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A Teacher's Introduction Toenergy and Energy Conservation: .Secondary

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A Teacher's Introduction Toenergy and Energy Conservation: .Secondary DOCUMENT RESUME ED 127 161 SE 021 1.81 tITIE --, A Teacher's Introduction toEnergy and Energy Conservation: .Secondary. INSTITUTION 'Battelle Memorial Inst.,Columbus, Ohio. Center'for. Improved Education.; Ohio StateDept. of Education, . Columbus. SPONS AGENCY . Office of Education (DREW), Washington;D.C. PUB DATE 75 . NOTE 97p.; For related doctiment, seeSE02.1780; Photographs' may not reproduce well AVAILABLE FROM 'Division ofEducation Redepign and Renewal, Ohio( Dep. of Education, 65 South,Front/St.,Colnibus,:, . Ohio' (no price quoted) . EDBS-PRICE MF--10.83 C-$.4.67 Plus Postage. DESCRIPTORS Cutriculum; iEnergyv *Energy Conservatioi; . Instructional Materials;°*Physics;Science Education; Secondary Education; *SecondarySchool Science; . *Teaching"Guides IDENTIFIERS *'Ohio . ABSTRACT .. "Ilis.document is intended to give . the secondary f school teacher.backgroundinformation.and general suggestionsfor "teaching units and correlatedlearning activities rela-ted.toenergy and energy conservation. Sections are directed to A.Problem Shared by All, Causes,, What is Energy?,Energy Sources, -Searching for Solutions. Cbnservation: An Ethicfor Everyone, a'glossaryand extensive bibliograpW.MR) an . C 4 1c) 4 t \ . ; ****A********************************************************** * .Document4 acquired by ERIC includemany informal unpublished * * materials not available fromether sources. ERIS, makeA * to obtain'the best every efft3rt-*. copy available.' Nevertheless, itemsof 'anginal * *.reproducibility are-often encounteredand this affects the quality * of the micrdfiChe and * hardcopy'reproductions ERIC makesavailable * * via the ERIC Document ReproductionService (EDRS). EDRS is not- * responsible for the-quality of the original document. Reproductions* * supplied by EDRS are the best that can be made ,irci * *********************** * * * * * * * * * * * * * * * * * * * * * * * * *t * * * ** * * ** * ** * * ** * * * #* . SECONDARY V S CICPARTIAE NT OF NEALYN. EOLICATIONILINELFtE NATIONAL INSTITUTE OF EDUCATION THIS DOCUMENT ,HAS BEEN REPRO- DUCED EXACTLY AS RECEIVED FROM THE PERSON OR ORGANIZATION ORIGIN AT ING.11 POINTS OF v .EV1 OR OPINIONS STATEDDONOT NECESSARILY REPRE- SENT OFFICIAL NATIONAL INSTITUTE OF ENERGY EDUCATION POSITION OR"CILKTt ENERGY ENERGY 4 \AF fr.:1 A Teachers introductionTo Energy and Energy Conservation 4 COLUMBUS. OHIO1975- OHIO DEPARTMENT OF EDUCATION S STATE BOARD OF EDUCATION 3 William H. Cossler, President YoungstoWn . Everett L JungN.D.. Vim-President Hamilton Martha B. Agler Columbus '. William M1 Baker Madison.' ,111113 Wallace E. Blake Zanesville Walter A. Builts, Jr. Cleveland Thaddeus Garrett, Jr. Akron Susan D. George Canton t Robert W. Grosser Strongsville Daniel Jankowski Maple Ileights William M. Judd Cincinnati, Robert A. Lyons, Sr' ayton Roy D. McKinley frb4on John R. Meckstrotp Cincinnati David M. Miller Portsmouth David R. Rittenhouse Toledo Anthony Russo . Mayfield Heights Ruth S.child'house Columblis Wayne E. Shaffer Bryan Cecil M. Sims fiqu4 Robert.W. Walker Adena - Robert E. Williams Xenia Martha W. Wise Elyria Martin W. Esiex Superintendent of Public Instruction . ' I Franklin B. Walter Deputy Superintendent-of Public Instruction Virginia t. Ktmlde Director, Division of Educational Redesign and Renewal Prepared by. , oeBateite Center for II-waved Edication 505 King Avenue Columbus. Ohio 43201 3 1975 . e -S 1 3 I . _ FOREWORD Historically, American education hasbeen responsive to 'the demands placed upon it by its constituentsto resolve human pcnblerns: Curriculum . the what of learningis influencedby both societal, advancements and . problems The'Worldwide,enerpy problem demandsthat priorit ybe placed upon seek- . ing solutidns -Hard-hitting shortages have brought'generalrecognition that the ,sources of energy are exhaustiblegrEnergyto turn the multitudinous 'wheels of American industry,to transport a highly mobile people, tosup- t part the conveniences of homes, andto make passible recreational ac- tivities is becorhing more and morescarce. A complexity of reasons con'- tkibute 'to this situation. finiteenergy sources; the demands of life styles resulting from the technologicalachievement by people throughout the world, comparatively limitedsupport to research, and waste. The energy problem touches thelives of all people.'Hence, schsolsare in- volved in efforts affecting:bur destiny.Students of all ages must be Taught the energy conservation ethic,which means using energymore efficiently and with less waste. The significantunderstanding of iharing among nations and world dependency must .be actjuired.And as a primary goal, schools are .called upoii to provide crgative socialand scientific thinking, exploration, and problem-solving epenences. Itcould well be that some youths now inschool may discoveruntapped sourcesof energy, findnew ways lb adapt old sources, and inventnew mactimes capable of con- tributing. to lolutionsefor this complex problem. So assist teachers in both the elementaryand secondary schools, these in- service guidelines on energy and energy conservation havebeen prepred. It is our hope that teachers willuse these materials as astarting point and .go far beyond in this necessary instruction. A broad effdrtis needed to help our society deal with a growing problem which affects all(fives and Axperica. ; itself. -L. 'N Marti W. EStex Superintendent ofPublic instibctraii . - . r . \14 1 . ACKNOWLEDGMENTS This inservice publication, A Teast!er's Introduction To Energy and Energy Conservation, has been prepared for)-teachersinthe. elementary and secondary schools a Ohio by the Battelle Center-for ImprOved 'Education 4n cooperation wrth the Ohio Department of Educaticrpratitude'is eiwressed. to Battelle's Colunibus Laboratories for theresearch contributioncontained. 'thi this timely and significam publieation.- Appreciation is extended, MO, to Donald Frericks, assistant director of,the Departmint of Education's `Division of Teacher Education and Certification, and.. to Dermot Schn'ack, consultant with the Division of Guidance and Testing, for their work in preparing the lesxtensive.6ibliograj)hy which ap- companies this publication. Permission to Use the included photography and graphics was gr'anted by The Federal En'ergy Administration, Region V, Battellefflemorpl Institute, Sohio, and Columbia Gas Company. Grateful recognition is made, of this contribution. ..The staff of the Division of Educational Redesign and Renowal expr.ess op- preciation to the members of the reaction panel for theraritique of draft .editions in terms of content, format and piacticality. David BetzToledo Board of Education, Toledo Diana ClassAnsonia Elententary School, Ansonia Audrey CoughlinSt. Mary School, Columbus . Bonnie punkBramble Primary School, Cincinnati Grape Hawkins.-Grant Junior High School, Steubenville Pauline Harper-Beallsville Elementary School, Beallsville 4. Al JuniorSouthviewfigh School, Lorain, . -r leanor Knight-,-Chester EletnentrySchool. Chester . Ralph4Locke---East Junior High School, East Liverpool . Robert McBurneyT-Worthington HighSchopl, Worthington Fran PancopstEvergreen EastMiddle Schdol, Metamora John PetersL.-Ansonia Elementary School, Ansonia tiliehael SchaferAnsonia High School, Ansonia ' Clarissa SherardJqhn F. !Carmody High School. Cleveland . The a=nnty Is the suttect of thrs report wassupported to whole or in part by the U S Ofbx of ficlucatPon,Department of Heath Education and Welfare However opinions expressed-Serern do not necessarily reflect theposinon or policy tif the U S Once of Educautp, and no official endorse . mew by the U S Office of Education should be nferred 4 . ....t. f co TABLE'OF CONTENTS t ., ,: , INTRODUCTION - r .. VC/HAT'ISYOURE.Q.7 % 3 A'PROBLEM SHAREDBY Ad i, I 5 'CAUSES- g WHAT IS ENERGY? 14 ENERGY SOURCES i , 16 SEARCHING FOR SOLUTIONS 32 , -OON$OV.ATION:.AN ETHIC FQ13EVERYONE 35 .. NSWEkS;t0 E.C120U-ESTIONS .,,, ., 39 GLOSSARY 1 . supGtfED JUNIOR HIGH AND MIDDLE. SCHOOL TEACHING :UNITS SWGSTED SENIOR HldH. TEACHING UNITS 4 V .. s .-BIBLIOGRAPHY r" 75 O .. e 6 . ; 1 c 4. i `I . , 411 4 INTRODUCTION, At no other time in the history of our cOuniry.has there been a greater neW for a national commitment to conserving existing energy sources and seek- ing new ones. A united effort by all Americans is necessary to fulfill-this 4 commitment, There is no -better place or time to begin than in today's schools.-with students who will be tomorrow's adults. It is their lives which will beaffected by the energy practices and policies of the present. - . The teacher's responsibility is a critical one in teaching about the sources and uses of energy, the -multi-faceted 'problem, and the .energy conserva- tion ,ethic. Attitudes, along with technology, are important in working toward solutions. .. , .,. ThtztDivision of Educational Redesign and Renewal coordinates the Ohio D artment of Education's inservice center. Ond of the diiiision's major . reoonsibilities is the development and dissemination of INDIVIDUALIZED 114$ERVICE PACKETS, practical resources for independent studyor for the use of teacher-leaders working-with groups of colleafues. A Teacher's In- trpduction to Energy and Energy Conservation is another of these stand-,. feee inservice resburces. i . .. This material is intended to give ;he teacher background inforrnation and, general suggestions for teaching units and correlated learning activities. Sections are directed to: A Problem Shared by All, Causes, What Is. EAergy?, Energy Sources, Searching for SolUtions, Conservation: An Ethic
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