Renewable Energy How Can We Keep the Lights On?

Commonwealth Class

Renewable Energy How can we keep the lights on?

In collaboration with Commonwealth Class

Introduction

Commonwealth values: Sustainable development, protecting the environment, valuing the importance and contributions of young people Curriculum links: Science, English and drama, design and technology, geography, citizenship, ICT, personal social and health education Core skills: Communication and collaboration, critical thinking and problem solving, digital literacy, global citizenship and civic responsibility

Fossil fuels (coal, oil and natural Carbon capture and storage is gas) are non-renewable energy developing technology that resources, which means their separates carbon dioxide from supply is limited and they will the waste gases produced when eventually run out. Fossil fuels do burning fossil fuels. The carbon not renew themselves, while fuels dioxide is then transported and such as wood can be renewed if stored underground, for example new trees are planted. Coal and oil in old oil fields or gas fields such as release sulphur dioxide gas when those found under the North Sea. they burn, which causes breathing One of the UN’s Sustainable problems for living creatures and Development Goals is to ensure contributes to acid rain. access to affordable, reliable, Fossil fuels release carbon dioxide sustainable and modern energy when they burn, which adds to the for all. greenhouse effect and increases global warming. Of the three fossil fuels, for a given amount of energy released, coal produces the most carbon dioxide and natural gas produces the least.

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Contents

Overview: importance and scientific background 3 Activity 1: what keeps your lights on? 7 Activity 2: windmill energy challenge 8 Activity 3: solar heating 9 Cross-curricular activities 10 Appendix 12

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Overview

Why is it important? disturbed the balance of the Fossil fuels are also limited in Greenhouse gases such as carbon carbon cycle – the natural supply. Different estimates are dioxide absorb heat (infrared processes that could restore the given for when oil, natural gas and radiation) emitted from the Earth’s balance are too slow compared to coal are likely to run out. It surface. Increases in the the rates at which human activities depends on estimates of demand, atmospheric concentrations of are adding carbon dioxide to the estimates of supply available (often these gases cause Earth to warm atmosphere. As a result, a in remote areas) and use of by trapping more of this heat. substantial fraction of the carbon renewable energy. Detailed analyses have shown that dioxide emitted from human In December 2015, 195 nations the warming during this period is activities accumulates in the from around the world came mainly a result of the increased atmosphere, where some of it together in Paris and adopted a concentrations of carbon dioxide will remain not just for decades new and universal agreement on and other greenhouse gases. or centuries, but for thousands climate change. The new Continued emissions of these of years. agreement aims to put the world gases will cause further climate The present level of atmospheric on track to a low-carbon future change, including substantial carbon dioxide concentration is that holds global temperature rise increases in global average almost certainly unprecedented in well below 2oC, with individual surface temperature and important the past million years, during which countries submitting national changes in regional climate. time modern humans evolved and climate action plans. Example Human activities have significantly societies developed. The actions include increasing the disturbed the natural carbon cycle atmospheric carbon dioxide amount of power produced by by extracting long-buried fossil concentration was, however, geothermal and solar sources, and fuels and burning them for energy, higher in Earth’s more distant past increasing the use of energy thus releasing carbon dioxide to (many millions of years ago), at efficient lighting. the atmosphere. The additional which time palaeoclimatic and carbon dioxide from fossil fuel geological data indicate that burning and deforestation has temperatures and sea levels were also higher than they are today.

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Scientific background Most ways of generating electricity Possible solutions to the problem work by having a magnet and a coil There are a number of existing wire, and creating movement Energy sources are either renewable energy sources, but between the two. This movement they have different advantages non-renewable or renewable. induces a current in the coil of Non-renewable energy is and disadvantages (see page 6). wire. When fossil fuels burn, it As yet, they are not enough to produced by burning fossil fuels heats water, producing steam. The (coal, gas or oil). This also produce all the world’s energy steam turns turbines, which causes supply. There are also measures produces carbon dioxide as a side the magnets to move in relation to product, which contributes to that could be taken to use energy the coil of wire, generating more efficiently and changes to climate change. Nuclear sources electricity. Similarly, nuclear power can also be a non-renewable behaviour that could reduce uses the energy produced from energy demand. energy. They generate electricity splitting nuclei to heat water to in a similar way to fossil fuels, produce the steam. Wind turbines although they do not produce and hydroelectric power use wind carbon dioxide. Renewable energy and water to turn the turbines. sources include: wind turbines, Solar power however uses special solar panels and hydroelectric material in photovoltaic cells to power (dams). Biomass is also a produce electricity. Solar power renewable fuel but it is burnt in a can also be used directly for similar way to fossil fuels and also heating water. produces carbon dioxide.

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Energy source Advantages Disadvantages Solar cells. Infinite energy supply. Currently costly to Does not produce carbon dioxide. manufacture panels. No fuel costs. Not sufficient power at higher latitudes. Currently not very efficient. Need storage methods to store overnight. Wind farm. Infinite energy supply. Can cause local opposition due to Does not produce carbon dioxide. visual impact on the landscape. No fuel costs. Not always sufficient wind. Amount of electricity produced depends on the strength of the wind. Better wind offshore, but more of a challenge in technology. Tidal energy works by using a Reliable and can be easily Can destroy the habitat of tidal barrage (a kind of dam) and switched on. estuary species. building this across estuaries, Does not produce carbon dioxide. forcing water through gaps. No fuel costs. Wave energy works by Does not produce carbon dioxide. Difficult to scale up technology harnessing the power of No fuel costs. to produce large amounts seawater moving in and out of of electricity. cavities which drives a turbine. In volcanic parts of earth it is Potentially infinite supply. Currently expensive to set up. possible to use the natural heat No fuel costs. Only works in parts of the world of the earth. Cold water is where there is volcanic activity. It pumped underground and comes can also be dangerous; the out as steam. Steam can be used elements found underground must for heating or to power turbines, be disposed of carefully. creating electricity. Biomass is decaying plant or Readily available. Only a renewable source if crops animal waste. are replaced. Depending on the type of biomass, fuel production could be in competition with food production. Hydroelectric power is produced Reliable and can be easily Currently costly to build. through the movement of water switched on. Can cause flooding to communities. through lakes, rivers Does not produce carbon dioxide. and dams. No fuel costs. Wood. Readily available. Only renewable if trees are replanted. Gives off greenhouse gases when burnt. Can reduce natural habitats.

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Activity 1: What keeps your lights on?

Overview Sample questions to investigate Sharing your results This is a research activity and record might include: Results should be shared and to investigate the electricity • Do you have access to electricity discussed with other countries via supply local to you. Students all the time at home and school? the teacher forum on Schools will need to research online as • Where does that electricity Online or through your links with well as ask questions and should come from? partner schools. You might like to share their findings with schools consider what differences there in other countries. • Do you know anyone who are between your area and other gets their electricity from a countries and why that might be. Activity different source? Different countries across the • Is mains electricity available world have different sources for in your area? their electricity. This can lead to a • What source(s) are used to difference in the amount of generate the mains electricity? electricity that is available in homes and schools. Some areas • How often do you use electricity may be connected to mains and for what? electricity supplies, while others • Do you know how much may have a separate generator or electricity your school uses in a run off solar powered lights. week, term or year? How might Ask your students to investigate energy demand be reduced in what the electricity supply is like at your school? their home and school. If mains Extension: If you have access to an electricity is available, the energy monitor, you can measure investigation should include what the amount of electricity used in sources of electricity their country your school and see what you can uses to generate mains electricity change to reduce it. (online sources may need to be used for this).

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Activity 2: Windmill energy challenge

Overview students that a turning motion can • What will you change? Students will build a basic windmill be converted into electricity by • How will you decide which and investigate how to make it using a bicycle dynamo and cycle is the best? more efficient. wheel, or a wind-up electrical device such as a wind-up torch. • What measurements will you take? Learning objectives Organise students into small To construct miniature wind groups for the investigation. Give Challenge your students to turbine blades and evaluate each group a copy of the activity suggest ways that the amount their proficiency. To develop sheet (Appendix A) with of electricity produced by the practical skills by investigating instructions and equipment to dynamo or wind-up device could the blades and recording and carry out their investigation. be increased (greater speed of presenting their data. Encourage them to make and test turning). They could also consider a range of different wind turbine how efficient these would be as Activity blades for comparison using power sources in their area. Lead a class discussion on how different materials, shapes or After sharing their designs, electricity is produced using fuel to angles of blades. compare with those produced at heat water into high-pressure Ask them to think about and other schools: steam, which then turns a turbine. discuss the following questions • How similar are they? This movement is used to produce when planning their investigation: • Do you think yours works better electricity by a generator. A visible • How will you make a or worse than theirs? example of this process is a wind fair comparison between • Why might that be? turbine. The rotating blades turn a different designs? generator and produce electricity. You can demonstrate to your • What will you keep the same?

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Activity 3: Solar heating

Overview Equipment: 5. Place the container Students will build a solar heater • container e.g. cans, pots, in the sunshine. model and investigate how to make beakers, bottles 6. Measure the temperature it most effective. • water of the water regularly throughout the day. Activity • paint in a number of different colours (optional) Extension: you could also bring Challenge students to find the best the water back inside once it way of heating water from the sun. • thermometer. has warmed up and continue Working individually or in teams, to measure the temperature to ask your students to make a small Instructions: see how fast the water cools. watertight container. Depending 1. Select the type of container on the materials available, this you want to use. You should Share your results could be a can, a plastic pot or a consider the material the You could share your results glass beaker. They should then container is made of and the with schools in other countries. choose whether to paint it, before area of the container compared Compare your designs and see filling it with water and leaving it in to the volume. which was more effective. Why the sun. They should measure the 2. Paint the pot if you wish to. might this have been? How does temperature of the water regularly Consider what colour paint the weather in your country relate at times throughout the day. They might be most effective. to your results? can plot a graph of temperature against time. 3. Fill the container with water. 4. Measure the temperature of the water.

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Cross-curricular activities

Research and raising goal. They could make a piece of their locality. Roles could include artwork or a slideshow, take local farmers who own the land, awareness: photographs, or create a podcast owners of the plant, local Ask your students to find out or music video. councillors and Members of more about The Paris Agreement Parliament, bird watchers, on Climate Change and the Role-play: scientists, local business owners new Sustainable Development New developments that affect the and unemployed local residents. Goals (2015). production of energy can be Ask students to decide how their If possible, show the animated film controversial. Find out about character might be affected if the written by Sir Ken Robinson and examples such as The Three new development goes ahead and introduced by Malala Yousafza Gorges project in China or the the points they might raise within which champions these goals at: proposals for a wind farm on the the debate. At the end of the https://vimeo.com/138852758. Scottish island of Lewis. session, take a vote in role for Discuss why Goal 7: ‘Ensure access Research the arguments that have whether the new scheme should to affordable, reliable sustainable been made both for and against go ahead and evaluate which modern energy’ is so important to these developments. Set up a side produced the most robust the future of everyone. role-play debate in your class arguments. Ask your students to design a where students take on the roles of creative campaign poster or characters that will be affected by product to raise awareness of this the building of a new wind farm in

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Student Energy • Finding out the total heating cost On some days their energy Champions: for the school, carrying out an supplier now pays them when they energy audit and recording and generate more electricity from The government’s carbon sharing the results with the rest solar panels than they use. management strategy for schools of the school. in the UK has set an ambitious In India, the Centre for Science and target to cut schools’ current • If they usually have access to a Environment also organises a emissions from energy use by 53% constant source of electricity, try Green School Programme by 2020. experiencing what a day or even environmental audit which a lesson in school would be like encourages students to carry out Can you find out if your country without any electricity. a survey of their school’s has targets to cut energy use in Examples and case studies of environmental practices to help schools? Encourage your students conservation and minimise to become Energy Champions to schools who have achieved the Eco-schools energy award by wastage. It gives annual local help their schools save energy and and national awards to recognise money and combat climate working to reduce energy consumption and their carbon schools who are leaders in change. Groups could carry out this field. activities such as: emissions can be found on the Eco-Schools website at: • Checking if lights and http://www.eco-schools.org.uk/ whiteboards are left on in classrooms when people aren’t One secondary school’s energy using them and computers saving initiatives have led to an turned off when not in use. They £88,000 annual cost saving and an could make and award increase in the uptake of science, certificates to the most technology, engineering and eco-friendly class or year group. mathematics (STEM) subjects.

If you are working with a partner school you could:

• Share your posters or products to promote Sustainable Development Goal 7 • Exchange photographs and results of your wind farm debate • Swap results of your energy audits and plans to reduce your school’s energy consumption.

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Appendices Appendix A: activity sheet

One of the largest wind turbines in Instructions: Share your results the world is in Hawaii. It stands 20 1. Draw the turbine blade patterns Take a picture or video of your stories tall and has blades the you want to use onto thick card best design and present your length of a football field. Follow the and cut them out. findings to the rest of the class. instructions below to make your 2. Use a push pin or similar to own miniature wind turbine. attach these to a wooden rod. 3. Place the windmill in the Equipment: stream of air from a desk fan • straws / lollipop sticks / or hairdryer. wooden rods 4. Measure the number of rotations • card / corrugated plastic in a set period of time. • flat-ended push pin (or drawing pin) • sellotape and glue • scissors • wind source such as a desk fan.

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Find Out More

Further activities and teacher • Eco-Schools is an international resources award programme that guides • Climate change project: schools on their sustainable http://www.metlink.org/climate/ journey, providing a framework climate-change-schools-project/ to help embed these principles • Practical action: into the heart of school life. http://practicalaction.org/stem Find out more at: http://www.eco-schools.org.uk/ Further reading • Royal Society, Climate Change • For more information about the Q&As: https://royalsociety.org/ Sustainable Development Goals topics-policy/projects/ and Goal number 7 go to: http:// climate-evidence-causes/ www.globalgoals.org/ and http:// www.globalgoals.org/ • The Royal Society and The US global-goals/modern-energy/ National Academy of Sciences, Climate Change: Evidence and • Further information about India’s causes: https://royalsociety. Green Schools Programme can org/~/media/Royal_Society_ be found at: http://www. Content/policy/projects/ greenschoolsprogramme.org/ climate-evidence-causes/ • National climate action plans, climate-change-evidence- following the December 2015 causes.pdf meeting on climate change, can • Biello D. 10 Solutions be found here: http://www4. for Climate Change: unfccc.int/submissions/indc/ http://www.scientificamerican. Submission%20Pages/ com/article/10-solutions-for- submissions.aspx climate-change/ • BBC GCSE Bitesize: Fossil fuels: http://www.bbc.co.uk/schools/ gcsebitesize/science/aqa/mains/ generatingelectricityrev1.shtml