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Energy Systems - Present, Future: E-Xtra Terrestrials, Grades 7,,9, 9,/Science

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Energy Systems - Present, Future: E-Xtra Terrestrials, Grades 7,,9, 9,/Science OCCOMENTRJSUHE roo oor ED 186 292 ',SE 030 761 TITLE . Energy Systems - Present, Future: E-Xtra Terrestrials, Grades 7,,9, 9,/Science. INSTITUTLON National Scdience Teachers Association, MisVingtone D.C., SPONS AGENCY Department of Energy, Washington, D.C.,, Office of Consumer Affairs. $EPORT NO DOE/QA/06083-03 *1PUB DATE Apr 30 'CONTRACT EC-77-c-01-6093 -NOTE 139p. EDRS PRICE MF01/PC06 Pius PostaqE. DESCRIPTORS *Curriculum Development; *Energy; Energy- Con'sertfatior: Fuel Consumption:.Instructional. Materials: Nuclear. Physics: *Science Curriculum;, *Science Fducaticn; Secondary EduCation; Secondary School Science: Solar Radiation: *s'ystemsApproach; *Technological Advancement DENT P S *Energy Education ABSTRACT The 12 lesstnE,preented n this guide are structured so that th6y may be integrated into sci ce lessons in 7th-,1tha, or 9th7grades. Suggest4ons ste madefor extension ofstudy. Lessons.are approaChed through classroom role:playing ofouter Epee visitors who seek to understand, energy convOrslon principlesused on'Earth. Majoir emphaSis is placed on ppergy,..flow-throughsystems. Energy, alternative4 for"the future are also examined.(A4thor/RE) p. S. a 4 r .. * , Reproductions supplied by EDRS are the best thatcan be made , * . * . ,.fromthp original Oocumillt. * k ' *t***************************.********************i4******************. ro, 16"" p. NOTICE This report was preplred as an accOunt of work sponsored by the United States Government. Neither the United States nor the United States Diglariment of Energy, nor soy of their employees, nuiluu any werranty, expreu or implRid, or assumes any legal liability or responsibility for the.ecturicy, completeness, or usefulness ofany information, apparatus, product, or process disclosed, or represents that its use would not infringe privately owned rights. Reference herein to any specific commercial productproesss, or service by trade name, mark, manufacturer, or otherwise, does not nesesserily bonstinite or imply its endorsement, recommendation, or favoring by the United States Government or ony agency thereof. The views and opinions of authors expressed herein do not necessarily state or reflect those of ihe United States Government or env agency therepf/ r D9E/CA/060113-03 tff , EnergySystems-Present, Future Extra -Terrestrials Grades 7,8,9,/Science Prepared by: - ' National Science TeachersAssociation Washington D.C. 20009 UnderContract NumberEC-77-C-01-6083 Prepared for: U.S. Departmentof Energy Office of CopsumerAffairs / Washington D*C.,20585 MIA 6 198O \ Table of Contents Description INTRODUCTION 4.6 -.3 UNIT I Lesson 1 Energy Flow Through the U.S. Food Supply System 5 This first lesson involvesenergy inputs, losseb, and output in,the U.S. foodsupply system. Lesson 2 Eaergy Flow Through the EntireEatth System 15 4 The five pathways takenby the solar 'energy which strikes the earth are describedand demonstrated. Lesson 3 Energy Flow Through the.U.S. Economy . 29 This lesson examines theflow of energy from the .primary sources through the varillusconversions to the enduses typical of the U.S, indUstrial economy. UNIT II a' .Lesson I. Electric Lighting From Coal 41 jn ihis study ofa speCific energy flow the potential energy of coal is followed'throughconversions, Tip:- plementary inputs and lossesth*t occur between coal in the ground and the lightproduced by a light bulb. Lesson 2 .. Energy Flow ibr Automobile Fuel 53 The class examinesa four step energy flowchart which starts with crude oilin the' ground and ends 0 with a moving automobile. -0 Lesson 3 HRat Leaks and Heat Engines . 65 . THis lesson'qonsiders heatlsoss from infileration and by conductionas well,as.the analogy betwean the , water level in a leaky bikket andthe temperstifre in a heated house. .UNIT III . - Lessen 1 Limits of Energy Resources 73- This lessoq distinguishesbetween renewable and' Ise depletable energyresources, looks at amounts of, depletsble cesources, and makesprojectionh about thR future. N.. Lesson 2 Conserving Energy 81' Students think aboutways tosponserve energy:both in relapionship ta conversionefficiency and personal desires. They complete an Enere AttitudeSutvey. A jesson'3 Nuclear Energy 87 This lesson is an introcht,ctiOn.tothe.processes in nuclear energy from miningurapium to the power plants. Table of Contents Description Page UNIT IV Lesson 1 Solar Hong Heating 103 Students experigent with collecting and storing solar energy and study a system4dr heating a .building using solar energy. 40. Lesson 2 Electricity From Solar Energy\ 113. This lesson includes ewo expe*iments, each involving 1 a different system for converting solar energy into electrical energy. Lesson 3 The Energy Future 121 In this lesson alternative energy sources aredis- cussed, projection's concerning the energy scene / 'for the student's lifetime'are made, and material that has been previously presented can be tied together. 4P'.$ f I. 0 a .10 '11 Introduction The Mnjor emphasis in Energy Systems, Present----Future, isthat energy flows through systems. An introduction to'energyflow and to flow- charts is presented. This is followed by analysis of'common,exampres ofimportant energy flow syStems. The third section is theexamina- tion of short term energy options. The last section looks atenergy :alternatives for future options. These eneigy.systems are approachL1 through a theme of outerspace visitors. The extra-terrestrials, calledSolardroids', adda uniqüe perspective to this packet. Lessons The twelve lessonsare structured*so that they may be integrated into scienee,classes in 7th,8th and/or 9th grades, There is suffi- ,.cient material and challenge for twelve class periods. Suggestions are made for extension of.studyover a longer period of time. 'These lessons'have been labeledOptional. Thies material has been preparedfor teachers of three different grade levels. It is intpnded to Accommodateleachers who use dif- ferent teaching styles. This joint accommodalioncan be seen in the implementation.of the decisionto suggest ways in whichsome students role-play extra-terrestrialsand contribute fun to the class along with an alienperspective'to the,various topics. Any ,teachers preferring other teachingimethods'ithan theone provlded may adapt either particular lessonsor all of the lessons, and will find that the maeerialsare organized so this can be done rather 6 Extra-terrestrials (Solardr4d0_ SuggFsted ways extra-terrestrialsmay be used in the lessdns are as ieport givers, whichputs students'into a pagition of talkingto each other abbut energy; role-playing;small woUp reports; in- quirers; leaders; etc.tAssigning theextra-terrestrial roles to different students in the variouslessons would allow, formore stu- dent involvement; The suggested extra-terrestrialserip0 can be read verbatim, but the studentsare invited to imProve upon them ite ahd use their own words. Metric In Ogaling-with ehe many Urge numbess involved in.these lessons, - regular use is msde of the first sixprefixes from the modern metric . system.known aS,SLe SysteMe Internationaled'Unites-or the Inter,. national System of Uilirs). - . I. ". SI Prefixes Factor Prefix 'Symbol Factor Prettx _Symbol c. 18 10 4xa *deci 15 10 peta centi 12 10 tera milli 9 10 giga G , micro 6 10 mega. n$no 3 10 kilo pico . 2 ,101 .hecto h femta. 10 deka da atto a t Since the signing into law of theCnited States MetricConversion Act (Public Law #94-186) on December 23, 1975, scienceteachers have an obligation to help their students learn ttuse the modern metric system. This includes.uaing.the recomme ed e units of , measurement which for epergy is the joule, symboized a Al- though the preceding ta$le associates each ilref with a p wer ten factor, there is merit it students occasionlly seeing the *equivalents wriigen out as on the right in the, llowing example: 2 x 10 3 r 2,000,000,009,000,000,00 4 Among the many materials the National Bureau Standards has'for teachers ts "Working with the Modernized Me c System," a full scale wall chart, NBS Special Eublicatpn Teacher Materials The portion pf the energy Curriculum mater 's directed to the teacher includes: sir 4 ors 'An Overview ich briefly describes the majoi thrust of each lesson- 7, , . Objectivea which state in behavioral termswhat perfor- mance-shoUld be expected of students; A list of Materials needed to conduct each lesson; and "Background Information for teachers which is.found at the beginning of each lesson:on the teacherd edition o(each flowcharttand in reference material. Student Materials It is easy to repraducP the material appropriate for distribution to each.individual student on a Xrox, Thermofax machine, or by making a duplicating master. In addition, some of the material may be reproduced as transparendies felt use on 'an overhead projector. Use of the.overhead projector makes,posaible blocking out some of the material on a flowchartwith a piece of paper or cardboard so that attention can be focused on a particular pertIon of the flow- chart., After one'portion is presented another portion dan be re- vealed and theprocess repehted until 0.1 portions have beelpre- seated and, the entire flowchart can Be sheen as a whole. 4 csi Unit I, Le s 1: Energy Flow through.the U.S. Food Suppl4System Overview This fiFst lesson involvesenergy inputs, losses, and output in ' the U. food sugply system. As energy flows through the'system, food isegrown, processed, distributed,prepared and eaten. The First Law of Thermodynamics isexTlained. Role-playing The class is introduced to the Solardroids."Illey wkll'askquestions,
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