This resource is composed of materials from Wayne State University's professional development workshops which are designed to introduce educators to hybrid electric and electric vehicle fundamentals. Included materials are an event agenda, faculty presentations, and fliers.

This web site hosts the materials for an annual middle school competition that consists of four physical science experiments centered on a mystery. The experiments are designed for small groups in a classroom or after school setting. Each of the experiments gives students a clue to solve the mystery. The current year's competition is available to join and the materials from previous years are available for download.

This web site has links to the materials for the 2006 Physics Quest middle school competition, hosted by the APS. The 2006 lesson covers static electricity, conductors and insulators, heat, and optics. These are connected to the life and science of Benjamin Franklin. The experiments are designed for small groups in a classroom or after school setting. Each of the experiments gives students a clue to solve the mystery.

This four credit course offered by Macomb Community College provides practical training in the theory and basic design aspects of electric vehicle propulsion systems and is a required course for MCC's Electric VehicleDevelopment Technology Certificate. Primary subjects covered include rationale forelectric vehicles(EVs), safety, battery technologies, basic battery testing, electric machine (motor) types, electric machine operation, power management, power inverters, DC to DC converters, accessory systems, and potential future technologies. Educational materials included arethe first day handout, detailed course outcomes, homework (no solutions), labs, pre/post assessments, presentations, sample quizzes/exams, syllabus, and more. If you're an instructor and need access to homework solutions or complete exams/quizzes, please contact theCAAT. This course is composed of nine modules thatcan be used to supplement existing courses or can betaught together as a complete course.These modules are The Need for EVs, EV Safety, Introduction to Battery Chemistry, Battery Pack Integration with Vehicle Systems, Electric Machines (DC Motors, AD Induction Asynchronous Motors, Permanent Magnet Synchronous Motor, and Switched Reluctance Motors), Power Inverter/Electronic Motor Controls, DC to DC Converters, Vehicle Accessory Systems, and Introduction to Advancing Technology (Fuel Cells, Ultra Capacitors, and Hydraulic Propulsion)

This module introduces the concept of biological absorption, storage and distribution of chemicals.

This module provides an intrioduction to acid and base chemistry. The Arrhenius and Bronsted-Lowry concepts of acids and bases are discussed as well as the pH scale and neutralization reactions.

The following module consists of a PowerPoint presentation, two lab sheets, and a syllabus for modifying automotive engine courses to include HEV technologies and was developedthrough a seed grant from theCAAT. The PowerPoint discusses the application of variable valve timing (VVT) and Atkinson cycle principals to HEVs, and the extra hydrocarbon capturing devices added to HEVs due to the use VVT and Atkinson principles. The lab "Compression Testing VVT systems" reinforces the ideas of the presentation illustrating engine malfunctions caused by a faulty VVT system. For additional insight on HEV engine service procedures, an oil change lab sheet for HEVs is included. For educators looking to modify current courses, the syllabus has highlighted fields where HEV technologies were incorporated to an engines course at Lewis and Clark Community College.

In this unit, students learn about the form and function of the human heart through lecture, research and dissection. Following the steps of the Legacy Cycle, students brainstorm, research, design and present viable solutions to various heart conditions as presented through a unit challenge. Additionally, students study how heart valves work and investigate how faulty valves can be replaced with new ones through advancements in engineering and technology. This unit demonstrates to students how and why the heart is such a powerful organ in our bodies

These modules were originally presented to First Responders during a two-day workshop at the North Carolina Solar Center (now known as the North Carolina Clean Energy Technology Center) and were taught by National Alternative Fuels Training Consortium trained instructors. Three separate modules were used to educate them on the properties, technology, and safety precautions to take when working with alternative fuel vehicles utilizing gaseous fuels, biofuels, and electric drivetrains.

These materials are written to supplement the book Amusement Park Physics, 2nd Edition by Clarence Bakken. They include descriptions of contests, projects, and demonstrations related teaching physics through amusement park rides. There is also a set of short histories of Physics Day at four amusement parks to provide ideas for improving these events, examples of data taken on amusement park rides, and a Powerpoint presentation on vertical loops on roller coasters. The Amusement Park Physics book will be available from the AAPT store in the Spring of 2011.

After gaining skill through analyzing a historic and contemporary speech as a class, students will select a famous speech from a list compiled from several resources and write an essay that identifies and explains the rhetorical strategies that the author deliberately chose while crafting the text to make an effective argument. Their analysis will consider questions such as: What makes the speech an argument?, How did the author's rhetoric evoke a response from the audience?, and Why are the words still venerated today?

In the first of two sequential lessons, students create mobile apps that collect data from an Android device's accelerometer and then store that data to a database. This lesson provides practice with MIT's App Inventor software and culminates with students writing their own apps for measuring acceleration. In the second lesson, students are given an app for an Android device, which measures acceleration. They investigate acceleration by collecting acceleration vs. time data using the accelerometer of a sliding Android device. Then they use the data to create velocity vs. time graphs and approximate the maximum velocity of the device.

After researching the characteristics of arthropods, students observe arthropods in the field, analyze their data, and learn how to develop their own arthropod collection. The unit is designed to be completed in eight or more sessions. The comprehensive curriculum materials contain information for teachers, including activity tips and an overview of the characteristics that define arthropods.

Through this earth science curricular unit, student teams are presented with the scenario that an asteroid will impact the Earth. In response, their challenge is to design the location and size of underground caverns to shelter the people from an uninhabitable Earth for one year. Driven by this adventure scenario, student teams 1) explore general and geological maps of their fictional state called Alabraska, 2) determine the area of their classroom to help determine the necessary cavern size, 3) learn about map scales, 4) test rocks, 5) identify important and not-so-important rock properties for underground caverns, and 6) choose a final location and size.

This lesson introduces J. J. Thomson's discovery of the electron and E. Rutherford's planetary model of atomic structure. This is the first in a series covering modern atomic theory.

This module provides information on the content and writing style used in writing a Visionlearning teaching module.

This lab manual describes Franklin's thoughts on the electrical nature of lightening and the use of lightening rods. It includes descriptions of historical experiments and studies and electrostatic experiments with simple and inexpensive generators and Leyden jars.

The Biofuels vs Fossil Fuels unit has students explore the similarities and differences between fossil fuels and biofuels. In the process, students investigate the carbon-transforming processes of combustion, photosynthesis, fermentation and respiration. They apply their knowledge of these processes to the global carbon cycle to examine how use of fossil fuels and biofuels have different effects on atmospheric carbon dioxide levels and consequently global climate change. Students use their understanding of the global carbon cycle to study the claim that biofuels, such as ethanol made from plant material, can help reduce the rate of increase of atmospheric carbon dioxide. In addition, students examine the environmental impact of biofuels agriculture.

Overall, this unit has three important goals. These focus on: Matter and energy changes associated with the carbon-transforming processes, the effects of the use of fossil fuels and biofuels on the global carbon cycle and global climate change, and a cost/benefit analysis of the production and use of biofuels.

This activity is designed to introduce students to geologic processes on Earth and how to identify geologic features in images. It also introduces students to how scientists use Earth to gain a better understanding of other planetary bodies in the solar system.

Students examine an image produced by a cabinet x-ray system to determine if it is a quality bone mineral density image. They write in their journals about what they need to know to be able to make this judgment. Students learn about what bone mineral density is, how a BMD image can be obtained, and how it is related to the x-ray field. Students examine the process used to obtain a BMD image and how this process is related to mathematics, primarily through logarithmic functions. They study the relationship between logarithms and exponents, the properties of logarithms, common and natural logarithms, solving exponential equations and Beer's law.