Lighting
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Lighting

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    Lighting Lighting Presentation Transcript

    • Electrical systems Lighting
    • Time  Approximately 90-120 minutes
    • Prepare
    • Overview To analyze the positive and negative aspects of incandescent light bulbs by engaging in the debate over a federal policy that bans them. Then, different lighting technologies are compared using brightness and temperature measurements, as well as life-cycle calculations
    • Objectives  Students will be able to differentiate between the three most common household light bulb technologies – incandescent, compact fluorescent, and light-emitting diode- by understanding the characteristics of their construction.  To articulate environmental, social, and financial impacts related to federal policy by critically evaluating the 2007 Energy Independence and Security Act.  To demonstrate knowledge of the First Law of thermodynamics by investigating heat loss in light bulbs.  To evaluate the cost effectiveness of lighting efficiency upgrades by calculating their life-cycle cost.
    • Materials :D  Light bulbs of equivalent brightness- usually indicated on the bulb package- for five stations  Five 60 watt incandescent bulbs  Five 13 watt CFL bulbs (60 watt equivalent)  One 12 watt LED bulb (60 watt equivalent)  Light fixtures for each station  Light meters (optional)  Calculators  A/V equipment  “NBC Nightly News: Politicians Flip Switch on CFL Light Bulbs” Video  “Energy 101: Light Bulbs” video  Activity worksheets
    • Standards Addressed  P.12.C.2- Students know energy forms can be converted.  P.12.C.6- Students know how electricity is transferred from generating sources for consumption and practical uses.  N.12.B.1- Students know Science, technology, and society influenced one another in both positive and negative ways.  N.12.B.2- students know consumption patterns, conservation efforts, and cultural or social practices in countries have varying environmental impacts.
    • Next Generation Science Standards  HS-PS3-3. Design, build, and refine a device that works within given constraints to convert one form of energy into another form of energy.  HS-PS3-4. Plan and conduct an investigation to provide evidence that the transfer of thermal energy when two components of different temperature are combined within a closed system results in a more uniform energy distribution among the components in the system (second law of thermodynamics).
    • Crosscutting Concepts  Systems and System Models When investigating or describing a system, the boundaries and initial conditions of the system need to be defined and their inputs and outputs analyzed and described using models. (HS-PS3-4)
    • Vocabulary :O  Lumen- A measure of light output as perceived by the human eye; basically a measure of brightness  Watt- energy unit; equivalent to the power you need to lift 100g ( a small apple ) a distance of 1 meter in 1 second  Incandescent lamps- produce light by running electricity through a metal filament until it glows  Fluorescent lamps- produce light by running an electricity current through mercury vapor until their internal phosphor coating glows  LED lamps- produce light by powering an array of light emitting diodes, located inside the bulb
    • Questions 1.How do incandescent bulbs produce light ? 2.How do LED bulbs produce light? 3.What characteristic makes incandescent bulbs the least efficient lighting technology ?