of electrical energy

5.1.1. SLO 2.6: measure voltages and amperages in circuits (e.g., determine the resistance in a circuit with a drycell and miniature light; determine the resistances of copper, nickel-chromium/ Nichrome wire, pencil graphite and salt solution) − apply Ohm’s law to calculate resistance, voltage and current in simple circuits

5.2. Science 9- Electrical Principles and Technology GLO 3: Identify and estimate energy inputs and outputs for example devices and systems, and evaluate the efficiency of energy conversions

5.2.1. SLO 3.2: apply appropriate units, measures and devices in determining and describing quantities of energy transformed by an electrical device, by: − measuring amperage and voltage, and calculating the number of watts consumed by an electrical device, using the formula P = IV [power (in watts) = current (in amps) × voltage (in volts)] − calculating the quantity of electric energy, in joules, transformed by an electrical device, using the formula E = P × t [energy (in joules) = power (in watts) × time (in seconds)]

5.3. Science 10: Energy Flow in Technological Systems: GLO 2: Explain and apply concepts used in theoretical and practical measures of energy in mechanical systems

5.3.1. SLO 2.12: derive the SI unit of energy and work, the joule, from fundamental units

6. What kinds of electric circuits are in electric cars?

6.1. Science 9-Electrical Principles and Technology GLO 2: Describe technologies for transfer and control of electrical energy

6.1.1. SLO 2.3: identify electrical conductors and insulators, and compare the resistance of different materials to electric flow (e.g., compare the resistance of copper wire and nickel-chromium/ Nichrome wire; investigate the conduction of electricity through different solutions; investigate applications of electrical resistance in polygraph or lie detector tests)

6.1.2. SLO 2.4: use switches and resistors to control electrical flow, and predict the effects of these and other devices in given applications (e.g., investigate and describe the operation of a rheostat)

6.1.3. SLO2.7: develop, test and troubleshoot circuit designs for a variety of specific purposes, based on low voltage circuits (e.g., develop and test a device that is activated by a photoelectric cell; develop a model hoist that will lift a load to a given level, then stop and release its load; test and evaluate the use of series and parallel circuits for wiring a set of lights)

6.1.4. SLO 2.8: investigate toys, models and household appliances; and draw circuit diagrams to show the flow of electricity through them (e.g., safely dismantle discarded devices, such as heating devices or motorized toys, and draw diagrams to show the loads, conductors and switching mechanisms)

6.1.5. SLO 2.9: identify similarities and differences between microelectronic circuits and circuits in a house (e.g., compare switches in a house with transistors in a microcircuit)

7. How are electric currents controlled in electric cars?

7.1. Science 9- Electrical Principles and Technology GLO 2: Describe technologies for transfer and control of electrical energy

7.1.1. SLO 2.2: distinguish between static and current electricity, and identify example evidence of each

7.1.2. SLO 2.5: describe, using models, the nature of electrical current; and explain the relationship among current, resistance and voltage (e.g., use a hydro-flow model to explain current, resistance and voltage)

8. What fuel is used in electric cars?

8.1. Science 9- Electrical Principles and Technology GLO 3: dentify and estimate energy inputs and outputs for example devices and systems, and evaluate the efficiency of energy conversions

8.1.1. SLO 3.1: identify the forms of energy inputs and outputs in a device or system

8.2. Science 10: Energy Flow in Technological Systems: GLO 1: Analyze and illustrate how technologies based on thermodynamic principles were developed before the laws of thermodynamics were formulated

8.2.1. SLO 1.1: illustrate, by use of examples from natural and technological systems, that energy exists in a variety of forms (e.g., mechanical, chemical, thermal, nuclear, solar)

8.2.2. SLO 1.2: describe, qualitatively, current and past technologies used to transform energy from one form to another, and that energy transfer technologies produce measurable changes in motion, shape or temperature (e.g., hydroelectric and coal-burning generators, solar heating panels, windmills, fuel cells; describe examples of Aboriginal applications of thermodynamics in tool making, design of structures and heating

8.3. Science 10: Energy Flow in Technological Systems: GLO 2: Explain and apply concepts used in theoretical and practical measures of energy in mechanical systems

8.3.1. SLO 2.3: describe chemical energy as a form of potential energy (e.g., energy stored in glucose, adenosine triphosphate [ATP], gasoline)

9. How can electric cars be made more efficient?

9.1. Science 9- Electrical Principles and Technology GLO 4: Describe and discuss the societal and environmental implications of the use of electrical energy

9.1.1. SLO 4.1: dentify and evaluate sources of electrical energy, including oil, gas, coal, biomass, wind and solar (e.g., identify and evaluate renewable and nonrenewable sources for generating electricity; evaluate the use of batteries as an alternative to internal combustion engines)

9.1.2. SLO 4.3: identify example uses of electrical technologies, and evaluate technologies in terms of benefits and impacts (e.g., identify benefits and issues related to the use of electrical technologies for storing and transmitting personal information)

10. What are the by-products of electric cars?

10.1. Science 9: Electrical Principles and Technology GLO 3: Identify and estimate energy inputs and outputs for example devices and systems, and evaluate the efficiency of energy conversions

10.1.1. SLO 3.5: investigate and describe techniques for reducing waste of energy in common household devices (e.g., by eliminating sources of friction in mechanical components, using more efficient forms of lighting, reducing overuse of appliances as in “overdrying” of clothes)

10.2. Science 9- Electrical Principle and Technology GLO 4: Describe and discuss the societal and environmental implications of the use of electrical energy

10.2.1. SLO 4.2: describe the by-products of electrical generation and their impacts on the environment (e.g., identify by-products and potential impacts of coal-fired electricity generation)

11. Do electric cars contribute to environmental conservation efforts?

11.1. Science 9- Electrical Principles and Technology GLO 3: Identify and estimate energy inputs and outputs for example devices and systems, and evaluate the efficiency of energy conversions

11.1.1. SLO 3.3: the concepts of conservation of energy and efficiency to the analysis of energy devices (e.g., identify examples of energy dissipation in the form of heat, and describe the effect of these losses on useful energy output)

11.2. Science 9- Electrical Principles and Technology GLO 4: Describe and discuss the societal and environmental implications of the use of electrical energy

11.2.1. SLO 4.4: identify concerns regarding conservation of energy resources, and evaluate means for improving the sustainability of energy use

11.3. Science 10: Energy Flow in Technological Systems: GLO 3: Apply the principles of energy conservation and thermodynamics to investigate, describe and predict efficiency of energy transformation in technological systems

11.3.1. SLO 3.3: define, operationally, “useful” energy from a technological perspective, and analyze the stages of “useful” energy transformations in technological systems (e.g., hydroelectric dam)

11.3.2. SLO 3.7: compare the energy content of fuels used in thermal power plants in Alberta, in terms of costs, benefits, efficiency and sustainability

11.3.3. SLo 3.8: explain the need for efficient energy conversions to protect our environment and to make judicious use of natural resources (e.g., advancement in energy efficiency; Aboriginal perspectives on taking care of natural resources)

11.4. Science 8: Mechanical Systems : GLO 1: Illustrate the development of science and technology by describing, comparing and interpreting mechanical devices that have been improved over time

11.4.1. SLO 1.1: nvestigate and provide examples of mechanical devices used in the past to meet particular needs (e.g., describe and interpret devices developed to move water or be moved by water, such as the Persian wheel, Archimedes’ screw, mill wheel)

12. Non-Science Connections

12.1. Math 9

12.1.1. Stats and Probability (Data Analysis)

12.1.1.1. 3. Develop and implement a project plan for the collection, display and analysis of data by: • formulating a question for investigation • choosing a data collection method that includes social considerations • selecting a population or a sample • collecting the data • displaying the collected data in an appropriate manner • drawing conclusions to answer the question. [C, PS, R, T, V] [ICT: C1–3.5, C4–3.1, C6–3.1, C6–3.2, C7–3.1, C7–3.2, P1–3.4, P2–3.1]

12.1.2. Solving Equations, Patterns & relations (variable equations)

12.1.2.1. 3. Model and solve problems, using linear equations of the form: • ax = b • ax=b,a≠0 • ax + b = c • ax+b=c,a≠0 • ax = b + cx • a(x+b)=c • ax + b = cx + d • a(bx+c)=d(ex+f) • ax = b , x ≠ 0 where a, b, c, d, e and f are rational numbers. [C, CN, PS, V]

12.2. Math 8

12.2.1. Number (Rate, Ratio, & Proportion)

12.2.1.1. 4. Demonstrate an understanding of ratio and rate. [C, CN, V] 5. Solve problems that involve rates, ratios and proportional reasoning. [C, CN, PS, R]

12.3. Social Studies 9

12.3.1. 9.2 Issues for Canadian: Economic Systems in Canada and the United States

12.3.1.1. 9.2.5 assess, critically, the relationship between consumerism and quality of life in Canada and the United States by exploring and reflecting upon the following questions and issues: • How does individual consumer behaviour impact quality of life (e.g., environmental issues)? (PADM, ER)

12.3.1.2. 9.2.6 ssess, critically, the interrelationship between political decisions and economic systems by exploring and reflecting upon the following questions and issues: • How do government decisions on environmental issues impact quality of life (i.e., preservation, exploitation and trade of natural resources)? (PADM, ER)

12.3.1.3. Skills and Processess

12.3.1.3.1. Dimensions of Thinking

12.3.1.3.2. Research For Deliberative Inquiry

12.3.1.4. Values & Attitudes

12.3.1.4.1. 9.2.1 appreciate the values underlying economic decision making in Canada and the United States (C, ER) 9.2.2 appreciate the relationship between consumerism and quality of life (C, CC) 9.2.3 appreciate the impact of government decision making on quality of life (C, CC, PADM)

12.4. English Language Arts 9

12.4.1. 3.2 Select & Process

12.4.1.1. obtain information reflecting multiple perspectives from a variety of sources, such as expository essays, graphs, diagrams, online catalogues, periodical indices, film libraries, electronic databases and the Internet, when conducting research

12.5. Career and Technology Studies

12.5.1. Trades, Manufacturing, and Transportation

12.5.1.1. Electro-Technologies (ELT)

12.5.1.1.1. 1. identify and describe methods of converting nonrenewable and renewable sources of energy into electricity 2. construct an electrical distribution system 3. demonstrate how mechanical, chemical, light and heat energy can be converted into electrical energy 4. determine the cost efficiency, practicality and environmental impact of producing electricity from various sources of energy

12.5.1.2. Mechanics (MEC)

12.5.1.2.1. 3. research, design, build and test a concept vehicle

12.6. Aboriginal Studies 10

12.6.1. Theme 1: Origin and Settlement Patterns

12.6.1.1. 4. recognize and demonstrate an understanding that Aboriginal peoples moved from place to place according to well-defined patterns: • research how the geographical regions influenced Aboriginal culture by examining the following: – behaviours/restrictions influenced by geographical factors – harmony with land, clans, families – spiritual forces in nature/interconnectedness – sharing of resources

12.6.2. Theme 2: Aboriginal Worldviews

12.6.2.1. 3. demonstrate an understanding that cycle of life is fundamental to the Aboriginal way of life: • appreciate and respect that Aboriginal peoples traditionally view life and its interrelated parts as a never-ending cycle

13. Connections to the world / science community/ students' lives

13.1. Thinking that we live in Alberta the fossil fuel capital of Canada, would it be beneficial for electric cars to come to this part of the country?

13.2. For connecting to the students, it will allow them to think about their electrical devices because they can then think of how their phones work or even their iPods. What happens if it gets wet? Can link it to electricity.

13.3. Thinking of the science community it allows scientist to find a natural wire or something similar that may work with water or other restrictions of electricity.

13.4. How can we make different electrical devices more efficient?