Renewable Energies

RENEWABLE ENERGIES Educational and information materials Note: This material was originally published in German and was designed for lessons for 12-16 year old pupils in Germany. It may therefore be necessary in some cases to adapt the worksheets to the situation in the countries where the material is to be used. To this end, the material is available for download free-of-charge on the Federal Environment Ministry’s website at www.bmu.de/bildungsservice.

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Published by: Federal Ministry for the Environment, Nature Conservation and Nuclear Safety (BMU) Public Relations Division · 11055 Berlin · Germany E-mail: [email protected] · Website: www.bmu.de/english

Text: Peter Wiedemann, Sabine Preußer, Annette Jensen

Editors: Dr. Korinna Schack, Achim Schreier, Referat ZG II 1 (BMU) Frank J. Richter, Zeitbild Verlag und Agentur für Kommunikation GmbH

Academic Advisers: Prof. Dr. Gerhard de Haan, Free University of Berlin, Department of Educational Science and Psychology, Educational Future Science Section Dr.-Ing. Joachim Nitsch, German Aerospace Center (DLR), Institute of Technical Thermodynamics Georg Eckert Institute for International Textbook Research

Design: Zeitbild Verlag und Agentur für Kommunikation GmbH, Berlin

Printing: Bonifatius GmbH, Paderborn

Illustrations: Zeitbild / Oedekoven, Zitromat

Date: June 2008

First Print: 2.000 copies RENEWABLE ENERGIES EDUCATION AND INFORMATION MATERIALS Contents

JOURNEY INTO THE FUTURE 3 THE RENEWABLE ENERGY 71 FOUR TEENAGERS DISCOVER THE ENERGY SUPERSTARS SUPPLY SCENARIO OF THE FUTURE WHO HAS VISIONS FOR THE FUTURE? • The renewable energy superstars THE JOURNEY INTO THE RENEWABLE • The sunshine pioneer FUTURE ENERGY • Perpetual motion Four teenagers SUPERSTARS • Biomass: always hot stuff discover the energy supply Who has visions for scenario of the future the future? • Plus energy house • We are energy • The earlier the better

ENERGY FROM THE FUTURE 17 GREEN POWER 79 RENEWABLE ENERGIES AT A GLANCE ECO-ELECTRICITY AT THE SOCKET ENERGY • Energy from the future • Green power FROM THE GREEN FUTURE • Solar heat POWER • Don’t give CO2 a chance Renewable Eco-electricit y energies • Electricity from the sun at the socket • How green is green really? at a glance • Wind energy • Tightening the power belt • Hydro-power • Green power quiz • Biomass • Press cuttings • Geothermal heat

ENERGY RESEARCH 31 A TANK FULL OF SUN? 87 EXPERIMENTS WITH RENEWABLE ENERGY SOURCES FUELS OF THE FUTURE • Energy research • A tank full of sun – fuels of the future • Absorption and emission of thermal radiation • Fill her up please – but keep it clean • The solar cooker • Hydrogen in the tank • Photovoltaic sytems and solar cells • Assessment of alternatives ENERGY • Drying wood A TANK FULL • Latest news RESEARCH • Wood gasification OF SUN? • Links Experiments with Fuels of the future renewable energy sources • Solar chimney power plant – wind from sun • Experiment: heat insulation

WHAT IS FAIR? 49 LEARNING / COMPETENCE CHECK 97 LIFESTYLE AND ENERGY CONSUMPTION ARE YOU AND YOUR PUPILS • What is fair? FIT FOR PISA? • The chair game • Exercises

• Personal energy consumption and CO2 balance • Learning/Competence check • But surely i don’t use that much energy! • Answers WHAT IS • A comparison of countries FAIR? LEARNING / Lifestyle and COMPETENCE CHECK energy consumption Fit for Pisa?

ENERGY NETWORK OF THE FUTURE 61 BACKGROUND INFORMATION 107 BACKGROUND ENERGY NETWORK RENEWABLE ENERGIES WORLDWIDE INFORMATION FOR FOR TEACHERS OF THE TEACHERS FUTURE • Energy network of the future • Suggested approach Renewable • Our world • Answers to the worksheet exercises energies worldwide • Biomass and helpful hints • Geothermal power • Fit for the future – • Wind energy acquiring “Gestaltungskompetenz“ • Hydro-power • Points of contact with the syllabus • Solar thermal power • Learning goals • Energy consumption • Education “Standards“ JOURNEY INTO THE FUTURE Four teenagers discover the energy supply scenario of the future JOURNEY INTO THE FUTURE The story page 1/12

THE INVITATION

Viona is green with envy. “You’re starting your holidays five days early. And you’re missing three boring lessons with Dozy. You’re doing all right!” “Well, you’ll soon be swimming in the sea, and I’ll probably have to spend most of my time looking at wind parks and things,” says Felix, trying to calm down his cousin. After all, he doesn’t need to tell her that he has a sinking feel- ing in his stomach when he thinks of the journey ahead. Six weeks ago, his mother received a strange invitation at work.

“Dear Mrs. Sunwind, We have heard from well-informed circles that you are one of the leading engineers of your time for renewable energy systems. That is why we are sending you an invitation. Come to the year 2030 and visit us. We would like to show you our modern energy supply systems. And by all means bring your son Felix too.

Yours sincerely,

Dr. Brownsmith Future PLC”

First Felix wondered how this Brownsmith man knew his name. And the next thing he wondered was how it would work: travelling into the future. And even now, he was not much the wiser. They would be collected early in the morning, the company had told them. “I wonder if you’ll get anything decent to eat,” muses Viona. “Maybe they live on genetically modified vegetables, and they’ve got rid of all cows and hens.” “And they’ve brought the dinosaurs back to life,” suggests Aysche. “Why don’t you bring us back an ultra-modern mobile phone?” asks Manuel. “Yes, and be sure to find out what kind of music they like in the future. So we can form a group and be a real hit,” urges Aysche. “You’ll be getting a bit past it by then, won’t you? Just think: by 2030 you’ll be nearly 40!” replies Felix. He’s suddenly in a hurry to get home and pack his things. What should he take with him? He suddenly realises that his coolest jeans are likely to be pretty unfashion- able by 2030. 2008 Federal Ministry for the Environment, Nature Conservation and Nuclear Safety Conservation and Nuclear Ministry the2008 Federal Nature for Environment, ©

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SARANCHIMEG

Fortunately their teacher Dozy is busy drawing a complicated diagram on the board. Viona waves her arms wildly at Manuel and Aysche to attract their attention. She holds up her mobile phone, makes a panic-stricken face and mouths the word: “Felix”. Aysche points to the door. Their eyes meet. Then all three of them run out. Dozy looks up in confusion. “You can’t do that. Sit down again immediately,” he shouts, and adds something about an entry in the class register. But the three are already out of sight. Viona is so excited she can hardly speak. She thrusts the mobile into Manuel’s hand. “Being followed. PLEASE come and help. Make sure you’re alone and shut yourselves into one room. Dial my number, followed by Jhklw-2385240:)ghwRH3“ “Where shall we go?” asks Aysche. “The gym is bound to be free. Miss Hopper broke her leg vaulting”, suggests Manuel. Jhklw-2385240:)ghwRH3 ... and then ... The three friends look around uncertainly. “Are we really in the future?” whispers Aysche. “I definitely feel a bit strange,” breathes Viona. In the far corner there is a multi-tier stage with unusual columns of light. In front of it, a girl is balancing on a ladder and fixing something like a floodlight to the ceiling. Suddenly she sees the three of them. “Where did you come from? I never noticed you come in.” “And what are you doing?” asks Aysche, who is the first to find her voice again. “Don’t you know? The day after tomorrow is the start of the international school band event,” the girl explains in a voice that makes it clear she thinks they’re completely out of touch. “We’re from the Energy Society and we’re doing the lighting. We’re running late because the construction group designed such a complicated stage and took much longer than planned,” she says. Suddenly a group of young people in glittering overalls rushes in. “Get moving. We’ve collected so much sun that we can run the lighting tonight,” calls a boy with his hair dyed in squares. 2008 Federal Ministry for the Environment, Nature Conservation and Nuclear Safety Conservation and Nuclear Ministry the2008 Federal Nature for Environment, ©

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“Are you the delegation from Green- land?” he asks. “Er, no.” The friends don’t know quite “Can you tell us what date it is today?” Viona asks shyly. “I think it’s the 27th of June,” answers the boy with the multicoloured hair, focusing his attention on a switchboard in the corner. “And what year?” “2030. Have you already forgotten all the fuss about the decade celebrations?” The friends’ explanation of how they got there is met with incredulous amazement. “That’s really splashy,” comments the girl with the hose. “OK, I’m Saranchimeg and that’s Ser- gio. We’re both from the Energy Society, and in the last few weeks we’ve been working hard to get this zeroed." “What does that mean – zeroed?” “Well, zero bottom line – we’re not allowed to use more energy for the festival than we can produce ourselves. But now we have a geothermal plant in the city,” Sergio announces proudly. “A geo what?” asks Aysche. “Heat from inside the Earth. Every 100 metres closer to the centre of the Earth, it gets three degrees hotter – and three thousand metres down you can theoretically boil an egg!” “That’s a bit of a bother, isn’t it?” says Manuel. Above all, he can’t see what it has to do with the gym. “We helped to build the geothermal plant. Now our school produces so much power that we actually have spare power to sell. And we use it to pay for things like the festival. It was the Eco- nomics Society that had the idea,” adds Saranchimeg. “Sergio, can you take over here? I want to go around with these three. After all, I discovered them first.” In the corridor, a group of children come towards them with their teacher. “But – isn’t that Dozy?” Viona gives Aysche and Manuel a nudge. “I thought the saying was: if you leave something long enough, it grows hair. It certainly doesn’t seem to be true in his case,” jokes Manuel. “But if he’s here – and looks so old – what about us?” asks Viona and sneaks a look at her hands. All perfectly normal. But still – somehow confusing... 2008 Federal Ministry for the Environment, Nature Conservation and Nuclear Safety Conservation and Nuclear Ministry the2008 Federal Nature for Environment, ©

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STREETSAILORS AND SUNZERO

“How on earth are we going to find Felix here?” asks Manuel, sounding a bit desperate. “Let’s text him. I hope he replies soon,” answers Viona, her thumbs flying over the keypad. Saranchimeg is glad to act as tourist guide. In any case she likes the idea of stealing the occa- sional glance at Manuel’s turned-up nose during the afternoon. “I can get us a couple of Streetsailors. Then I’ll show you what the city looks like today, and you tell us what it used to look like,” she suggests.

“OK, that’s cool.” Manuel is excited. Although they only have a light tailwind, the four of them are zooming along the highway at quite a speed. “How is it we’re going so fast?” he asks into the microphone on the front of his helmet. “The streetsailors are powered by an electric motor as well as a sail,” explains Saranchimeg. “The motor gets its power from a fuel cell. And also they have stored up wind energy while they were parked for the last few days.” On the inside lane is a string of small cars with solar roofs. In the outside lane some extra-low three-wheeled vehicles are engaged in a race involving risky overtaking manoeuvres. “These things don’t produce any exhaust emissions– that’s why we say SunZero. Super-light electric-powered trikes.” There’s no holding Saranchimeg now: “The solar cells have so much power that they convert the water from the fuel cell back into hydrogen,” she explains. Viona’s head is swimming. Fuel cell – what’s that? “There’s my riding stables,” shouts a delighted Aysche. “We really must stop there.” “Doesn’t look all that different,” she remarks, as they stroll past the horses in their stalls. “Did you expect the horse of the future to have an armchair and TV?” jokes Viona. 2008 Federal Ministry for the Environment, Nature Conservation and Nuclear Safety Conservation and Nuclear Ministry the2008 Federal Nature for Environment, ©

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Suddenly there’s a rattling sound. “What was that?” “Haven’t you got that system yet? Several times a day the horse manure is taken away by a conveyor belt. It goes into a small power station, along with potato peelings and other organic waste from the area,” answers Saranchimeg. Aysche is keen to ride for a bit, so the others stretch out on the grass and doze in the sunshine. “Shall I show you something really way out? Over there is a 3D Centre. The boys in particular find it super-freezy.” At the entrance, they are each handed an overall and a helmet. “And what happens now?” Manuel wants to know. “Put it on, stand on a platform and then put on the dark glasses,” instructs Saranchimeg. Manuel and Viona try out the buttons on the rail around the platform. In quick succession they find themselves back on a grassy field, then in front of the stage at a big concert, and finally in the desert. “Set it to Desert”, says Saranchimeg. Imme- diately Manuel can feel scorching heat. In the distance a caravan of camels is heading for an oasis – and then he notices Saranchimeg only a few metres away. She waves and comes towards him. Coming right up to him, she smiles, and suddenly he feels her hand on his shoulder. Totally confused, Manuel takes off his helmet. He is standing in a big hall – Saranchimeg and Viona are at least ten metres away. “At the moment it only works when everyone is in the same room,” explains Saranchimeg, blushing a little. “But they say that one day it will be possible to sit round a camp fire with friends who are 10,000 kilometres away.” “Oh, I’m not sure if I think that’s such a good idea”, says Viona. “I prefer a real meeting too,” admits Saranchimeg. “After all, there’s more to a fire than just heat and crackling noises.” They are just heading back to the riding stables when Viona’s mobile beeps. “Pursuers on our heels. Only alone in toilet. Always on the move. In Gdansk, Poland, European Centre for Energy Research. Try to meet b4 we leave. PLEASE come! cu Felix”. 2008 Federal Ministry for the Environment, Nature Conservation and Nuclear Safety Conservation and Nuclear Ministry the2008 Federal Nature for Environment, ©

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RIGHT ON TOP

“There’s an express bus to Gdansk three times a day. We can leave in half an hour,” says Saranchimeg. After a brief stop at a biogas filling station they head eastwards. For the last few kilometres from the bus station in Gdansk they take an electro-taxi. At the entrance to the institute they are given a friendly welcome – almost as if they had been expected. Yes, the engineer and her son arrived yesterday, accompanied by two men. Dr. Technofreak can no doubt tell them more, says the porter. A secretary collects them and guides them through a labyrinth of corridors until they are standing on the roof of the huge building. “Glad to meet you. My name’s Technofreak,” growls the grey-haired man. Aysche thinks he looks like Einstein. “Your young friend was here. Yesterday. Said you would probably be coming,” he mutters and tells them to follow him. Technofreak points to a jet parked at the end of the roof. “That’s one of the shuttles to our three international space stations. We use them to monitor our model projects,” he explains. Technofreak rushes off, and the others find it hard to keep up with him “And where are the others who arrived yesterday?” Aysche wants to know. “In the other spacelab. Wait and see, we may dock there later,” is Technofreak’s curt reply; and Aysche doesn’t like to ask any more. The pilot looks out of the cockpit and waves as the group hurry up the gangway. “Weather conditions good – need to hurry,” explains Technofreak. No sooner is the door closed and all safety belts are fastened, than the space shuttle catapults forward and takes off. Aysche looks around with interest. Further forwards there is a row of portholes, but from her seat she can’t see anything through them. Behind them there seems to be a kind of laboratory with lots of technical equipment; in a corner of it, there are two women and a man, also strapped in, wearing headsets with microphones. “Can get up now. Safely in orbit.” Technofreak tells his guests to take a look out of the window. “Wow,” exclaims Manuel, as they fly over the North Atlantic. There are only a few clouds in sight – otherwise they have a clear view of Iceland. “First of all, I want to draw your attention to the Vatnajökull power station,” says Technofreak, starting his presentation and pressing a button. An eight-sided pillar with viewers on each side rises from the floor. “A telescope with 10,000 times magnification,” announces Technofreak and tells his guests to do their own focusing. “And what can you see?” he asks triumphantly. Viona is the first to notice the numerous little clouds of steam and smoke at the edge of a rocky plateau, and the pipes running from them to several very large low buildings. “This is the power supply for almost all of Iceland.” In the meantime the Arctic is looming up on the horizon. “Come with me into our visualisation laboratory,” says Technofreak. He stands beside one of the women that Aysche saw soon after takeoff, who is now staring at a monitor with great con- centration. When Aysche goes and stands beside her, she finds that the monitor provides a three-dimensional picture – just like looking into an aquarium. What they can see looks like a kind of conveyor belt. 2008 Federal Ministry for the Environment, Nature Conservation and Nuclear Safety Conservation and Nuclear Ministry the2008 Federal Nature for Environment, ©

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“That’s the Gulf Stream. What fantastic power, absolutely titanic!” enthuses Technofreak. “Just imagine, every second it’s moving 150 million bathfuls of water – and doing it so fast that a normal person on foot couldn’t keep up. Look: the motor is over here.” Technofreak points to the place where the conveyor belt bends downwards. “Here in the North the water from the Gulf Stream is heavier than the local water.” “Why’s that?” “It’s carrying more salt than usual for this part of the world. And when it gets as cold as the water around it, it sinks. Heat rises, cold sinks – surely you remember learning that at school?” he says in a slightly reproachful voice. But then Technofreak’s eyes light up again. “And right here we have placed a gigantic floating power station. Its massive underwater propellers are driven by the water and generate electricity. Isn’t that gargantuan?!” He is almost hoarse with excitement, and the five young friends can’t help but grin. “And where is the other space station with the rest of our delegation?” inquires Viona. “Oh, of course. You’re right. Almost forgot. Let’s beam them.” He sits down at a computer and gives the command: “Locate ISF 1.” “ISF 1 not in beam range. On other side of Earth, just before Gdansk,” announces a metallic- sounding voice. “Missed them. Thought I would catch them,” mutters Technofreak, more to himself than his guests. “Oh well, before we fly back, let me demonstrate our latest project.” Technof- reak, who has already rushed to the other side of the laboratory, is gazing into a device that looks a bit like a microscope. “Oh, we’re very lucky – it’s really stormy in the Pacific.” One after the other, he lets them look into the device. “Looks a bit like a huge swarm of prickly snakes,” comments Manuel, trying to express what he sees in words. “Yes, it’s a combined wind-and-wave power station. A huge field of wind energy systems, with flexible floating snakes attached to them. They produce power as the waves go up and down. That way we can use wind and waves at the same time! What a waste to have all that lovely energy and not use it!” Technofreak becomes more and more enthusiastic. “We want to capture it and use it,” he murmurs, and Aysche can’t help wondering whether he is perhaps not quite sober. But then Technofreak comes back down to earth. “Unfortunately, I’m sorry to say, it isn’t all that easy. We suffered a major setback last week. Our giant floating power station was damaged by a massive storm. Now we have to persuade the governments to invest a few hundred million in repairing it.” “Does that make sense: so much money for a power station that can be damaged so easily? Isn’t the money needed more urgently somewhere else?” asks Aysche seriously. Technofreak is annoyed: “Energy is prosperity, and visions for the future need trust. There’s no room here for small-minded people who want to keep a tight hold of the purse-strings.” He struggles for words. “Always these critics!” he finally exclaims. Aysche decides it’s better to say nothing: “A clear case of obsession with technology”, she whispers to Viona. 2008 Federal Ministry for the Environment, Nature Conservation and Nuclear Safety Conservation and Nuclear Ministry the2008 Federal Nature for Environment, ©

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THE HOUSE

Unfortunately they have missed the other part of the delegation because there was so much to see on the guided tour, explains Technofreak, though he doesn’t seem very sorry about it. They have already moved on, he says after making a phone call. “Flexi-time or not – I’m going home now,” he declared. “In any case there’s nothing more we can do today,” he says and thrusts a keycard into Manuel’s hand. “Stay in our guest house. All ultra-modern. You’ll like it,” says Technofreak and clambers onto his old upright bicycle. “One still has to take a bit of exercise now and then,” he grumbles, and then he disappears. Saranchimeg and Sergio are very excited. In the guest house they are bound to be able to find out lots of things for the Energy Society. The five friends are standing in the large living room, and although the sun is shining right in, it isn’t daz- zling. The temperature is pleasant, not too hot, not too cold – just right. “Must all be fully insulated,” says Saranchimeg. Behind the house is a green field of maize. “I bet that’s for biogas”, says Sergio, and nobody disagrees. And what do they find beside the house but a biogas plant... “I’m shattered,” sighs Viona. Her need to think about renewable energy is more than satisfied, at least for today. She goes to take a bath, and finds that it isn’t very easy to stop her thoughts going round and round. “The hot water must be coming from the roof – just like Granddad’s house today,” she thinks, before relaxing and enjoying the fragrance of the bath foam. Meanwhile the others are exploring the house. “Look, the facade is a photovoltaic system”, says Saranchimeg. “That’s great, now we know what we’re going to cook with,” replies Aysche, suddenly realis- ing how hungry she is. “How would you like your spaghetti cooked – with bio or solar power?” asks Sergio. “I don’t mind either way – as long as it’s not overcooked. Don’t you find this all a bit over the top?” asks Saranchimeg. “I think it’s a back-up for days when there isn’t much sunshine. Or don’t you mind having to miss out on meals in rainy weather?” points out Sergio. When they finally sit down to eat, the sun is still shining straight into the room. “That’s very strange,” muses Aysche. As soon as the meal’s over, she aims to get to the bottom of it. After all, you can hardly make the sun stand still, so there must be something else behind it! 2008 Federal Ministry for the Environment, Nature Conservation and Nuclear Safety Conservation and Nuclear Ministry the2008 Federal Nature for Environment, ©

11 11 12 The story page9/12 JOURNEY INTO THEFUTURE Tonight we are goingto stay ina...” adecentfootball watch match. Iwould rather technical. anything much powerall these differently, plants.Iexpectyou seethings Aysche; you about canget enthusiastic concentrator andasolarupdraughttower. Mumisquite excited, but I’mgetting fed upwith ty hothere, Icantell you. Theday tomorrow after we’re goingto seeabigparabolic-trough cabin. I almostjumped outofthe institute.arch You musthave excursion. you from I wassopleasedto the find justgotback that I’ve beach. eventhe seenyou –from above rese- –whenyou roof ofthe were onthe standing ascolleagues,soourhostsdon’t get two suspicious. always ofthem introduces the ASE come! Energy Managementto Centre inRiga. visitthe Maybe you’ll manage intime.PLE- to get there you.hope itreaches Sojustincase,letmetell you straightaway: tomorrow we are scheduled mailstops suddenly.Don’t besurprisedifthe and I’lljustsenditoff IfIhear anything, out,”says Viona. outapieceofpaper fishes search thy but Felix? At lastTechnofreak aleng- inhisbriefcase,andafter rummages asweas often want,it’sdoneby electricity. We don’tuseinkany more.” ago we went over to fullrecycling. Thesedays paperfilm we canprintonthe about. whatshe’stalking don’tunderstand Sergio andSaranchimeg paperlessoffice?” ideaofthe happened to the nextmorning. the group nofreak ashewelcomes the “I’ve received aholo-mailfor you. I’ve already printed itout,” says Tech- HOLO-MAIL FROM AFRICA At the momentwe’reAt inMorocco. the Itonly took usabout12 solarairship.It’spret- hours inthe We’re move time.Not onthe my allthe ideaofaholiday! Butyou’re notexactly lazingon myI don’tknow threatened Mum;shesimply ifthey won’t tell At meanything. any rate she “They’re asleep.I’ve found here aterminal andIhopenobodydisturbsme. “To past,” seconddelegation top. from “I’llread the itsays it the atthe Viona andManuelare getting impatient. Whoelsewould write to them “No, no.”Technofreak anindulgent gives smile.“About them 15 years you says stilldothat,” “I’m amazedthat Aysche. “Whatever you dial the codenumber..you dialthe sameroom travelsthe future when into the everyone timethat whoisin n’t know atthe us.Wehow managed to they comewith did- minute whenwe ourjourney. started That’s last weretwo atthe suddenly ofthem there neer, isabodyguard. andTweedledum The seemsto Tweedledee Tweedledee. beanengi- Ireckon. get back, they here. They wantto make bigmoney when ver exactly what MumandIare beingshown I think ourtwo pursuersjustwantto disco- I think Mum and I call them Tweedledum and Tweedledum Mum andIcallthem 12

A TRAP

“It stops there,” says Viona. “Do you think the pursuers surprised him?” Manuel is worried too. “I hope nothing’s happened to him.” “Off to Riga! We must be there if they come,” says Aysche, to take their minds off it. “It seems that a lot of new energy facilities have been built in that region following the expansion of the European Union.” “Cyprus wouldn’t have been bad either. I’d like to go there sometime,” says Manuel. “What is an energy management centre anyway?” “I imagine they make sure there is always enough electricity available. I mean, when there is plenty of wind in a region, they don’t need so much from biomass power plants – and so on,” says Sergio. “And how do we get in? This time Felix can hardly tell them we’re coming,” points out Aysche, looking worried. “We can simply say we’re the editors of a school magazine, doing research,” suggests Viona. And in fact they have no difficulty in getting admitted that way. “My name is Katja Przebiegly, and I’m in charge of Public Relations here,” a young woman introduces herself. “You’re lucky. We’re expect- ing a high-ranking delegation and have prepared a wide-rang- ing information programme for them. If you wait an hour or so you can come round with us.” In the cafeteria they discuss their plan. “The best thing would be if we could somehow entice Tweedledum and Twee- dledee away and shut them in somewhere,” says Sergio, thinking aloud. “That’s not going to be easy,” objects Saranchimeg . “I’ve got it! We mix some laxative into their food, and when they both have to go to the toilet, we shut them in,” suggests an excited Viona. Saranchimeg is sceptical, but she can’t think of anything better either. So Sergio and Manuel go off quickly to find a pharmacy and get what they need. “Thank goodness we have translation aids for all European languages in keycard format,” says Sergio. He has to admit that the idea of having to use gestures to explain what they want to buy is rather embarrassing. They all arrive in the visitor’s room about the same time. When Felix sees his friends, he wants to rush to greet them. But Aysche puts the palms of her hands towards him and gestures him to stay away, and Viona holds up her finger in front of her lips. Luckily the two men in suits beside Felix don’t notice anything. Felix whispers to his mother, who risks a disbelieving glance at the young friends and then gives a happy wink when she recognises Viona. “Good to see you all here. Welcome to our energy management centre. We are one of the top-level energy management centres in Europe. First of all, let me show you what our day-today business involves,” says Ms. Przebiegly, rattling off the phrases she has obviously used many times before. 2008 Federal Ministry for the Environment, Nature Conservation and Nuclear Safety Conservation and Nuclear Ministry the2008 Federal Nature for Environment, ©

13 13 JOURNEY INTO THE FUTURE The story page 11/12

“You might call this the brain of the building,” announces Przebiegly as they enter a large darkened room. Here there are dozens of monitors on long rows of tables, with men and women walking up and down in front of them. From time to time they stop and look more carefully at a monitor displaying long columns of figures and red and green lines. Suddenly a hooter sounds, and a red warning light above one of the tables starts flashing. “Things are a bit tight in the Vilnius area. For some reason, the demand for power is rising faster than expected,” says Przebiegly after studying one of the computers for a few seconds. “So what do you do now?” Felix’s mother keeps her voice down, because she doesn’t want to distract the men who are busily discussing the problem. “The computer looks to see which power plants in the area have spare capacity. Then it automatically tells them how much additional power is needed,” explains Ms. Przebiegly. “Our pumped storage power plants are also a very neat solution. When we have too much electricity, we use it to pump water into a high- level reservoir. And when we need more electricity very quickly, like now, we can simply send the stored water downhill again through massive pipes so that it can drive turbines.” Manuel notices with satisfaction that Tweedledum’s stomach is rumbling. “I’m famished too,” says Tweedledee, grinning. “But before we can go and eat, I’d like to take a closer look at some of these monitors.” While he is wandering round the room, Tweedledum stays on guard near Felix and his mother. The experts seem to have got the Vilnius problem under control. The warning light has stopped flashing, and one of the experts goes off for a coffee break. “Shouldn’t we go and eat something first?” suggests Sergio. Tweedledum agrees immediately, and even though Aysche and Saranchimeg would like to have asked a few more questions, they agree too. While they are waiting at the canteen check-out and Tweedledum is looking for his paycard, Sergio man- ages to sprinkle a few drops of laxative on Tweedledum’s roast pork. Tweedledee proves to be a more difficult case. He doesn’t take his eyes off his plate for a moment. No sooner has he swallowed his last mouthful than he suggests they carry on with the tour again. “Would anyone else like a coffee? I can fetch them for all of us,” says Saranchimeg. Tweedledum and Tweedledee accept the offer gladly. “Sorry, got to disappear quickly – back in a moment,” announces Tweedledum as Saranchimeg comes back with the cups of coffee – and suddenly he’s gone. Two minutes later, Tweedledee rushes after him, while Saranchimeg sits quietly stirring three teaspoonfuls of sugar into her coffee. Outside the door, Sergio is waiting behind a pillar. “Quick, there’s a table,” he calls to Manuel, who is the first one to arrive. Together they push the heavy table under the door handle of the men’s toilet. “Is there a window in there?” asks Aysche. “Yes, but it’s too small for Tweedledum and Twee- dledee,” says Sergio triumphantly. In the meantime they are all there. Felix hugs Manuel, Aysche and Viona in turn. “And now?” “Tweedledum and Tweedledee can stay here. They can just stay and stew in the future,” suggests Viona. Felix’s mother urges them to hurry up. She wants to get back to the present. As they are all saying goodbye, Saranchimeg secretly slips a small envelope into Manuel’s jacket pocket. “Send me a text message sometime. That worked for Felix too,” she tells him in a low voice. 2008 Federal Ministry for the Environment, Nature Conservation and Nuclear Safety Conservation and Nuclear Ministry the2008 Federal Nature for Environment, ©

14 14 JOURNEY INTO THE FUTURE The story page 12/12

PLANS FOR THE FUTURE

“They wanted to spy on the future so that they can take out patents on lots of new inventions,” explains Mrs. Sun- wind a couple of days later at a “homecoming party“ with Felix and his friends. “Why don’t we put what we have found out on the Internet?” suggests Manuel. “What do you think about starting to produce streetsailors? They would be a real hit, there’s no doubt about that,” says Aysche. “Or we could make cool overalls,” comes from Felix. Now Manuel has a bright idea. What about offering tours into the future? “Well, I’m sure Saranchimeg and Sergio would help there,” agrees Viona. Aysche frowns. “Do you really want people to crowd to the future like they do to Mallorca?” The discussion is never-ending. Felix’s mother is in bed fast asleep by the time they agree. They want to get started the very next morning. 2008 Federal Ministry for the Environment, Nature Conservation and Nuclear Safety Conservation and Nuclear Ministry the2008 Federal Nature for Environment, ©

15 15 ENERGY fROM THE fUTURE Renewable energies at a glance 18 Thisgives rise to emissions that enter the atmosphere from chimneys or What could he have meant? We know that many of our environmental environmental our of many that Weknow havemeant? he could What And can it be done today? problems today are related to the fact that we need energy: electricity for thegases from cara exhaust, for example. These gases result inbad air, plants burn oil, gas or coal to produce heat or power. Every person in Ger fresh energy available from water, wind and sunshine. But is that possible? Maybe that is what Felix is trying to say: in the future they make energy from water, wind and sunshine. These energy sources do not produce any many consumes more energy in a year than there is in six tonnes of coal! power Many plants. power in exampleenergy,for this generate tohave Energy from the future worksheet 1/13 ENERGY FROM THE FUTURE and they are part of the reason why the climate is changing. exhaust gases, and they are called are they and gases, exhaust computersandrailways, heatfor buildings, motor fuelfor vehicles. We . What 1. . How 2. . What 3. energy EXERCISES: can natural could sources? they things energy already look flows be renewable” because there is always is there because “renewable” like – from the year 2030! There they are to learn what we can do to do we can what learn to are they There 2030! year the – from used Felix and his mother have received an invitation from the future indeed whether they will return. Felix has sent a text message, message, text a sent has Felix return. will they whether indeed or when, knows Nobody disappeared. both have they nately, but only part of it has arrived: solve our environmental and energy problems today.Unfortu- problems energy and environmental our solve exist? in today? the world of 2030 from the point - of view of renewable

© 2008 Federal Ministry for the Environment, Nature Conservation and Nuclear Safety ------You are given a few rays of sunshine. What you have to do is find out how tothem use to generate as much THE SUNSHINE GAME GAME SUNSHINE THE If sunshine has so much energy, it would of course be great if we could use it. After all, fresh supplies keep possible to get a lot more out of solar energy. Today there are proper power stations that run on solar heat. Everyone knows that the Everyonesun is very hot, about knows5,500 the degrees Celsius at its surface, and that as as 15much mil- that the sand on the beach can get very hot. Or a car that has been standing in the sunshine – a proper a – sunshine the in standing been has that car a Or hot. very get can beach the on sand the that make use of the sun’s energy.sun’s makethe of use youDo know any examples? byBut completelyusing newis it technologies lion degrees at its core, to be precise. So it’s not somewhere you would want to spend your holidays. But we heat as possible in a pipe containing water. These are the rules: has enough energy to give us quite a Anyonelot of warmth. who has spent a holiday seaside at knowsthe

Energy from the future worksheet 2/13 SOLAR HEAT sweatbox! And all is that due to sunshine. Can you of think any examples?other sunlight takes it still about 8 minutes to cover And when it finallythe Earth, distance. arrives here on this on arriving, and the reserves will probably last for several billion years. In the past, people have tried to tried have people past, the In years. billion severalfor last probably will reserves the and arriving, on don’t have to worry about that, because the sun is don’t manyhave because the millions of kilometres about awaythat, to worry from us. rayEvery of The rays reaching us from sun the are more or less parallel. straight line. Unless rays of sunshine are interfered they with, continue to travel in a Rays of sunshine can be deflected theby atmosphere, for example by clouds. Only undeflectedthe rays can be focused mirrors. with The higher proximitythe between heat the spots, higher the temperature.the You can stick a Light materials reflect a large partthe of radiation. Dark materials absorb a large part of radiation.the . Extend 1. . Why 2. . What 3. the ture; EXERCISES:

concave “heat spot” on point the where a ray ends. in do possible “your” other we sometimes mirror: words, uses rays Water pipe do through where a you lot need of know do the high heat? you atmosphere of temperatures? have for this to place

technology? and

it try

to order heat to the Concave mirror produce Heat spot water the pipe

highest with them. possible Try tempera- using 19

© 2008 Federal Ministry for the Environment, Nature Conservation and Nuclear Safety 20 THE SUNCATCHER GAME The solar cell has one great advantage: it does not need direct sunlight, like power use plants mirrors that Everybody Everybody knows sunshine that up. warms things But it can also do a lot more; for example, generate elec- to use it! This means solar that cells still produce electricity when it is cloudy. This is very useful for us here to concentrate the sun’s rays. It wouldn’t be very practical if you always had to take your calculator outside tricity. This works with a photo cell, for example, also known as a solar cell: a ray of light hits the photo cell, in Europe, because the sun doesn’t shine as strongly or as often as in North Africa, for example. So these these So example.for Africa, North in as often as stronglyor as shine doesn’t sun the because Europe, in and car park pay machines. Can you of think any examples?other produces and electricity.this You have all seen photo cells kind of on this pocket calculators, wristwatches days solar cells are used in Europe to generate power for a great many applications. Energy from the future worksheet 3/13 ELECTRICITY FROM THE SUN . Look 1. Try 2. . Can 3. . Are 4. . How 5. of EXERCISES: electricity Solar panel Electricity consumer to there you do at place the solar find any drawing a is suitable panels conflicts solar used, panel you have and solar of can draw use? for to panel be draw every a set yellow sites up several lightning so for lightning that all lightning the symbol, they lightning symbol catch symbols. and as wherever then symbols? much draw sunlight electricity in the as power possible? is used. cables. Where a lot

© 2008 Federal Ministry for the Environment, Nature Conservation and Nuclear Safety THE WIND CYCLE The air starts to move from the high-pressure area (HPA) to the low-pressure area (LPA) – and that means that (LPA)and area low-pressure– (HPA)the area high-pressureto the movetofrom starts air The you know any examples? wind. The greater pressurethe difference, strongerthe wind. the we have a high-pressure area and a low-pressure area at ground level. But But where does wind come from? Once again, this power comes from the sun. The sun heats up the air; how It is around us all the time. Wetime. weit, air. aroundis It the all us movecan through see can the it: hardIt’s to within believe that this this creates a surplus of air. This is a high pressure area. As a result there is a shortage of air at ground level, possible only are sports Some roofs. entire destroy or trees through roar umbrellas, away blow can that tion changes dramatically. First it is a light breeze, then a wind, and finally a storm or even a tornado, a force Energy from the future worksheet 4/13 ENERGY WIND because of the wind: because sailing, of surfing,the kiting. People havethis power been using thousands of for years. Do and and “falls” back to the surface of the Earth. Where it collects, a high-pressure area forms at ground level. So giving rise to an area of low pressure. high-levelBut the air does not stay where it is: its cools down again strongly depends on the kind of terrain at ground level. The hot air rises, and higher up in the atmosphere one can use it to produce energy – from practically nothing. But once this nothing getsone can use it situa- tomoving, producenothing energy the – But fromonce this practically nothing. . Draw 1. . Where 2. EXERCISES: arrows is the best to show place which to put way the the wind wind energy is blowing. system? 21

© 2008 Federal Ministry for the Environment, Nature Conservation and Nuclear Safety 22 Energy from the future worksheet 5/13 ENERGY WIND . Choose 1. . You 2. . Today 3. – EXERCISES: – – – think Where How Which Where will they wind fast one find is will balloon should the is or energy the it it two balloon land? helps balloon will best of is to the fly produced

be blown draw farthest? at hot-air placed. what in to? with arrows balloons. point?

the indicating aid

of wind the turbines. wind direction Draw in and wind speed. turbines where you

© 2008 Federal Ministry for the Environment, Nature Conservation and Nuclear Safety THE WATER CYCLE I. I. CYCLE WATER THE We need not only air to live, but also water. Water covers 70 percent of surface. Earth’s the And as air,with We can best use the energy in water when it is moving. In a river this is quite easy. The river flows downhill, Water is a real all-rounder. It possesses energy even when it is not rushing through the mountains as a pow we especially feel the power of water when it is moving. Anyone who has stood near a waterfall has felt the water at arm’s length. More than 3,000 years ago, the ancient Greeks and Romans were already using the power of water to drive from higher ground to lower ground. The steeper gradient, fasterthe the it flows. But how does it keep on flowthe of tides also exert agreat deal of power. Where have youthe experienced power of water? millstones. And of parts in Europe, other people putting started hydro-power to use as early as 1,500 years Energy from the future worksheet 6/13 HYDRO-POWER getting back up to top?the Shouldn’t it all be used up sometime? ago. Do you know any examples? Some examples may come from not very far away. so thick; in some cases up to 100 metres. You can feel this 100Youtofeelthis metres. up can cases some in thick; so energy it contains. The waves out in the ocean, the breakers when they meet the shore, and the ebb and ebb the and shore, the meet they breakerswhen the ocean, the wavesin The out contains. it energy erful erful stream. It exerts great pressure even when it is simply kept in a reservoir. That is why dams have to be . Complete 1. EXERCISES: the drawing and close the water cycle. silent” energy if you hold out a bucket full of full bucket a out hold you if energy “silent” 23 -

© 2008 Federal Ministry for the Environment, Nature Conservation and Nuclear Safety 24 - WATERF WATER SEEPAGE - - SOURCE - GROUNDWATER PRECIPITATION - EVAPORATION - THE WATER CYCLE II. WAEnergy from the future worksheet 7/13 HYDRO-POWER sserkraft . Use 1. . Show 2. . Where 3. ALL EXERCISES: the where does terms the it provided would water be keep to possible label on getting the to diagram obtain fresh energy energy correctly. from from? hydro-power.

© 2008 Federal Ministry for the Environment, Nature Conservation and Nuclear Safety The moon shines brightly over the prairie. The cry of a coyote can be heard in the distance. Shadowy figures And we get energy.the But biomass is more, much more. It includes all vegetable and animal matter, and also organic waste. This But just a moment! Doesn’t it cause emissions if we burn biomass in the form of wood or use it as fuel forfuel as formwoodit of use or the in biomass we if emissions burn cause it Doesn’t moment! a just But to grow. To do so, they use talk about a about talk recovery from biomass. And so is this a very old way of using natural energy. Energy from the future worksheet 8/13 BIOMASS adds up to an estimated total of several billion tonnes on And Earth. the even today, there is a lot more we are sitting around a small pile of wood and ... recovering thermal energy from biomass. Well, you could also and keep it straw – latestthe that’s high-tech coup by most the innovative car makers. cars?! How can that be good for the climate? The answer lies in the cycle and the sun. The sun causes plants from fuel Motor forcars. evenelectricity,fuel example,produce Foror it. burn just than it with do could ously removed air. from the climate Thisisagood“deal”for andfor the us,becausenonew PIPES. PIPES. REED THROUGH IF YOU RUN IT HOT GETS WATER . Which 1. . What 2. “tied up”. burning releasesAlthough the members EXERCISES: camp fire”. But from a scientific point of view, burning wood is nothing more than energy than more nothing is wood view, burning of point scientific a from But fire”. “camp else of of these

can the one CO things class. LIGHTING. LIGHTING. PROVIDE CAN BEES 2 F PROVIDE AND MA TO USED BE CAN RAPESEED , which is bad for the climate. So plants extract this climate killer from the air do? OR CARS CARS OR can Add one these really K items E OIL OIL E F UEL UEL do with with CO your biomass? 2 COW MANURE. ELECTRICITY GENERATE CAN YOU again, it only releases as much as plant the previ- own drawings, F ROM ROM and play the GET ELECTRICITY. ELECTRICITY. GET YOU RODS, STEEL TWO INSERT AND WATER ADD WOOD, I F YOU GRIND UP UP GRIND YOU quiz with CO other 2 isadded.

© 2008 Federal Ministry for the Environment, Nature Conservation and Nuclear Safety 26 – as hot as on the surface of the sun. Of course nobody has ever been there yet, but we do know that the the that know do we but yet, there everbeen has nobody course Of sun. the of surface the on as hot as – The Earth under our feet is hot. Temperatures at the centre of the Earth are as high as 5,000 degrees Celsius There are numerous hot springs in Germany, but of course they are not always where we need If them. we The heat is not always at the same depth below the surface. Sometimes it gets quite close to the surface. The A hot spring is nothing more than water that has been heated up deep down in the rocks and has now risen want to use this geothermal energy, we have to help things along a bit. This is done by drilling a hole down to the surface. Thermal springs make use of this to have pleasantly hot water on hand all the time, without into the Earth, pumping in water which heats up down below and, and returning it to the surface. But don’t heating costs and without the climate killer BUILDING A GEOTHERMAL POWER PLANT PLANT POWER GEOTHERMAL A BUILDING Energy from the future worksheet 9/13 GEOTHERMAL HEAT bother trying it trying bother in school the playground, because you would need a drill several metresthousand long! boil an egg. That’s not very practical, but this energy from the depths of the Earth is still of practical use. practical of still is Earth the of depths the from energy this but practical, very not That’s egg. an boil geysers in Iceland are one example, and there are many hot springs in parts other of Europe too. deeper down you go below surface, the Earth’s the hotter it gets. Three kilometres down it’s hot enough to our feet goes out. . Your 1. 50 Split you team further EXERCISES: million mustn’t up team keeps information into is euros. this show two to solve worksheet groups: each on various other sheet one and problems group 2. your decides Read CO cards! is 2 . And it will be a few million years before the furnace under out the with where the scientific the tasks to aid drill in team, of and your geothermal how the team. other deep. And heat. the The it drilling goes You drilling have without team. team this saying The map can scientific find and that all

© 2008 Federal Ministry for the Environment, Nature Conservation and Nuclear Safety BUILDING A GEOTHERMAL POWER PLANT PLANT POWER GEOTHERMAL A BUILDING Energy from the future worksheet 10/13 GEOTHERMAL HEAT Here 1. Geothermal 2. 3. A This and molten Thermal A EXERCISES: around around pumped rock there new borehole how is layer is and how geothermal the rock 40 40°C. into water deep. what should to information costs to heat destroys a 50°C. go The hot is the 500,000 is about to have energy rock drilling to temperature be the be used a it: for layer temperature drills. used euros power the team to to to heat This for drilling heat is. heat plant then 500 But a carries it swimming of a uses metres. is team: up. beware! residential around to a the At produce penalty the The map It 150 pool. surface may area. scientific on “clean” to of You 200°C. be this 2.5 Find it nice need million worksheet will electricity. team a and rock to power decides find hot euros. layer to an To near water say with where this electricity the what at end a volcano, a you temperature temperature can water generator. are be to will but found drill be of 27 of The

© 2008 Federal Ministry for the Environment, Nature Conservation and Nuclear Safety 28 ...just like it did nearly 700 years ago. A replica of a of replica A yearsago. 700 nearly like did ...just it THE The floating mill in Minden is moored the by banks used the power of the Weser’s water until 1907. And floating mill was built in Minden in Germany as part now one can see a floating mill at work again. a kind of raft with a water wheel mounted on it that did hundreds of years ago. The last floating mill floating last The ago. years of hundreds did of the River Weser. Today it grinds corn to flour as it drives millstones.the city’s 700-yearof the celebrations. A floating mill is water. The Black Sea area gets a lot of sunshine, which Chris- So heaters.water are so expensive,and is water In the summer he lets his house to tourists. And they they And tourists. to house his lets he summer the In FarmerChristov lives Bulgaria,in nearBlackthe Sea. Felix’smother has been looking in books and on the Internet. She has found a whole load of quotations and paintedthemblack. regularly andHe rooftops them withup the on rainwaterdrums two put has tov n ht bt o eog fr i vstr t tk hot take visitors to his for enough hot but hot, ing hot plumbing for the showers. But hot take tolike about information makes his rainwater drums pretty hot. Not exactly boil- Energy from the future information sheet 11/13 ENERGY FROM THE FUTURE showers. HOT SHOWERS SHOWERS HOT FLOATING MILL IS CLACKING AGAIN... In our part of the world the oldest way of using wind wind using wayof oldest worldthe the of part our In WIND MILLS MILLS WIND sands of them all over Europe. - thou of tens were There millstones. heavy the drive windmill.toused energytheWindwas – energyis eeals. u b crfl nt l o ti mtra i gniey useful! genuinely is material this of all not careful: be But “Renewables”. F LOUR LOUR To make effective use of water hydro-power, one needs therebycreate artificial waterfalls. The same effect is s hrfr cmo t bc u watercourses and up back to therefore common is millrace is sufficient to generate energy. head of water existing at the weir or at the end of millracethe lying lower thanbedthe ofstream. the The achievedby discharging thewater of astream into a a large enough head of water. Strictly speaking, that that speaking, Strictlywater. of head enough large a O only exists in mountain waterfalls. In flatter country it h slr olco fr o wtr a ivne in invented was water hot for collector solar The with glass covers and heat insulation, and using a using and insulation, heat and covers glass with them them is heated at the same time as the absorber. The the back of the absorber. The water flowingthrough temperatures of over 200°C. Small tubes are fixed to returned returned bottles. SOLAR COLLECTOR COLLECTOR SOLAR hot water can be used in all sorts of ways, e.g. for e.g. ways, of sorts all in used be can water hot the plate, metal California in 1909. It basically works like this: a dark n cnet te it ha. oen collectors, Modern heat. into them converts and hwr, o haig ulig, r o washing for or buildings, heating for showers, produce can plate, metal the for coating special F WEIRS AND MILLRACES MILLRACES AND WEIRS absorber”, absorbs the sun’s rays sun’s the absorbs “absorber”,

© 2008 Federal Ministry for the Environment, Nature Conservation and Nuclear Safety which which is enough to supply 90,000 households. which can reach temperatures of up to 370 degrees n h snhn o Clfri tee s parabolic- a is there California of sunshine the In that that focus the incident sunlight on a tube suspended para- such principle, In concentrator. solar trough SOLAR POWER PLANT PLANT POWER SOLAR Energy from the future information sheet 12/13 ENERGY FROM THE FUTURE bolic troughs are kilometre-long concave mirrors mirrors concave kilometre-long are troughs bolic Celsius. The power station generates 165 MW power, bv te. h ha i ue t gnrt steam, generate to used is heat The them. above In many parts of Africa and Asia is there a shortage WOOD SUBSTITUTE SUBSTITUTE WOOD Gandalf, Lord of Rings the from snowsthe of Misty the Mountains.” “There is great vigour in the waters that come down BOO CULT cow or camel dung as fuel, as a substitute. of wood for making fires. The peoplethere use dried K The ancient Romans built bath houses around many of whenever they wanted. Hot springs supply hot water straight from the earth. earth. the from straight water hot supply springs Hot these hot springs,hotthesebathhot enablingtake a to them BATHS & BATHING BATHING & BATHS you simply charge them up again from the mains. rechargeable batteries. When their energy is used up, n wy f aig ipsbe atre i t use to is batteries disposable saving of way One NEW ENERGY ALL THE TIME Click-clack... Click-clack... The chattering mill by rushing the stream. F OL K SONG SONG 29

© 2008 Federal Ministry for the Environment, Nature Conservation and Nuclear Safety 30 The human race has already pumped almost 40 percent of the Earth’s entire oil reserves out the ground. ground. the reservesout oil entire Earth’s the of percent 40 pumpedalmost already has race human “The The dangers of climate change for worldwide stability are thus far greater than the risks posed by terrorism. The British newspaper The empty planet planet empty The America in their respective studies. According to BP, the reserves are of the order of 7.8 gigatons, while Esso A secret study by the US Department of Defense comes to the conclusion that climate change is a much much a is change climate that conclusion the to comes Defense of Department US the by study secret A According newspaper, to the study was prepared by US secret the service CIA and a busi- an advisor to the insurance claimsisextraordinarily high.. level are homelessandthe of hundreds ofthousands ofdead, are thousands isneeded,ifthere assistance Natural disasters are “major” termed ifsupraregional world to brink the of anarchy, as affected states seek to protect dwindling their reserves of food, water and By about 2020 catastrophic the shortages of water and energy will plunge worldthe into widespread wars. foreseeablefuture, the in winters Siberian having start will Britain Great likelythat seems example,it For puts the puts figurethe at 27 gigatons – morethreethan the times BP figure.” that that need to be adopted. political activity, lectures, films and books, hasthe strengthened struggle against climatechange. He is prob- Environmental Environmental damage greater terrorism than threat fornia, says ness consultant. huge differences estimates of oil in reservesthe wequantity of oil can – that extractthe today, technically massive storms will render large parts of Netherlands the uninhabitable and destroy water supplies in Cali- again once will conflicts and divisions that risk a is there urgency,matterof a as otherwise since military because average temperatures in Europe are set to drop drastically by 2020. Moreover, from 2007 onwards become dominant the problems of humanity. and economically. The oil companies BP and Esso, for instance, quote entirely different figures for North North for figures different entirely quote instance, for Esso, and BP companies oil economically.The and greater risk international than terrorism. ably the single individual who has done most to create greater worldwide understanding of the measures the of understanding worldwidegreatercreate to most done has who individual single the ably reflectedworldstrongcommitment, in facing. His is the challenges climatic the awareof earlystage an at Source: SPIEGEL ONLINE, 2 November 2007 Source: Die Welt, 23 2004 February Source: dpa, 12. Oktober 2007 (Press release issued by Nobelthe Committee). Nobel Peace Prize f F DWINDLING OIL RESERVES PENTAGON energy by nuclear armament. Climate change, it claims, has to become a keya to become has claims, it Climatefor change, energyissue bythe and armament. politicians nuclear (...) Oil production will peak in only a few years, and it thereafter will drop from year to year. (...) There are (...) Al Gore has for a long time been one of the world’s leading environmentalist politicians. He became He environmentalistpoliticians.leadingworld’s the of one been time long a for has Gore Al (...) Energy from the future information sheet 13/13 ENERGY FROM THE FUTURE REQUENCY O REQUENCY 1950–1959 ‘The Observer’ in quotations further from study.the F MAJOR NATURAL DISASTERS DISASTERS NATURAL MAJOR 1960–1969 ‘The Observer’ quotes study the as saying rapid that climate change could bring the or the Intergovernmental P 1970–1979 anel 1980–1989 Source: Munich Re Group, Topics Geo 2006 on Climate C hange 1990–1999 and Al G ore 2000–2006

© 2008 Federal Ministry for the Environment, Nature Conservation and Nuclear Safety ENERGY RESEARCH Experiments with renewable energy sources 32 All imagination? Not at all! You too can take part as a research group and help to solve our energy and cli- Up until then, people in Europe had been using far more energy than people in Africa, forAfrica, example.in And people than energymore far using been had Europe in people then, Upuntil From a history book written in 2030: in written book history a From the the production became major issues all around the world. The worldwide demand for energy was growing fast, increasingly clear that something had to be done about the global climate. Most experts were warning warning were experts Most climate. global the about done be to had something that clear increasingly research research programme was launched. The special about thing it was anyonethat could take part. And some mate problems. far too valuable for us to simply burn up. them What’s more, they would not last for ever. because this energy was obtained largely from oil, coal etc., its production gaveproductionlarge of quantitiestoits etc., rise coal largelyoil, from obtained was energy this because because rise the of countries like China and India created a need for massive additional supplies of energy. because this avoids adverse effects on the climate, and for another, makes better use of the energy generenergy the of foruse another,makesbetterand climate, the avoidson adverseeffects this because Gradually, people began to realise it that was high time to find solutions andtake action. It was becoming about climate change due to human influence. The fossil fuels – first and foremost oil, gas and coal – were ated. For this to succeed, a lot of clear thinking and good ideas were needed. And so a uniqueworldwidea wereso ideas And good needed. and thinking clear of lot a tosucceed, ated.For this Energy research worksheet 1/16 ENERGY RESEARCH So what could be done? The answer was clear: for one thing, use more energy from renewable sources, renewable from energy more use thing, one for clear: was answer The done? be could what So of the of best the ideas came from – school classrooms.” “climate killer” CO . You 1. What – What – – How – Can – EXERCISE: How are heat a can are

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© 2008 Federal Ministry for the Environment, Nature Conservation and Nuclear Safety – – – – This saves energy, because there is no need to heat to need no is there savesenergy,because This The hot water can be used for heating or for showers. Take the uncoated aluminium holders from three three from holders aluminium uncoated the Take time, long a energy.For of source vast a is sun The What properties must the What absorber properties in must a the solar collec- Which Which holder was heated up most by sun? the Which remained coolest? the VARIANT In this way the tin is sheltered from the wind, but is not in the shade. If you cool the pieces of tin in the the in tin of pieces the cool you If shade. the in not is but wind, the from sheltered is tin the way this In three in these Support cans. peanut of bases e.g. tin, of pieces round youuse tealights can the Insteadof ple that the sun heats up pipes through which water the the water especially. The best thing would therefore tor have so it that gets especially hot? Note which of twothe black holders is not coated on inside. the Use medicine the bottle to place one drop the soup plate upside down. Place the holders upside paint on the inside and outside, and another on the black with holders three the of one Coat lights. tea is flowing,this and in turn heatsthe up water. refrigerator thefirst, evaporation time will be increasedthe and results will be clearer. Materials required: be if waterthe in pipes the could be made really hot. learned people thought about ways of using this this using of ways about thought people learned ABSORPTION AND EMISSION OF THERMAL RADIATION RADIATION THERMAL Energy researchOF worksheet 2/16 EMISSION AND ABSORPTION Question: energy, and this resulted in the invention of the the of invention the in resulted this and energy, coffee cups (e.g. using part of the core of a kitchen roll) so that they lie about 1 cm below the rim of the cup. drop of water disappears first. of water on the middle of each holder. Be careful to make the drops the same size. Now watch to see which sun. the in leave and platestanding it the downon outside only. Leave the third holder uncoated. Place solar collector. Essentially, this works on the princi- the on works collector.Essentially,this solar EVALUATION EXPERIMENT 3 2 1 A white soup plate An empty medicine dropper bottle Matt black paint Three tea lights outside and inside black outside black Properties shiny When did drop evaporate? 33

© 2008 Federal Ministry for the Environment, Nature Conservation and Nuclear Safety 34 – – – – – – – – Take three empty PET bottles. Paint two of them so that the front is transparent, i.e. you can still see into see still youcan i.e. transparent, is front the that so them of twoPaint bottles. emptyPET Take three The simple method used in Part 1 does not permit permit not does 1 Part in used method simple The How can we make water as hot as possible using solar Finally, place a sheet of cling film over the box Finally,the film and cling overof sheet a place Place a piece of black paper on top of the insulating the when that so material insulating with up it Fill For followingthe experiments you no longer need unpaintedthe bottle. that cause that diseases. people to be these able drinking towater, boil their ply is availableextremely poor too water and the is in especially world, the over all people of Millions the the sun and tilt it sideways so that the sun is shining to 10 cm between topsthe of bottles the and lid the them, them, and the back is black. Half fill allthe bottles with water and placethem inthe sun withthe black side is downwards when you tilt the box towards the sun. material. Place the bottles in it so that the black side Part 1: Part Part 2: Materials required: bottles are placed on the insulation there are only 5 lost again. The cooler is useful here. high temperatures. It heat worksis not better if the

lined with insulatingmaterial. lined with box cardboard a use can cooler,you the of Instead TIP: Energy research worksheet 3/16 THE SOLAR COOKER Question: energy? or at least to heat it enough to kill off the organisms wouldcontaminated.It often for important very be from off cut completely are countries, developing of the box. Make a hollow in the insulating material other bottle. other the in water the than hotter considerably be will bottles black the in water the hour an half After down. supplies of electricity. In many cases the water sup- water the cases manyelectricity. In of supplies EXPERIMENT straight into it. boxin the place Then adhesivetape. with it secure so that the bottles cannot roll over or roll to the edge. Adhesive tape Aluminium foil Thermometer (not absolutely essential) Plastic film (cling film) Cooler remnants, Styrofoam panels, rock wool...) Insulating material (packaging chips, wool Matt black paint Three empty 0.5-litre plastic bottles

© 2008 Federal Ministry for the Environment, Nature Conservation and Nuclear Safety This design makes it possible to achieve considerably We can make the collector even more efficient by efficient more even collector the make can We under the under bottles the instead of black the paper. sunshine of rays additional direct to mirrors using Never use firmly sealed glass bottles, as these could burst! Stop the experiment immediately if the plastic the if immediately experiment the Stop burst! could these as bottles, glass sealed Neverfirmly use temperature will in factin this increase still further ing. The temperature of waterthe will be then about 80°C. to long too wait to have don’t you that So ment. Part Part 3: water The bottles. the filling when rinse) (hot 45°C faster and reach a higher level in Part than 2. If the bottles start to bulge. Cover the system again with cling film and align it align and film cling with again system Coverthe ihr eprtrs hn n at o te experi- the of 1 Part in than temperatures higher black black because it is reflectingthe dark bottles. sun. The set-up is correct if the aluminium foil the looks of direction the from box the into down Look NOTE: Energy research worksheet 4/16 THE SOLAR COOKER CAUTION: confirmthis, you can use waterthat is already about even heat the water up to boiling point! Stop the experiment when the base of the plastic bottles experiment starts takesbulg- a long time, it is important to keep aligning the collector with the sun. This cooker could foil aluminium place so, do To bottles. the onto simple collector. o t s aig h sn Te eprtr wl rise will temperature The sun. the facing is it so 35

© 2008 Federal Ministry for the Environment, Nature Conservation and Nuclear Safety 36 – – – You can obtain solar the cells and all materialsother you need from electronics suppliers. They are THE SUN SWITCHES THE LIGHT ON ON LIGHT THE SWITCHES SUN THE Why does the resistorWhy solar get way hot?Whatconclusionscanyou doesthe the draw aboutthe from this AS CLEARDAY! Does the solar cell really convert light into electricity? And what is the best way of combining multiple cells the sky is clear, the resistor should not take more than about three minutes to get quite hot. If it doesn’t – minutesdoesn’t toget quiteit If hot. three about takeclear,resistornot is than more should sky the the Every Every day the sun sends vast quantities of energy to the Earth. We feel some of it as heat. This heat is increas- to form a system? And does it work even in shade? the tricity is very versatile and easy to transport. So it’s great to know that we can convert sunlight directly into ingly being used to produce energy, for example by heating water. But there isn’t always water available,water always isn’t water.there energy,heating producebyBut example forto used being ingly NOTE: Part 1: Solar cell power and power adjustment Materials required: Connect the 0.2 Ω resistor to one of the solar cells and align the solar cell so that it catches the sun. If sun. the catches it that so cell solar the align and cells solar the of one to resistor Ω 0.2 the Connect available on Internet. the and in any case, have you ever tried running a hair dryer or a radio on hot water? On hand, other the elec- Energy research worksheet 5/16 CELLS SOLAR AND SYTEMS PHOTOVOLTAIC cell works? any additional test solar cellwithout directly cables. to the resistor the Youconnect long. also too can or thin tooprobably are yourcables – sunshine bright despite electricity. But what happens if you use several? electricity.To fewa singleA inventedcell. solar producedoesn’t cell much this, solar do sparks bright the EXPERIMENT Test cable crocodile (thick), clips Three resistors (0.1 Ω; 0.2–0.25 Ω; 0.4–0.5 Ω; identical type, component approxlength 15 mm) Two solar cells, dimensions 10 x 10 cm

© 2008 Federal Ministry for the Environment, Nature Conservation and Nuclear Safety – 1. hs ifrne n eaiu bten h sotcrut urn ad pncrut otg o slr el is cells solar of voltage open-circuit and current short-circuit the between behaviour in difference This This will only get lukewarm. Take one of the solar cells, connect the 0.1 Ω resistor, and place the other two resistorsThis experiment requires readyseveral minutes forof constant insolation (incident solar use.radiation). Insert the This is the maximum possible current from the solar givencell for from maximum possible solar current radiation. the Make This is the a note of this Weather requirements: AS CLEAR AS DAY AS CLEAR AS DAY! Additional material required: 3. 2. Place a solar cell in the sun and connect it to the ammeter. The ammeter now shows the short-circuit current. con- are cells solar the how matter it Does output? the increase cells solar more or two combining Does taken into account when planning a solar energy system? Now connect solar the cells in a parallel circuit. To do so, you need to connect rearthe both and front contrast, shows only a slight drop in response to shading. than a minute to get so hot that you can hardly touch it. Now replace the 0.4 Ω resistor with a 0.1 Ω resistor. plete the circuit with the 0.4 Ω resistor. If you place both solar cells in the sunshine, the resistor tion firstof back on will cellthe the the contactto finger the connectiontake on the front second of cell. less Now com- Now connect two cells, one behind the other. This is known as a series circuit. To do so, connect the connec- resistor will heat up as quickly as it did in the series circuit. If you now replace the 0.1 Ω resistor with the the with resistor Ω 0.1 you If nowthe circuit. replace series the in did it as quickly as up heat will resistor nections of the two cells. Complete the circuit with the 0.1 Ω resistor and place the cell in the sunshine. The nected? Does the power output depend on the final consumer? What doesthis imply when planning a solar meter shows open-circuit the voltage. This maximum is potentialthe difference or voltage solar of cell the 4. Part Part 2: The current-voltage curve of solar the cell (I-E curve) for a moment when you can expect the sunshine to remain constant for a while, and successively measure the for given the solar radiation. Note open-circuit voltagethe in full sunshine and when shaded. Shading the 5. known as

ammeter in the circuit as well. Use the voltmeter to read the voltage at the contacts of the solar cell. Now wait about 1 m) and notereading the again. Now ammeterdisconnect the and voltmeter.connect the The volt- Energy research worksheet 6/16 PHOTOVOLTAIC SYSTEMS AND SOLAR CELLS current current and voltage figuresthe when following resistors are insertedthe in circuit: cell makes the short-circuit current fall to a fraction of its unshaded value. The open-circuit voltage, by con- energy system consisting of two or more cells? 0.4 0.4 Ω resistor, latter the will only get lukewarm. I-E CURVE CURVE I-E Short-circuit Short-circuit current and open-circuit voltage: short-circuit short-circuit current. Then shade the solar cell (e.g. by holding a piece of paper in front of it at a distance of an ammeter (range greater 2.5 than A) and a voltmeter Infinite resistance (open circuit I with = 0, measurethe open-circuit voltage E 0.4 Ω 0.2 Ω 0.1 Ω points the intended for connecting right the and left ends of resistor)the 0 Ω (short-circuit, i.e. bridge 0.1 the Ω resistor a with short cable, or make a direct connection between “non-linearity”. Its precise effects are investigated below. But what external factors must always be 0) ) 37

Energy research worksheet 7/16CELLS SOLAR AND SYTEMS PHOTOVOLTAIC

Resistance On the graph, plot the I-E curve for two solar cells connected in parallel. Roughly where is the MPP? the is where Roughly parallel. What must in be value the of connectedresistorthe in circuitthe cells to target solar MPP? this two for curve I-E the plot graph, the On experiment? the of 1 MPP? Part in the resistance (Remember: resistance R is Ω = E/I.) 0.4 where the Roughly heating series. when at in we were connected curve the cells on solar point twoWhat for curve I-E the plot graph, the On current the is doubled and voltagethe remains constant. connection parallel a in whereas constant, remains current the and doubled is voltage the connection series a in i.e. batteries, two as way same the in behave series or parallel in connected cells solar Two R1 that = E1/I1.) – I-E curve with the current and voltage values I1 and E1, the resistor R1 in the circuit must be chosen such experiment heats up MPP.fastest to 1 of if the it suit is Part the chosen (To exactly a point match on the in resistor The PowerPoint. Maximum – MPP the as known is power greatest the hence and rectangle the 0.1 Ω and 0.4 Ω resistors. Which is the largest rectangle? The point on the I-E curve that has the largest corresponding corresponding to the 0.2 Ω resistor, and shade it in. Draw two more rectangles for the points belonging to (in other words, the x and y values of the point on the I-E curve). Draw this rectangle for the point the for rectangle this Draw curve). I-E the on point the of values y and x the words, other (in I and E length of sides with rectangle a of area the to corresponds It cell. solar the differentpowerof P Electrical power P is calculated using the formula P = IxE. Each point along the I-E curve represents a represents curve I-E the along point Each IxE. = P formula the using calculated is P power Electrical e.g. 0.3 Ω ? current). for y-axis voltage, for (x-axis curveI-E resistances, you taken if also readingsforhad the other on graph appear values Wherewould other a on voltage and current for values of pairs five the Plot infinite 0.4 0.2 0.1 0 0. 20 .4 0. 60 I .8 E U [V]

© 2008 Federal Ministry for the Environment, Nature Conservation and Nuclear Safety 1. The maximum power of solar cells is produced at very specific voltage and current values. just have values. You current and voltage specific very at produced is cells solar of power maximum The voltaics. which may be connected in series or in parallel. PV parallel. in or series in connectedmay be which AS CLEAR AS DAY! AS CLEAR AS DAY! 2. Determine Determine the amount of the (unwanted) resistance R Regardless of how a number of solar cells may be connected together: a single shady cell can render the the render can cell shady single a together: connected be may cells solar of number a how Regardlessof the reallythe wide-awake: What technical measures could be taken to prevent unwantedthis effect? photovoltaicplanning forwhen systems?And mean this does What systemunusable! entire powerthe or Most solar modules used on roofsthe of houses con- mean this when planning solar cell systems? the associatedthe voltage measured directly at solar the cell contacts. The value of resistance the in cables the the formula R formula the roof consists in turn of a large number of modules of number large a of turn in consists roof is not case, the use thicker or shorter cables next time. Introduction: Part 3: Partial shading of photovoltaic systems For reallythe wide-awake: learned how to determine this maximum power point (MPP). Therefore, the maximum power is crucially crucially poweris maximum Therefore,the (MPP). power point maximum this determine tohow learned a chimney). The following experiment makes this this makes experiment following The chimney). a clear. It goes beyond the basic principles of photo - of principles basic the beyond goes clear.It dependent on how well connected the load, e.g. an electric motor, is matched tofigures. Whatthese does systems are very sensitive to shading partial (e.g. by series. The entire PV (photovoltaic) system on the the on system (photovoltaic) PV entire The in series. connected cells solar of number large a of sist should be less than 0.02 Ω, since the results otherwise of the experiment will not be precise enough. If this Energy research worksheet 8/16 PHOTOVOLTAIC SYSTEMS AND SOLAR CELLS

backwards” “backwards” through shady the solar cell. Set up a circuit with two solar cells connected cells solar two with circuit a up Set Use it to measure the short-circuit current. Now current. short-circuit the measure to it Use place a piece of cardboard over one of the two the of one overcardboard of piece a place zero, although the second solar cell is still fully still is cell solar second the although zero, insert an ammeter instead of the 0.4 Ω resistor.Ω 0.4 the of instead ammeter an insert

exposed to sunlight. the will cells. current fallThe short-circuit almost to n eis a i Pr 1 f h eprmn, but experiment, the of 1 Part in as series, in connected cells solar two with circuit a up Set o h snih. s rsl o te oa cell solar the of result a As sunlight. the to in parallel, as in Part 1 of experiment. the Insert measure the open-circuit voltage. Now cover one although although the second solar cell is still fully exposed a voltmeter instead of the 0.1 Ω resistor. Use it to check check this with an ammeter. This current flows inthe normal directionthrough the sunny solar current cell,flowing and atthis voltage in line withthe I-E curve determined in Part 2 ofthe experiment.exposed to sunshine, the there must be Youa strong can drop, marked a show will voltage open-circuit The cardboard. of piece a with cells two the of Cable = E/I = SCC , where I where , SCC is the short-circuit current that you have already measured and E is E youhaveand measured already that current short-circuit the is Cable in the experiment cables. This is calculated using 39

© 2008 Federal Ministry for the Environment, Nature Conservation and Nuclear Safety 40 – – – – – – – – up to make sure the fire can really burn brightly: burn really can fire the sure make to up Insert Insert two small pieces of wood to ensure a gap of around 0.5 to 1 cm between the two halves of the branch, How can we out dry wood? Does wood burn better moisture?without How much moisture does fresh wood contain? at Notold-fashioned? that Is steak. mammoth juicy Even our distant ancestors in the Stone Age obtained remaining piece of branch into two pieces along its length ings. But there are a fewarea there But ings. questions we have to clear build- entire heat to wood only use that boilers ing Preparation: design- are they and energy, producing of method a grill or fire the by themselves warm to wood ing Materials required: and clamp structure the together binding with wire.

this in interested very are engineers Today all!

Energy research worksheet 9/16 WOOD DRYING

Saw off a piece of branch about 1.5 cm long and long cm 1.5 about branch of piece a off Saw divide it up into smaller pieces. Each of the pieces the of Each pieces. smaller into up it divide - burn by simply: Quite How? biomass. from energy should weigh about 0.6 g, and 40 pieces should total about 26 g on the letter balance. Split or saw the the saw or Split balance. letter the on g 26 about total should pieces 40 and g, 0.6 about weigh should EXPERIMENT fresh branch. It burns best in gapthe between twothe halves of branch. the . the than easily more much fire catch woodwill dry the branch, the to match a younowhold If handy! Saw, pen-knife Matches Binding wire Letter balance (diameter approx. 4 cm, approx.length 15 cm) The following part of the experiment should be performed out of doors. binding wire because the wood will have shrunk a little (rememberlightermuchalsonow, isbranchhaveyou willThe andtighten the the start.to up wire the at did theymay as much still be very hot!). rs (ic o) rnh rm cnfru tree coniferous a from branch of) (piece Fresh fresh wood. For our present purpose, however, we can stop when the woodpieces pieces showedweigh onlyno aboutfurther halfchange. as This would enable us to ascertain how much moisture was present in the half hour. Then weigh them again. We could keep on repeating this process until the weight of the wood the weightof the until processWe hour.again. half keepweighthis repeatingcould them Then on 130°C (if there is no temperature scale, use the lowest setting). The wood should not turn brown (scorch) brown turn not should wood The setting). lowest the use temperaturescale, no is there (if 130°C about temperatureof a at hour ovenan foran half in leavethem and sheet baking a on pieces wood the and branch weight.Now the place their note and balance letter the woodon of pieces small 40 the Place are unlikely to succeed. Now try to light one end of the branch with a match. Even if you use two or three matches in succession, you because some of the moisture in the fresh wood has evaporated. Place them in the oven again for another while drying. Place the 40 pieces of wood on the scales again and note the new weight. They are lighter now,

CAUTION: Keep a bucket of water

© 2008 Federal Ministry for the Environment, Nature Conservation and Nuclear Safety The stove heats the living room, and in December in and room, living the heats stove The was unloaded right outside the front door. Until now Joe is delighted. The fresh pinewood for the stove the for pinewood fresh The delighted. is Joe Joe had to fetch 15 kg of wood every day. But his But day. every wood of kg 15 fetch to had Joe Dry Dry wood not only lights more easily; it also has other advantages: for one thing, large amounts of moisture increase the weight of the fuel weightwood,increase of and the forthe evaporation another, the energy is lost through some of the Example: fetch the logs stacked again the wall of the barn. barn. the of wall the again stacked logs the fetch he has had to walk all the way across the yard to yard the across way the all walk to had has he a moisture content of 60 percent is only 1.6 kWh/kg. a moisture content of 25 percent, the figure falls to 3.7 kWh/kg. The calorific value of freshly cut wood with Energy research worksheet 10/16 WOOD DRYING One kg of completely dry wood (moisture content 0 percent) can produce 5.2 kWh of heat energy. With energy.With heat of kWh 5.2 produce can percent) 0 content (moisture wood dry completely of kg One of the of moisturethe when woodthe is burned. older sister tells him not to rejoice too soon... . What 1. How 2 Answer

Note: EXERCISE EXERCISE quantity much The could the of moisture fresh following 15 Joe kg have wood to content keep overlooked questions: (moisture the of living the in content seasoned his room delight 60 as (dried) warm percent) at not wood as having will it has is Joe around been to have cross in to 25 the the carry percent. past? yard instead any longer? of the previous 41

© 2008 Federal Ministry for the Environment, Nature Conservation and Nuclear Safety 42 “generator” over the tea light again until the little flame coming fromthe thimble goes out. Wait a moment, – – – – – – 15 cm long, wind it firmly round the outside of the thimble andtwistit together, the the endsticking 15 leavingthe outsideof cmlong,winditfirmly round 1939 and 1942, it was independent from petrol. Its petrol. from independent was 1942,it 1939and VG version with a wood-gas generator, built between Take two matches, cut off heads, their cut then each of intosticks the about eight to ten small sections. Fill The picture shows a Mercedes-Benz 170 V. In the 170 h gs eeao sse dvlpd y Daimler- by developed system generator gas The wood into a fuel for engines? converting wayof some is maybethere But tank. yourfuel woodin simply youput can’t course wood!Of while, a thin, light-coloured thread of smokelight-coloured thread while, the a thin, pin-hole. thewill Hold flamerise it of frombriefly the in wood charcoal. and anthracite coke, peat, coal, of kind every with A very large share of energy consumption today is accounted for by motor vehicles. It’s perfectly clear: the For example, there is a material that exists in abundance in Germany and is constantly growing afresh: growing constantly is and Germany in abundance in exists that material a is there example, For It is possible towood gasify as this charcoal well in devices.suitable A compact apparatus for is doing this Benz, which was praised as very efficient, was also was efficient, very as praised was which Benz, then removethen lid the and look inside: tinythe pieces of wood have turned into wood charcoal. your hold Now gas. combustible contains smoke The pin-hole. the above burn will flame tiny a light: tea Now light a tea light and use a clothes peg to hold the thimble so that its base is over the flame: after a short it press and thimble the of end foilopen aluminium over of piece the a Place thimble. metal a into them tion: 15 kg generator wood per 100 kilometres, with is ... that’s right: a huge amount of the climate killer CO millions of car engines are constantly burning petrol or diesel, which are both made from oil. And the result p, n is aiu sed a 8 k/. The km/h. 80 was speed maximum its and rpm, Materials required: firmly down round the side so that the little container is closed. Now take a piece of binding wire about wire binding of piece a take Now closed. is container little the that so side the round down firmly for this. Up to now, power generation from wood has only been possible indirectly by generating steam. This fore, it damages the engine. For decades people have been trying to make wood gasifiersthat supply clean CHP (combined heat and power) plants. Many climate protection advocates have been waiting a long time ably wouldn’t be very happy about But that. maybe there are waysother of producing fuel for engines. Energy research worksheet 11/16 GASIFICATION WOOD a reserve of 30 kg. worked It vehicles. existing to fitting for available generator” is ready for use! out to serve as a handle. Use a needle to make a small hole in the middle of the foil lid – and your “mini gas only works in large systems a with firing rate of over 2,000 kW. gas suitable for combustion engines. Once they succeed, wood can be used to generate electricity in micro load on space. their However, wood gas varies in composition and also contains tar. - long In there run, the called a wood gasifier.the Second After World War, were trucks powered by such wood gasifiers mounted nie a a otu o 2 hreoe a 3,200 at horsepower 22 of output an had engine EXPERIMENT spare wheel was strapped to the roof. Its consump- Its roof. the to strapped was wheel spare Pen-knife Matches Tea light Binding wire Aluminium foil Thimble 2 . But what can we do? Ban cars? Most people prob-

© 2008 Federal Ministry for the Environment, Nature Conservation and Nuclear Safety – – – – – – – VARIANTS VARIANTS will give way when it. youTake chimney through push the two playing cards or similar pieces of card, cut wood on the edges of the panel (with gaps of at least 6 cm between the timbers), then place the Plexiglas the place then timbers), gaps betweencm 6 least at of the (with panel edges the of woodthe on energy. producing of way clean very a is and well, windmills; today we use wind turbines. It works very Use a fretsaw or hole saw to cut a hole approx. 6 cm in diameter in the Plexiglas panel. Then roll up a piece use this use tothis produce energy? Hot air rises, which means that, wherever the sun is If necessary, the Plexiglas panel can be replaced with plastic film stretched across the open top of a card- a of top open the across stretched film plastic with replaced be can panel Plexiglas the necessary, If squared of pieces the Place it. of top on paper black the with sunshine the in Styrofoampanel the Place doesn’t it disadvantages: few a has wind the But people something is wind from energy Producing port port it within the box. The bottom of the chimney can project a few chimney to to sup- form under the other a cross in each and place halfwaythem centimetres them across, them insert below the film. Cut air holes that it that always blows evenly. panel with the panel chimney the with on top of Hang them. propeller the in chimney.the After a short time, propel- the the the strip so that the strip is free to move when you place the pin through of middle Make chimney). the in hole small a diameter the of the than Now cut a strip of thin card 2 cm wide and about 1 cm shorter in length tabs outwards and stick them with adhesive tape to the edge of the hole in all four sides of box.the These should be at least as big as chimney the hole. in, the propeller comes to a standstill. What happens if you place white paper on the Styrofoam panel Styrofoam the on paper instead whiteof black paper? Does place propellerthe turn fasteryou or slower?if happens What standstill. a to comes propeller the in, it. Now striphasto beshapedto form the apropeller. Make four 8-mm in Plexiglasthe panel. Preparation: few turns when you stop. Now take long the match and stick pin the into middle the of it. Place match the Materials required: board box. Cut a hole in the plastic film with a diameter about 1 cm lessthanthat ofthe chimney. The film varies. So people time, blowand its strength all the ler starts to If youler turn. starts squared push the pieces of wood no more so air close that can together be sucked have tried to find ways of “capturing” the wind so wind the “capturing” of ways find to tried have ae en on fr gs I te at hy used they past the In ages. for doing been have

SOLAR CHIMNEY POWER PLANT – WIND FROM SUN SUN FROM WIND Energy– research worksheet 12/16 PLANT POWER CHIMNEY SOLAR approx. 20 cm long). Make a fewyou chimney so that bottomcan fold resultingend of cuts the in the the across the top of the chimney with the propeller hanging down so that it is centred inside the chimney and

on the pin (with the round the pin head on (with downwards),the it should turn easily when you blow on on it forand carry a ends of strip the slightly in opposite directions to look like a propeller. Once twoyou have the placed propeller the twist easily can you Now sketch. the in indicated as it in cuts of card and stick it together to form a round “chimney” (the same diameter as the hole in the Plexiglas, and can turn freely. shining, the air heats up and rises. But howBut rises. and weup can heats air the shining, EXPERIMENT 4 pieces of squared wood or similar as distance pieces, side approx. 5 cm Long match (7 cm) or woodenthin stick Round-headed pin (if not available: see variants) Plexiglas panel (about A2 size), hole saw towel Styrofoam panel (at least A2 size) or a large terry Adhesive tape Paper or cardboard, white and black

© 2008 Federal Ministry for the Environment, Nature Conservation and Nuclear Safety 44 – – – – in wordsother ensure waterthat stayed hot longer – wouldthis reduce our energy consumption. Today, electricity and heat for our homes are generated largely by burning fossil fuels; for example, oil, coal Then place the jar upside down in the prepared heat insulation, i.e. with the transparent base at the top the at base transparent the with i.e. insulation, heat prepared the in down upside jar the place Then the into water this Fill 70°C. around be will water cold and boiling of mixture the of temperature The This experiment is particularly interesting as a competition yourwithin class. Form several teams. The aim TIP: yoghurt jars individual of teams.the Before screwing lids firmlythe the onto jars, place a piece of paraffin words, wind,sun,water etc. Thisdoesnotproduce any additionalCO wax from a tea light in each jar (a quarter of a tea light is sufficient). But because we still have a long way to go in direction,this we need to look for waysother of emitting less Boil a saucepan of water,of saucepan a Boil quantity, twoe.g. tap. the half litres.add Then waterlitre,cold 1 of i.e. from the the same the regular intervals. Each team from checks time to time whether there is any sign of the paraffin wax solidifying again (which in a list. The last team left is winner.the means the water downcooled has to the enough means insulation heat the around to To54°C). briefly open this, do insulation system for its yoghurt jar (e.g. a woollen scarf, a box filled newspaper with ...). heat a preparesteam each end, Topossible. this as long as warm jar) yoghurt (the object hot keepa to is Preparation: Materials required: because anything that is heated up has a habit of cooling down again. If we could delay the cooling process Checking Checking too often reduces your chances of winning, so all teamsthe should simultaneously check at CO are hardertrying and harder to find ways of producing less CO able in large quantities. Energy research worksheet 13/16 EXPERIMENT: HEAT INSULATION One way is to generate heat and power by means of renewable energy sources (“renewables”), in other other in (“renewables”), sources energy renewable of means by power and heat generate to is way One So what we need to do is save energy. Most of the energy used in homes goes on heating and hot water,hot and heating on goes homes in used energy the of saveenergy.Most is do to need we what So or natural gas. This emits large quantities of CO of paraffin will melt a within few minutes. Itthen will be indistinguishable fromthe hot waterthe in jar. So how can we ensure buildings that or objects other take as long as possible to cool down? see the base (top) of the jar. For each check, the names of the teams whose paraffin is still liquid are entered EXPERIMENT (Caution: Take great care! For safety’s sake, check again that the lid really is firmly closed!). The white piece Any heat insulating material Tea lights (paraffin wax) Clear glass yoghurt jar lid with 2 that may actually be quicker. The bright idea: if we use less energy, we produce less CO 2 into the air. CO 2. 2

is bad for the climate. That is why people 2 , and these energy sources are avail, andthese - 2 . That’s logical.

© 2008 Federal Ministry for the Environment, Nature Conservation and Nuclear Safety There are considerable differences in the extent to which different materials conduct heat. The best best The heat. conduct materials different which to extent the in differences considerable are There With good heat insulation it can take up to two hours for the yoghurt jar to cool downtaketoyoghurtcool can tojar it twobyup insulation forheat hours good 10°C the With allowand VARIANT VARIANT Bromine high-grade double glazing) Krypton (at 0°C, used in Standing air (at 0°C) Down (feathers) Styrofoam Glass wool or rock wool Fresh snow coniferousDry wood (across grain) the Granite, marble Iron Silver

the solid parts of the heat insulation is to ensure that the air in the insulating material cannot circu- cannot material insulating the in air the that ensure to is insulation heat the of parts solid the tor. For reason, this heat insulation materials generally consist largely of air. The principal function of thermometer). thermometer). the temperature in the jars can be measured after half an hour, for example. In this variant there is the no paraffin need to solidify. The experiment can be shortened if a suitablethermometer is available. Inthat case, Note: for the paraffin, of course. Inthis version,the jars should be placedthe right way up sothatthe lid is easily late. late. heat conductor differs from the poorest by a factor of 100,000. Standing air is a very poor heat conduc-

Energy research worksheet 14/16 EXPERIMENT: HEAT INSULATION accessible for measuring the temperature (another possibility is to make a suitable hole in the lid to take the HEAT CONDUCTIVITY O CONDUCTIVITY HEAT F VARIOUS SUBSTANCES SUBSTANCES VARIOUS compared woodwith Heat conductivity 3,800 1/28 1/13 560 1/5 1/5 1/4 1/3 1.1 1.0 23 Heat conductivity 0.025-0.040 0.035-0.050 W/(m • K) 0.004 0.009 0.024 0.024 0.12 0.11 458 2.8 67 45

© 2008 Federal Ministry for the Environment, Nature Conservation and Nuclear Safety 46 Source: BMU (2007) Biogen fuels CO Source: BMU (2007) CO Total energy-induced CO IN 2006 RENEWABLE ENERGY SAVED THE Source: BMU (2007) Total Benzine Diesel Oil Gas Lignite/hard coal Saving: (electricity, heat and motor fuel) in TWh (1 TWh = 3.6 PJ) Total energyprimary consumption in Germany 2003: 14,464 PJ FUELS IN GERMANY: THE SAVED ENERGY RENEWABLE 2006, IN Energy research information sheet 15/16 ENERGY RESEARCH – FACTS AND FIGURES Total Fuel Heat Electricity 2 2 emission reduction due to power and heat from renewable energy (in million t) EMISSIONS AVOIDED THANK 2 emissions in Germany 2003: 796 million t 8.321 184.6 341.6 101.5 43.8 40.1 70.5 20.7 68.1 12.7 2.6 S TO BIOGEN F F OLLOWING AMOUNTS OF CO OLLOWING AMOUNTS O AMOUNTS OLLOWING FUELS IN 2006 (IN 1.000 F ENERGY ENERGY 2 t CO EMISSIONS IN GERMANY 2 F -EQUIVALENT): ROM ROM F OSSIL OSSIL

© 2008 Federal Ministry for the Environment, Nature Conservation and Nuclear Safety POTENTIAL CO Systems, Technical University Berlin, Technical University Braunschweig, Technical University Munich, BMU Environmental, Safety and Energy Technology, IE - Institute for Energy and Environment, IZES - Institute for Future Energy Climate, Environment and Energy, Öko-Institut - Institute for Applied Ecology, FhG-UMSICHT - Fraunhofer-Institute for Sources: German Aerospace Center (DLR), IFEU - Institute for Energy and Environmental Research, WI - Wuppertal Institute for Source: dena/Forschungszentrum Jülich 2003 CO final energy consumption 2005 Share of motor fuel consumption 2005 Share of Total Biogen fuels Motor fuels for heat in 2005 final energy consumption Share of Total Solar thermal Geothermal Biomass Heat generation gross electricity consumption 2005 Share of Total Geothermal Photovoltaic Biomass Offshore Land-based Wind energy Hydro-power Electricity consumption fuel consumption in Germany: Long-term utilisation potential of renewable energy sources for heat and power generation and motor energy sources. Experts estimate followingthe that amounts of energy could be generated in Germany using renewable THE RENEWABLES ARE COMING Given intensified refurbishment At present refurbishment rate Energy research information sheet 16/16 ENERGY RESEARCH – FACTS AND FIGURES 2 emissions for space heating and hot water 2 SAVINGS THROUGH HEAT INSULATION OF HOMES IN GERMANY UP TO 2020 Utilisation 2005 > 0.001 (TWh) 22.4 80.5 62.5 26.5 13.4 76 10.4 %* 21.6 6.6 % 3.8 % 5.4 % 3 0.32 1.5 –

2020 2020 1990 –21.3 % –9.3 % 139 million t Possible future use (TWh/a) 94 % 56 55% 290 200 820 330 200 554 105 8 % 110 60 60 55 60 24 47 %

© 2008 Federal Ministry for the Environment, Nature Conservation and Nuclear Safety WHAT IS fAIR? Li festyle and energy consumption 50 “You think so?” replies Saranchimeg. “In our time it’s the subject of a controversiala of subject “Youthe it’s worldwidetime our “In debate. NotrepliesSaranchimeg. so?” think Aysche. Sergio grins: “Well, you’re not supposed to drive the Streetsailor too fast ... At any rate, a number of per 1,000 dollars of gross domestic product.” resources and to emit environmentally harmful gases like the climate killer CO ronment and the climate. That’s actually the law!” says Saranchimeg. “And does everybody stick to it?” asks his teeth in approval: “Now reallythat is fair.” What is fair? worksheet 1/10 WHAT IS FAIR? countries have called for a UN resolution that would give every individual equal rights to consume fossil consume to rights equal individual every givewould that resolution UN a for havecalled countries year “Hereeveryone2030. toSergiofeelliveenvi- supposed and the is in responsibleforSaranchimeg the Sergio’s eyes light up behind his high-tech visor: What do you What think? would you find fair?” everyone thinks it’s a good idea and finds it really fair. For example, Germany and other European countries Lifestyle say that COsay that . How 2. . What 3. It’s Hold If

. Is 1. not: 2 and emissions have economic ought output, tonot so tothey do with be calculated per head, but EXERCISES: time a the Suggest vote energy could for present could in your your how a we fair worldwide opinion! consumption do you class: worldwide ourselves would Would distribution change to situation you lead support it a of to “fair” be energy make created the life? UN it consumption fair. in resolution? this field? and CO 2

emissions 2 .” Michael whistles through fair?

© 2008 Federal Ministry for the Environment, Nature Conservation and Nuclear Safety But does everyone worldwide use so much energy? Or maybe more? The following table showsfollowingyouhow The table maybemore? Or energy? much so everyoneworldwideuse does But Energy is the driving Energyforce is the behind our life. Every yearpopulation of Germany the uses a massive amount the continents. the much much energy people use on individual the continents. It also shows you how many people live on each of metres long! Europe as a whole consumes around 3.5 billion tonnes of coal equivalent in a single year. be produced by about six burning million railcars full of wouldcoal – which make up a train 75,000 kilo- Oceania Australia and Asia Africa America South Central America North and including Russia Europe, Region What is fair? worksheet 2/10 THE CHAIR GAME Source: BP Statistical Review of World Energy (2007), German Foundation for World Population (DSW), 2007 of energy: around 500 million tonnes of coal equivalent (TCE). This corresponds to energy the wouldthat . Work 2. . You 3. . Now, 4.

. Assess 5. . Calculate 1. “Persons” world EXERCISES: corresponds can all out energy the (millions) Population use representatives column. what 4.010 how result: 944 569 335 733 to. the 34 consumption many percentage chairs Does pupils the to of Percent represent energy the of is this accounted the individual represents consumption world’s energy Persons for population continents consumption. as by a each correspond percentage (billion TCE) consumption Energy region, sit live on Now in 0.20 0.46 4.00 5.93 0.76 4.19 to the of and each the your calculate chairs work share region. class,

they out of what and the how are Percent enter percentage population? entitled many the chairs to. figure Chairs

of total this in 51 the

© 2008 Federal Ministry for the Environment, Nature Conservation and Nuclear Safety 52 “What about it?” some say. “That simply we means in that Europe use a lot of energy. That’s our business – They produce 19.7 t CO The more energy is consumed, the more CO moreThe energy the consumed, is we mustn’tforget holiday flight to their Tenerife. How much CO use 2,400 litres of heating oil a year, 4,000 kWh of electricity, and 1,350 litres of petrol for car.the Oh, and Let’s take the Miller family as an example. Mother, father, daughter and son live in a detached house. They Private households, in other words all of us, use energy and are thus responsible for emitting a certain quantity of CO China this China could this have a dramatic impact on climate.the

in people of number large rapidly,the increase however, could figure of This because t. and 3.65 around

after after all, we pay enough for a it.” problemBut there’s here: today most energy is produced by oil, burning

ders, but harms climatethe all over world.the coal and other fossil“climate COkiller” givesThis fuels. toother rise the and coal our own situation look like? CO EXPLANATORY NOTES NOTES EXPLANATORY What is fair? worksheet 3/10 PERSONAL ENERGY CONSUMPTION AND 3. Heating and warm water 2. Cars, travel, local public transport 1. Household electricity Total: 16,000 kg carbon dioxide a year The Miller Family 2. 1. 3. 2 -CALCULATION a family of four accounts for about 3 t CO The combustion of 1 litre of petrol (9 kWh) gives rise to about 2.3 kg2.3 givesabout toCOkWh) rise (9 petrol of litre 1 of combustion The Yougives kWh electricity bill.Each annual electricity consumption rise to about fromthe see the can 1 litre of heating oil or 1 m heating oil or diesel releases about 2.6 kg CO 0.6 kg CO . Work 2. . This 3. 2

. Look 1. . But why is it so much? people CO hold EXERCISE: 2 . 2

released calculation similar? at out in the your your 2 per head every year. Europeans average around 9 t, while the Chinese are currently CO during Do 2 household. own

calculation leaves you personal their 3 use of natural gas supplies about 10 kWh of energy. quantity of this Burning out more production? Percentage some for CO or the 2 important

2 emissions. less is produced. The world champions are the North Americans. produced.is worldNorth The champions are the 46 38 16 2 Miller zu. energy, Can 2 . The figure for natural gas is 2 kg. family. you areas. Fill and Amount CO2 Total: My Family think in What Think do the co you of table 2 do any 2 have Millerscaused?Andwhatdoes the of produce BALANCE 2 you . And that doesn’t stop at national bor stopnational doesn’t at that And . your and other think? food divide more areas? Percentage 2 or . A flight to the Canaries Canaries the for to flight A . Are the or clothing, the less result shares CO by for 2 ? the for example: number your house- is of -

© 2008 Federal Ministry for the Environment, Nature Conservation and Nuclear Safety livestyle times I go shopping. I still go on holiday mywith parents. Our last holiday was on Majorca.” evening: listen to music, telephone, chat, watch TV. At the weekend computer.the I In the go at homeworkto eveningmeal, Hot the club metro. by with friends, back shower, and then then some- karate, of hours Two mysession. tometrotraining the catch mybike,then on home change, ride school, After break. the and off to school. Sit around for a few hours – “Hey,” call and get dressed.clothes A quick piece of toastManuel, and a cup of tea. Clean my Then jump teeth. “don’t on mymy bicycle let Choose make-up. Dozy my on hear put that!” hair,my– shower,style a a takesnack I during morning. the in me wakes system stereo “The him: tellsday. Viona each do 2008 from friends his what know to wants 2030 year the from Sergio ENERGY! What is fair? worksheet 4/10MUCH THAT USE DON’T I SURELY BUT Leisure time School Sport At home Fields of everyday life

. Add 2. . If 3. . Read 1. -energy EXERCISES: also to you give uses your Viona’s want up -check energy. own on to description any activities save What account? energy, fields to of the what hot water for tea electricity for toasterthe electricity for hairdryer the hot water for showerthe Electricity for stereothe Viona Draw what of list everyday activities she up and a does perform list life during of would are tips the still on you the energy how missing? day. give to Complete up? check. save What energy Me the activities list nevertheless. of activities are you not where prepared she 53

© 2008 Federal Ministry for the Environment, Nature Conservation and Nuclear Safety 54 169 of 177 Ranking in UN development table: no data Gross national product per head: Women: 64.9 %, men: 49.7 % Illiterate population: Women: 50.4 years, men: 48.1 years Life expectancy: 16 % / 84 % Ratio of urban to rural population: The population doubles in 26 years 76.5 million unfinished basket, earthenware water jug, sheep and lamb, horse (one of 3), cowhide (used as blanket),umbrella as (hanging on house), (used pen cattle with cowhide (5) 3), of (one horse lamb, and sheep jug, water earthenware basket, unfinished coffeeservice,8),basket,teapot, of(one tray, earthenwarehalterhenpot, (forlid, horse),basket bed, with basket,yoke), drinkingbutter,servingvessels),flat withas withtableused oxenone baskets(2, tins(2, (3), utensils, tin of salt, bowls and plates, earthenware cooking pot,Basket, wooden mortar crateand pestle,with clothing,frying gourdpans (2),containing plastic containers (one for coffee beans,O one for EXAMPLES water), metal frying 1,127,127 km Area: GLANCE ATA Population: What is fair? worksheet 5/10 ETHIOPIA . What 1. . What 2. . Compare 3. consumption? EXERCISES: Internet? 2

F THE THE up-to-date do F you AMILY’S POSSESSIONS POSSESSIONS AMILY’S it

with learn 5,070 Energy consumption*: CO 21,180 Give news the 2 emissions**: about reasons! situation can ** in tonnesthousand CO * in tonnesthousand oil equivalent, 2004 how you

of this find people family about living this lives? 30 m Size of home: 7 Number of members: GETU telephones: 0, radios: 1 (batteries exhausted), Number of 80 (father), 126 (mother) Working hours per week: world level seed, farm implements, peace at national and More domestic animals, change of betterclothes, Dearest wish: Oxen (for father and mother) Most valuable possession: in country 2 , 2004 What Germany. 2 F AMILY: would in the

you newspaper, televisions: 0, Foundation for World Population (DSW) Sources: CIA-WorldFactbook, IEA, German say about on this television 0 cars: family’s or energy on the

© 2008 Federal Ministry for the Environment, Nature Conservation and Nuclear Safety Population: 12 of 177 Ranking in UN development table: 43,800 US$ Gross national product per head: Women: 4.7 %, men: 4.3 % Illiterate population: Women: 81.0 years, men: 75.2 years Life expectancy: 79 % / 21 % Ratio of urban to rural population: The population doubles in 78 years 302.2 million ing board and iron, piano and stool, sewing machine chair with and workbasket mixer, cooker with pot and towels (2), washing machine, coffee machine, toaster, dishwasher, trophiesmicrowave, (2), dollsiron- house, refrigerator, desk with chair, model railway, table computerwith TV set, tumbleand computerdryer, electriccabinet, cars (3), beach buggy, tools and gardeningPet implementsdog Lucky, (in sewinggarage), machine hunting (antique), cabinet with TV set, table with stereo system, speakers (4), bicycles,O EXAMPLES 9,529,063 km Area: GLANCE ATA What is fair? worksheet 6/10 usa . What 1. . What 2. . Compare 3. consumption? EXERCISES: Internet? F 2

THE THE up-to-date do F you AMILY’S POSSESSIONS POSSESSIONS AMILY’S it

with learn CO 2,325,890 5,799,970 Energy consumption*: Give news the 2 emissions**: about reasons! situation can ** in tonnesthousand CO * in tonnesthousand oil equivalent, 2004 how you

of this find people family about living this lives? 148.6 m Size of home: 4 Number of members: SKEEN Tools, new carpet, motorhome Dearest wish: Bible (for father and mother) Most valuable possession: 3 cars: televisions: 2, radios: Number of 40 (father), 20 – (mother excluding housework) Working hours per week: in country 2 , 2004 What Germany. F 3, 2 would AMILY: in telephones: 5, the video recorders: 1, you newspaper, Foundation for World Population (DSW) Sources: CIA-WorldFactbook, IEA, German say about on stereo systems: 3, this television family’s computers: 1, or energy on the 55

© 2008 Federal Ministry for the Environment, Nature Conservation and Nuclear Safety 56 Population: 8 of 177 Ranking in UN development table: 31,100 US$ Gross national product per head: Less 5 than percent Illiterate population: Women: 85.6 years, men: 78.7 years Life expectancy: 79 % / 21 % Ratio of urban to rural population: The population doubles in 100 years 127.4 million (2), bicycles (3) washing and machine dryer, detergents and cleaners (in basket in front of washing skateboards machine), toys, cassettes, video Izumaru), (called dog pet stairs), (on kennel dog wall), (on extinguisher fire bottles, snorkel, mask, diving skates), cooler,roller refrigerator,pair side 1 table vacuum with jug, rice cooker,pairs, telephone,(27 television, microwave,shoes grill/toaster, books, and stool with piano electric console, video with (2) cupboards small car), the on (2, cases (minibus), car dolls, books, with Unicycle,(3) shelves O EXAMPLES 377,750 km Area: GLANCE ATA What is fair? worksheet 7/10 j apan . What 1. . What 2. . Compare 3. consumption? 2

EXERCISES: Internet? F THE THE up-to-date do F you AMILY’S POSSESSIONS POSSESSIONS AMILY’S it

with learn CO 533,200 1,214,990 Energy consumption*: Give news the 2 emissions**: about reasons! situation can ** in tonnesthousand CO * in tonnesthousand oil equivalent, 2004 how you

of this find people family about living this lives? 132 m Size of home: 4 Number of members: UKITA (for letting) Larger house and second apartment or house Dearest wish: Ceramics from (forgrandfather mother) A ring from (forgrandmother father) Most valuable possession: bicycles: recorders: 1, radios: Number of 40 (father), 60 – (mother in household) Working hours per week: in country 2 , 2004 What Germany. 2 F 3, AMILY: would in 3, 1 cars: telephones: 1, the microwaves: you newspaper, Foundation for World Population (DSW) Sources: CIA-WorldFactbook, IEA, German say about televisions: 1, on 1, this computers:1, television family’s or video energy on the

© 2008 Federal Ministry for the Environment, Nature Conservation and Nuclear Safety Population: 128 of 177 Ranking in UN development table: 3,800 US$ Gross national product per head: Women: 52.2 %, men: 26.6 % Illiterate population: Women: 71.2 years, men: 66.3 years Life expectancy: 28 % / 72 % Ratio of urban to rural population: The population doubles in 44 years 1,130 million (on right of door), bicycle (not working), metal containers (7), cups (2), trays (4) weights (4, used for wrestling training), bed (used as sofa during day), pictures of Hindu deities (3), fuel wood valuables,ladder,woodenanddocuments,pictures for crate metal spices, for (3) tins with Woodenchair O EXAMPLES 3,165,594 km Area: GLANCE ATA What is fair? worksheet 8 /10 India . What 1. . What 2. . Compare 3. consumption? EXERCISES: Internet? 2 F

THE THE up-to-date do F you AMILY’S POSSESSIONS POSSESSIONS AMILY’S it

with learn 572,850 CO 1,102,810 Energy consumption*: Give news the 2 emissions**: about reasons! situation can ** in tonnesthousand CO * in tonnesthousand oil equivalent, 2004 how you

of this find people family about living this lives? 32 m Size of home: 6 Number of members: YADEV radios: Number of 84 – (mother solely in household) 56 (father, when he finds work), Working hours per week: recorders: 0, One or two cowsdairy Dearest wish: tect home and family (for mother) Statues of deities of power and strength prothat - Colour prints of Hindu deities (for father) Most valuable possession: in country 2 , 2004 What Germany. 2 F 0, would AMILY: in telephones: 0, the bicycles: you newspaper, Foundation for World Population (DSW) Sources: CIA-WorldFactbook, IEA, German say about 1, 0 cars: televisions: 0, on this television family’s or video energy on the 57

© 2008 Federal Ministry for the Environment, Nature Conservation and Nuclear Safety 58 52 of 177 Ranking in UN development table: 10,700 US$ Gross national product per head: Women: 10.4 %, men: 7.6 % Illiterate population: Women: 78.6 years, men: 72.8 years Life expectancy: 75 % / 25 % Ratio of urban to rural population: The population doubles in 60 years 108.7 million ing line washing, with bicycles (3), pet dog Teri cupboard with iron, kitchen utensils and stocks, small cupboard with cosmetic articles, beds (3), toys, wash- with cap and vase, shelf with bookshelf music crockery, cassettes, with wall cupboard clocks (2), LPs, welder’s and face tapes mask, system, cookerstereo with with pots shelf and pans, (2), speakers stereo machine, washing (2), bottles waterblender, bowl, with refrigerator wall), (on equipment welding arc fan, electric flowers, artificial with table system, stereo (10), plants pot clothing, and cupboard television, pistol, Toy O EXAMPLES 1,958,201 km Area: GLANCE ATA Population: What is fair? worksheet 9 /10 mexico . What 1. . What 2. . Compare 3. consumption? EXERCISES: Internet? 2 F

THE THE up-to-date do F you AMILY’S POSSESSIONS POSSESSIONS AMILY’S it

with learn 373,680 Energy consumption*: CO 165,480 Give news the 2 emissions**: about reasons! situation can ** in tonnesthousand CO * in tonnesthousand oil equivalent, 2004 how you

of this find people family about living this lives? 65 m Size of home: 6 Number of members: CASTILLO BALDERAS Utility (pickup) Dearest wish: son) (for father), Bible (for bicyclemother), (for elder Television (for whole the family), stereo system Most valuable possession: video recorders: 1, stereo systems: Number of 60 –in (mother household) 36 (father, not counting casual work), Working hours per week: in country 2 , 2004 What Germany. 2 would in the you newspaper, 2, Foundation for World Population (DSW) Sources: CIA-WorldFactbook, IEA, German telephones: 0, say 1 cars: F about AMILY: on this television family’s televisions: 1, or energy on the

© 2008 Federal Ministry for the Environment, Nature Conservation and Nuclear Safety Population: 68 of 177 Ranking in UN development table: 5,700 US$ Gross national product per head: Women: 12 %, men: 4.5 % Illiterate population: Women: 80.5 years, men: 75.0 years Life expectancy: 45 % / 55 % Ratio of urban to rural population: The population doubles in 131 years 5.6 million and toys, mandolin, sofa, rug, calf radiotelevision, with cupboard small cot, baby’s bed, (2), sheep (6), goats house), (behind hens and goats board with vegetables, cockerel, bowlcup- mill, and pepper and tub, house cutlery (4), (built chairs by with Hajdar table equipment, Cakoni), farm (3), tobacco tubs (on butter saddle, the wall), with Donkey stall for O EXAMPLES 28,748 km Area: GLANCE ATA What is fair? worksheet 10 /10 ALbania . What 1. . What 2. . Compare 3. consumption? 2

EXERCISES: Internet? F THE THE up-to-date do F you AMILY’S POSSESSIONS POSSESSIONS AMILY’S it

with learn CO 2,370 4,850 Energy consumption*: Give news the 2 emissions**: about reasons! situation can ** in tonnesthousand CO * in tonnesthousand oil equivalent, 2004 how you

of this find people family about living this lives? 48 m Size of home: 6 Number of members: CAK ? Dearest wish: Television (for father, mother, children) Most valuable possession: radios: Number of 84 (adults), 21-28 (children) Working hours per week: in country 2 , 2004 What Germany. ONI 2 1, would F in AMILY: telephones: 0, the you newspaper, Foundation for World Population (DSW) Sources: CIA-WorldFactbook, IEA, German say about televisions: 1, on this television family’s or 0 cars: energy on the 59

© 2008 Federal Ministry for the Environment, Nature Conservation and Nuclear Safety ENERGY NETWORk Of THE fUTURE Renewable energies worldwide 62 Your research brief reads, “What form could a worldwide energy system based on renewable energies take? Viona, Manuel and Aysch a look down on the Earth from above. From a long way up! They are inside the the above.inside fromTheyare way up! long Froma Earth the downAyschon look and a Manuel Viona, Today we generate almost all of our electricity and heat by burning coal, oil and natural gas, releasing huge What advantages would systemthis have over our current system?” International Space Station, helping the team to develop entirely new ways of supplying the Earth with with Earth the supplying of ways new entirely develop to team the helping Station, Space International there’s there’s still geothermal power and biomass. All in all, that’s a lot of natural energy. OK, not always, and not industrialised countries in particular cannot carry on using as much energy as they havewe And date.they to as energy much as using on carry cannot particular in countries industrialised on ifrain bu te xet o hc rnwbe nris r ue tdy r ol b ue in used be could or today used are future. energies renewable which to extent the about information found have to make much better use of renewablethe energies provided by wind, sun, water, etc.

Energy network of the future worksheet 1/8FUTURE THE OF NETWORK ENERGY amounts of the “climate killer” CO killer” “climate the of amounts amount of water too; after all almost 70 percent of the surface of the Earth is coveredis Earth by water. the of surface waterpercentthe of of then amount 70 almost And too;all after at some sun point will the shine everywhere and wind there’s on everywhereEarth, too. And a there’s fair On the worksheets overleaf you will find lots of satellite imagestaken by our friends fromthe International Over to you – develop world’sthe energy system of future!the Space Station. Thanks to the powerful computers there they also have access to databases in which they they which in databases to access have also they there computerspowerful the to Thanks Station. Space everywhere. But if we could harness this energy, it would be a huge step forward towards saving the climate. energy. The great thing about renewable energies such as wind power, solar power and hydro-power is that . Do 1. . Find 2. . Put 3.

worldwide. EXERCISES: advantages some your out where research findings does on this to together Earth establish network 2 the into the air as we do so. It is high time to make some changes! The changes! some make to time high is It so. do we as air the into and most the have design extent energy over a the worldwide to is which used. current the supply situation? individual network renewable for renewable energies energies. are available What

© 2008 Federal Ministry for the Environment, Nature Conservation and Nuclear Safety Energy network of the future worksheet 2/8 OUR WORLD . Use 1. . Now 2. . By 3. . Where 4. . Design 5. for generated . What 6. EXERCISES: sources accessible. way this? this enter advantages

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© 2008 Federal Ministry for the Environment, Nature Conservation and Nuclear Safety 64 ISS ANALYSIS/WORLDWIDEDISTRIBUTIONOFBIOMASS Europe Africa Asia and Oceania Central and America South North America in EJ per annum ENERGY Energy network of the future worksheet 3/8 BIOMASS . What 1. FROM BIOMASS . Find 2. . The 3. is Asia? using EXERCISES: the table on What potential biomass. do the we above satellite could mean Compare best shows the by exploited? image Possible utilisation reason biomass how these those much be figures Why and for regions energy how this? could 19.9 21.4 21.4 21.5 Source: (Ed.): Kaltschmidt/Hartmann Energie aus Biomasse, Berlin 2000 with 8.9 Tundra, Tundra, polar deserts Forest Cropland Savannah, desert, steppe, etc. can that could this the it have be? be amount be used generated What a lot Actual current utilisation to of of do generate energy biomass. you in the notice actually energy? individual if you generated 23.2 look 2.0 8.3 2.6 3.1 regions at today. the of figures the Where world for

© 2008 Federal Ministry for the Environment, Nature Conservation and Nuclear Safety Oceania Europe Africa Asia America South Central America North America in GWh POWER Energy network of the future worksheet 4/8 GEOTHERMAL POWER ISS ANALYSIS/WORLDWIDEGEOTHERMALACTIVITY FROM THE DEPTHS OF THE EARTH: WORLDWIDE USE OF GEOTHERMAL ENERGY (2000) . What 1. . Find 2. . The 3. EXERCISES: larly from

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© 2008 Federal Ministry for the Environment, Nature Conservation and Nuclear Safety 66 Europe Africa Asia and Oceania Central and America South North America in GWh FULL SPEED: WORLDWIDE ELECTRICITY GENERATION ISS ANALYSIS//WORLDWIDEDISTRIBUTIONOFWINDFORCE// Energy network of the future worksheet 5/8 WIND ENERGY . What 1. . Find 2. . The 3. is EXERCISE: using Asia? the table on What potential biomass. do the we above satellite could mean Compare best shows the by image exploited? biomass reason how these those much be figures Why and Actual utilisation regions for energy how this? could with that can could this -5.6 < V < 8.0 m/s is extremely usable usable very is m/s 5.6 < V < -4.5 -3.6 < V < 4.6 m/s is usable V < 3.6 m/s is not usable the 17,176 2,866 4,771 it have 110 be? be FROM WINDPOWER 1999 IN GW amount 31 be Sonnenenergie- und Wasserstoff-Forschung Source: German Aerospace Center (DLR), ZSW - Zentrum für used a generated What lot to of of do generate biomass. energy you in the notice actually energy? individual if you generated look regions h at today. the of figures the Where world for

© 2008 Federal Ministry for the Environment, Nature Conservation and Nuclear Safety Greenland Oceania Eastern Europe Western Europe Africa Asia Central and America South North America (OVER) ENERGY ISS ANALYSIS//WORLDWIDEWATERANDTERRAINPROFILE Energy network of the future worksheet 6/8 HYDRO-POWER in GWa per annum . What 1. . Find 2. . The 3. regions EXERCISES: table F on LOWS: WORLDWIDE HYDRO-POWER POTENTIAL POTENTIAL HYDRO-POWER WORLDWIDE LOWS: do of the we above the image understand world. shows the Where Possible utilisation regions how by much hydro-power is in the which energy potential 354 605 434 354 251 160 46 the 76 and is potential generated least how Sonnenenergie- und Wasserstoff-Forschung Source: German Aerospace Center (DLR), ZSW - Zentrum für exploited? can to today it harness be used What from Actual utilisation hydro-power to hydro-power could generate the is reasons energy? particularly 39 57 26 28 65 in 0 5 8 the be individual for good. this? 67

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00 00 00 00 Australia Japan India Morocco Western Europe Argentina Mexico USA in kWp ELECTRICITY ISS ANALYSIS//GLOBALSOLARRADIATION:ANNUALAVERAGEINkWh/m Energy network of the future worksheet 7/8 S olar 1 950 . What 1. . Find 2. . The 3. 22 thermAL Power 00 Where voltaic with EXERCISES: FROM THE SUN: WORLDWIDE PHOTOVOLTAIC PLANTS table on the do is plants). 1 950 the help solar we shows image understand of energy the photovoltaic 22 the 00 installed best regions 1 by 950 used solar output plants. that and energy 208,600 145,979 117,300 25,320 44,000 12,992 are 3,000 5,000 where 1999 in Mark 22 best individual 00 and is these 22 suited it how 00 least countries can to countries used? 2 utilising perannum it be What on made today, 22 the solar 1 950 00 could world into for energy electric the the map. 452,230 305,959 167,800 33,580 14,972 generation (with reasons 2001 k. A. k. A. k. A. k.a. = no figures available What or the heat 22 be 00 do Source: IEA, 2002 help for of energy? you electricity this? of notice? photo- 1 950 1 950

© 2008 Federal Ministry for the Environment, Nature Conservation and Nuclear Safety Former Soviet Union Middle East Europe Africa Asia and Australia Central and America South North America in EJ HUNGRY ISS ANALYSIS//ARTIFICIALLIGHTINGATNIGHTBYCONTINENT Energy network of the future worksheet 8/8 ENERGY CONSUMPTION . Identify 1. F . Compare 2. . Where 3. and OR ENERGY: ENERGY USED WORLDWIDE IN 2001 2001 IN WORLDWIDE USED ENERGY ENERGY: OR industrialised EXERCISES: energy could on your the consumption? energy and results image developing Energy consumption consumption with the regions the countries. figures with rise 102.4 34.7 13.3 15.2 10.7 71.8 97.8 in in most the future? Lots of lighting Little lighting No lighting and table least above. lighting. Is there of Economics and Technology Ministry Federal German - BMWA Source: Try a correlation to categorise between the regions lighting as 69

© 2008 Federal Ministry for the Environment, Nature Conservation and Nuclear Safety THE RENEWABLE ENERGY SUPERSTARS Who has visions for the future? 72 “Well …” stammers Manuel. “You don’t mean to say, you don’t know Sergiothem?” is amazed. – just like fithe lmstars do in Hollywood.” “Hold on a moment,” says Sergio. “You must know somethem. of They were working in your time.” “Oh yes,” exclaims Saranchimeg. “Tell us about something them!” Aysche notice large stars in the fl oor, which light up when you walk overthem. “That is our Renewable Ener- The Superstars worksheet 1/7 THE RENEWABLE ENERGY SUPERSTARS time? Can you help the four friends fi nd out aboutthe people who did so much for renewable energies during our Saranchimeg and Sergio are showing their new friends around their school in 2030. Viona, Manuel and Manuel Viona, 2030. in school their around friends new their showing are Sergio and Saranchimeg gies Walk of Fame,” explains Saranchimeg. “The superstars of our Energy Association get their own star here . Choose one of the renewable energy superstars and present him or her to the class. Try to fi nd 1. . Does your town or community have superstars like them? Find out who was fi rst to use renewable 2. . Contact a local newspaper or radio station and ask them to report on your “Superstar”. 3. their name. out more about the person using the Internet. Choose a search engine, like Google, and type in EXERCISES: discuss with the class who deserves the title “Renewable Energy Superstar” and why. energy and who has supported renewables particularly vigorously. If you fi nd several “candidates,”

© 2008 Federal Ministry for the Environment, Nature Conservation and Nuclear Safety AG, which has been equally successful. The same year he was awarded German the Environment Prize. In 1995In brokeSES even fi for the Salvamoser and time rst invested solar the factory. again in – and Friends India will be so high that we will laugh about one thing – that we ever that really– believed our thing wemeet one could about we laugh will that high so be will India tricity generated from solar power, hydro-power and CO and companiesmanufacturing of series whole a of directorfounder and investor. the Bavarianis the The tory, which now has a staff of 30, will begin to be profitable. Atthe startpects ofof profi 1998 he founded SAG t too Salvamoser uncertain. did Solarstrom notthe share worries of his contemporaries. This theyear fac- installing installing solar modules to generate solar power, providing land for installations and trading these in elec- biomass will meet all of Germany’s energy needs. In thirty years, he says, “energy consumption in China and Georg Salvamoser is convinced it that pays off to invest in environment:the for environmentthe both and The Superstars information sheet 2/7 THE SUNSHINE PIONEER Salvamoser considers it quite possible that one day a mixture of solar power, hydro-power, wind power and experts from the ecological sector advised him against the investment. The risks were too high, the pros- the high, too were risks The investment. the against him advised sector ecological the from experts dents and we will be severely criticised for not decommissioning nuclear power plants earlier.” energy needs oil, with coal and gas”. What about nuclear energy? “I fear wethat will live to see more acci- GEORG SALVAMOSER – fast! He doesn’t preach abstinence or have a guilty con- guilty a have or abstinence preach doesn’t He vice. Salvamoser thought hard, did some calculations, was quite mad and advised him to see a doctor.a Salva- see to him advised and mad quite was tions to come.” He enjoys driving his car, for instance Eight yearsEight later, totime had reflhad he come and ect power capital”, where he reckoned his company “solar would Germany’s Freiburg, to went and advice, their to a decision. “I’ll do it myself!” He quit his job, sold his oe takd hm o ter ocr, u ignored but concern, their for them thanked moser body had to …” mar-proper no was there hooked.But was He bers. leagues were concerned about him. They thought he thought They him. about concerned were leagues ket for solar plants, no companies offering the ser- the offering companies no plants, solar for ket remem- he energy,” electrical free of supply a had ofhis “Nohome. smoke,no noise, wesudden a of all and roof the fi on panels tted photovoltaic had he believes, “But not at the expense of the genera- the of expense the at not “But believes, he have best the chances of success. house and founded Solar-Energie-Systeme (SES). His col- Salvamoser’s success story began in 1983, when he 1983,when in began story success Salvamoser’s spoke to his wife and looked to the future. “Some- future. the to looked and wife his to spoke science for every pleasure in life. “Life should be fun,” 2 . But Georg Salvamoser is not a fanatical ecologist. 73

© 2008 Federal Ministry for the Environment, Nature Conservation and Nuclear Safety 74 ehia Uiest o Bancwi, Wobben Braunschweig, of University Technical h mdr E6 wn trie fr ntne was instance, for turbine, wind E-66 modern The After training as an electrical mechanic and study- and mechanic electrical an as training After At this time, the technology of wind turbines was far In 1983, while he was still a technical assistant at the plants blend as well as possible into landscape. the environmentally-relevant other account into take sought most the was later years ten which turbine, devel- the saw visionary, the Wobben,Nevertheless nowned industrial designers so as to ensure that the to quick also was He pollution. in result longer no Wobben Osnabrück, in engineering electrical ing a mre lae i wn trie ad has and turbines wind in leader market man Objectively,country. the in energy wind formarket former furniture warehouse. His only employee was a fi in conditions spartan extremely under plant rst real no was there and Germany, in mature from founded the company ENERCON in the mid-eighties. The Superstars information sheet 3/7 MOTION PERPETUAL branches branches in several countries around world.the businessman, the uncontested ruler over a wind turbine empire. But those who know the branch best all best branch the know who those empire.But turbine wind overa ruler uncontested the businessman, he had no prospects of success. agree Wobbenwithout that wind power would be nowhere near where it is today. aspects of the use of wind energy, such as keeping as energy,such wind of use the of aspects flhydraulic no Since or worldwide. uids plant after Ger- the is ENERCON Today, secretary. part-time a Some people call Aloysius Wobben East Friesland’s answer to Bill Gates: a brilliant engineer, an exceptional developed successful the concept of a gearless wind his built He technology. this of potential opment eeoe i cnucin ih nentoal re- internationally with conjunction in developed down noise the nuisance gear lubricants are needed, improper handling can BERNHARD ALOYSIUS WOBBEN WOBBEN ALOYSIUS BERNHARD

© 2008 Federal Ministry for the Environment, Nature Conservation and Nuclear Safety ARNO STREHLER The Superstars information sheet 4/7 STUFF HOT ALWAYS BIOMASS: in in practice. And this is one of the forestry.main reasons and for fi agriculture his credibility of the elds in expertise wood and woodchip production. He brings together fuel- including production, fuel of concerns the of aware him makes also operation forestry attached with farming) (organic farmer a as experience His and 4,000 people every year. 1992, which is currently attended by between 2,500 fact-fiand training weekly free in back event nding a fi up set this he in eld services advisory organise better Tobioenergy. of advantages the about sible His aim was always to inform as many people as pos- in hand manufacturers.the with inflmassive a hand working design, their on uence own farm, and indeed still does, he was his able on to plants exert different many used he Since plants. small-scale these into engineering control modern and plants boilers used for biomass combustion and the introduced improved He practice. into ideas putting in primarily seen be can contribution His this in experience most fi the with eld. man the is he Today in Germany and in many European countries generating of biomass. i.e. renewablerawmaterials,from energy idea the in interested particularly alternativesabout earlystage tofossil was He fuels. an at think to him moved repercussions economic the and shock oil The area. this in work to began fi the he of shock, year oil 1974, the rst as back far Arno Strehler is a “biomass pioneer” in Germany. As 75

© 2008 Federal Ministry for the Environment, Nature Conservation and Nuclear Safety 76 The Superstars information sheet 5/7 PLUS ENERGY HOUSE overall. kWh/year6,000 of surplus generatea should 10,000plant (ca. kWh/year).The grid national the into ates The entire roof is fi tted with a photovoltaic system (a so-called energy roof), which feedsthe 15kWP it gener- washing machine and water garden.the flto used is the roof supply the toilets, on ush collected rainwater The house. the forrequirements water power. The vacuum collector generates power for in-wall and under-flAn electric oorheat heatingpump andregulates the coversheating and air mostconditioning, ofusing the both geothermal energy hot and solar the heat to needed is annum per kWh/m2 house. 14 only bridges, thermal no and circulation air glazing, controlled triple with building the around skin insulated completely a ensuring sun, the to house the ing The home of Uschi McCready and engineer Peter Westermayr is a passive house. By positioning and open- BONN IN WESTERMAYR PETER AND MCCREADY USCHI 2. 1. WOLfGANG DOTzLER IN AMBERG

ates a surplus of 2,950 KWh/year. power plant generates 4,000 kWh, the house gener- thermal photovoltaic the generatedIf byplant. the about 3,500 kWh/year, of which about 70 percent is is house entire the for consumption electricity The around 29 percent by powerthermal the plant. 71 percent of which is produced by solar power and need for warm water is put at 3,500 kWh/year, some power station produces the rest. thermal The the primary energy while power, solar by covered is year demand for energy heating and ventilation of 11,800 primary kWh/ the of percent forty-two Roughly power CHP plant. heat micro oil rape a air/water and plant photovoltaic kWP 2.7 a energy, an solar with water the heat circulation, to exchanger air controlled square metre transpired 20 air collector system in technologies: the facade, sources, following the renewable to thanks from comes needed the energy All House. Energy Plus so-called a is Dotzler Wolfgang and Judith of home detached new The

© 2008 Federal Ministry for the Environment, Nature Conservation and Nuclear Safety The unswerving and tireless personal dedication of Ursula and Michael Sladek is exemplary and shows how The success story of Elektrizitätswerke Schönau (EWS), an electricity utility, is inextricably linked with the the linkedwith inextricablyutility, is electricity an (EWS), Elektrizitätswerke Schönau of story success The EWS also pays required more than by law to electricity generators feedingpower so as grid, their into the than anythan area.other to provide more incentive to photovoltaic install plants. It also provides feed-in meters free of charge. As a result, the inhabitants of Schöngau now have with 254 kW more installed photovoltaic output per capita capita photovoltaicper output installed more kW 254 havenow with Schöngau of inhabitants the result, network from supraregional operators. names Ursula and Michael Sladek. They were at the heart of a citizens’ action group which set itself the goal a vision can become a nuclear-free energy supply. URSULA AND MICHAEL SLADEk IN SCHÖNAU SCHÖNAU IN SLADEk MICHAEL AND URSULA The Superstars information sheet 6/7 WE ARE ENERGY

campaign which, with the help of two referendums and fi nancial contributions from agreat political manya forcebehind driving citizens the wereTheytown. their for supplies nuclear-freeelectricity ensuring of (a nationwide campaign was launched for donations), made it possible to buy back the town’s electricity town’s the back buy to possible it made donations), for launched was campaign nationwide (a

Thepromotion programme “Rebel Power Stations” is As the managing director, Ursula Sladek has a cru- a has Sladek director,Ursula managing the As taic,combined heat-and-power, hydro-power, biogas) promotionprogramme made it possible to build 624 ported by all of EWS’s customers, who pay a “sun cent” tomers, in either its own grid or nationwide. power. EWS does not sell electricity generated from make energy, save to worked has utility local the nuclear power or coal to its 66,000 electricity cus- electricity 66,000 its to coal or power nuclear more effi cient use of energy and promote solar and promote of energy effi use more cient across the country between 1999 and mid-2003. directlyusedto is money bills.This their of part as eetaie ctznmngd e pat (photovol- plants new citizen-managed decentralised The environmentally plants. friendly newestablish sup- is programme The structures. generation energy cial say in the energy strategy of EWS. Since then then Since EWS. of strategy energy the in say cial setting up decentralised, fl sound decentralised, ecologically up exible, setting 77

© 2008 Federal Ministry for the Environment, Nature Conservation and Nuclear Safety 78 “We should still do much more for the environment,” declares ten-year-old Katharina Teuber,eleven- ten-year-oldand Katharina declaresenvironment,” the for more much do still “Weshould THE ENVIRONMENT ASSOCIATION AT THE ERfTSTADT-LECHENICH SCHOOL They are two of the youngest members of the environmentthirty-strong association at the Erftstadt-Lechen- year-old Florian Becker agrees, “That’s why I’m really interested in environmentthe too.” However, the Environment Association with members from Grades 5 through 13 was not only awarded the IT, Geography and Physics lessons, for more practice-oriented learning. took tothem Leverkusenthe Environment Centre. prize because it produces clean energy. Its “KISS” project (the German acronym for Kids Save Electricity) Save Kids for acronym German (the project “KISS” Its energy. clean produces it because prize presented prize the with them in Townthe Hall. They won primarily because of photovoltaicthe system to ich School, which came fi rst in the “Junior Environment Prize” competition. Mayor Ernst Dieter Bösche Bösche Dieter Ernst Mayor competition. Prize” Environment “Junior fithe came in which rst School, ich The Superstars information sheet 7/7 THE EARLIER THE BETTER attend meetings even if they ought to be in class. They also have special fihavespecial also They class. in be to that ought recently they even like one if meetings trips, attend eld allowedtoare and position respectedhighly and special haveTheya experts. young the for off pays also adviser,”energy as takeproudly.forweposts can responsibility reports additional he The than applicants areresponsible for are classrooms.Weairing amazing. and heating lighting, children “The have far more and zero-pollution electricity can be generated every year. can data be The station used weather in Maths, or foror fi two environmentcentres,”has trips energyto class offi eld Every Peter Bastgen enthuses. who cers group and installed in conjunction with a fia with zero-emission kilowatt-hours conjunction about 1.200 in Thus installed experts. and of group rm generate solar energy, which is linked up to the school’s weather station. It was planned by a school working saved the school about 25,000 euros. “We can use the money we have saved for equipment for the children

© 2008 Federal Ministry for the Environment, Nature Conservation and Nuclear Safety GREEN POWER Eco-electricity at the socket 80 Aysche, Viona and Manuel visit their school in the year 2030 and meet up with Saranchimeg and Sergio Sergio and Saranchimeg with up meet and 2030 year the in school their visit Manuel and Viona Aysche, I know whether the electricity from my power socket is really “green” or not? These are questions that your But does it protect the environment if we buy “green power”? Isn’t it just a drop in the ocean? And how do ply all the electricity it needs. it needs. electricity the all ply is already being used by many people. And because this electricity comes from environmentally friendly environmentally from comes electricity this because And people. many by used being already is magic word is geothermal energy: heat that is pumped up from the extremely hot depths of the Earth Earth the of depths hot extremely the from up pumped is that heat energy: geothermal wordis magic from the Environment Society. The two of them tell our three astounded heroes from the past that their their that past the from heroes astounded three our tell them of two The Society. Environment the from friends may have asked at some time or other. as geothermal energy, wind energy and hydro-power or from biomass is no longer a thing of the future, already but have solar collectors on their roof. But it is a fact that electricity from renewable energy sources such and then converted into electrical energy. In 2030 the school is using this power from deep down to sup- Green power worksheet 1/7 GREEN POWER Sounds like a fairy story? Not at all! not Although every school has its own energygeothermal plant, many or “eco-electricity”. school can produce its own electricity in future – so much, in fact, that there is some left over left is The some to sell. there that in – fact, in so future much, own its electricity produce can school sources and does not have any additional CO . Organise 1.

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© 2008 Federal Ministry for the Environment, Nature Conservation and Nuclear Safety 8,3 44,7 Wouldn’t it be a great idea if every household switched to “green power” and made its own contribution to years. Not to mention the risk of accidents – remember Chernobyl? Chernobyl? – remember of accidents risk the Not to years. mention A A whole load of energy is needed to keep the TV your running, mobile ringing and your PC monitor doing But when electricity is generated from renewable energy sources, i.e. wind, water,generatedwind, is renewableheat fromi.e. electricity sources, energyand when biomass, But sun, For example, coal burning and oil produces carbon dioxide (CO (IN BILLIONS O BILLIONS (IN nothing fornothing nature to complain about! That’s why electricity this is also called “green power”. nuclear power plants, and which is bad for the environment. in environment. for is bad or the – which and power plants, fuels” nuclear “fossil the – oil and coal burning by produced is age and day our in which Energy job. its WHO USED MOST ELECTRICITY IN GERMANY IN 2005? from the depths of the Earth (geothermal energy), this does not create any additional CO additional any create not does this energy), (geothermal Earth the of depths the from behind highly dangerous nuclear waste that remains contaminated with radioactivity for thousands of of thousands for radioactivity with contaminated remains that waste nuclear dangerous highly behind electricity consumers? combating climate change? Or wouldn’t it make any difference, because industry and transport are the big greenhouse effect on the Earth and is therefore harmful to the climate. And nuclear power plants leave plants power nuclear And climate. the to harmful therefore is and Earth the on effect greenhouse Source: VDEW (2006) Green power worksheet 2/7 DON’T GIVE 141,8 16,2 . Assign 1. . Generating 2. . Conduct 3. Do switched

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© 2008 Federal Ministry for the Environment, Nature Conservation and Nuclear Safety 82 Green power worksheet 3/7 HOW GREEN IS GREEN REALLY? “green “green power”, because it is physically impossible to distinguish between twothe kinds of electricity. All con- wind and water. from Do made the companies produceelectricity as much “green their power”for receiveas they producers actually sell? energy What happens the to that money the to happens what on watch wearing a green label? The answer is: electricity certificates. Various organisations in Germany keep a close Just imagine a large lake: all around it are power stations that produce electricity, some from fossil fuels and But just a moment: how do I know that “green power” was really produced and that my electricity isn’t just power” “green Does really fromcoal-firedrenewable powerfromcome a come it does energysources?Or the revenue from “green power”? If you want to avoid increasing greenhouse gas emissions, you should you emissions, gas greenhouse increasing avoid to want you If power”? “green from revenue the produced and distributedthen to us, consumers. the Germany, however, it is not compulsory to have an electricity certificatethis of sort. looking at your new stereo system whether the good sound is due to a wind turbine or a fossil-fuela poweror turbine wind a to due is sound good the yourat newstereolooking systemwhether

ensure that electricity generators invest this money in building more plants that use renewable energies. In sumers take electricity the for refrigeratorstheir etc. from same the big lake. some from renewable energy sources, and feed it into the lake. Here the conventional energy mixes with the station. And your monthly electricity bill doesn’t help here either. The “culprit” is the way that electricity is bytell answer.youcan’t to all, question easy After no that’s consumers electricity us For all? after station 1. . Explain 2. . See 3. 4. of green changing Look Investigate plants. EXERCISES: these whether in power.

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© 2008 Federal Ministry for the Environment, Nature Conservation and Nuclear Safety ... Lamps Mobile, MP3 player Radio PC, game console Stereo system Toaster Coffee machine Refrigerator Dishwasher Television Heating Device CHEC ENERGY THE Source: VDEW, 2004 142 billion kilowatt-hours by private households: Annual electricity consumption ELECTRICITY CONSUMERS coffee machines, as you can see in illustration.the And what’s your personal consumption like? refrigeratorsand as such appliances household to due are costs electricity private of third one About too. forclimateand purses our for good makesit’s the because sense school at and home energyat less Using use! don’t we electricity the is electricity best the But environment. the for good is power” “green Using Green power worksheet 4/7 TIGHTENING THE POWER BELT . Put 1. . Find 2. . Some 3. EXERCISES: Internet, www.reuk.co.uk/Ways-to-Save-Electricity.htm. consider What a out tick energy devices K sensible. how LIST LIST for against example companies on you your And the can under devices list you save lend consume Television, stereo, etc. Electric cooker washing dishes Washing, drying, electric heating Warm water and freezing Refrigerating and phones, computers... ances such as mobile Small electrical appli- Lighting For how long? Have you used it today? can electricity www.eei.org out you publish devices have the without your used most that > Search: check today, electricity? make Enter much list How and it in effort. easy in the indicate to your table Save to Practical measure guide. Electricity the for electricity when using it? How can one save how energy-saving hints 7% 9% 10% 12% 17% 22% 23% electricity long. in are Your available, consumption. suggestions Home on or under the you 83

© 2008 Federal Ministry for the Environment, Nature Conservation and Nuclear Safety 84 c) b) a) Green power worksheet 5/7 GREEN POWER QUIZ 4. c) b) a) 3. c) b) a) 2. c) b) a) 1. on them: pupils? Do they know all about electricity from sun, wind and water etc.? Try the green power fellowyour about quiz what But now! by power experts green be must you fact-finding, your all After

Carbon dioxide Carbon monoxide Hydrocarbon E What does CO Use energy-saving lamps Switch off stand-by functions Which of are these sensible ways of saving electricity at home? Transport Private households Industry Who consumed most the electricity in 2005? Solar radiation Uranium Hydro-power Which of energy these sources is not renewable? Turn Turn up heating the . Use 1. could xercise the 2 organise stand for? questions a competition as suggestions at your for your school, guide, with and a small think prize of more for questions. the best entries? Maybe you Correct answers: 1. Uranium; 2. Industry;2. Uranium; 1. answers: Correct lamps; energy-saving use and functions stand-by off Switch 3. dioxide Carbon 4.

© 2008 Federal Ministry for the Environment, Nature Conservation and Nuclear Safety The The fact almost that 190 states actually agreed to newstart negotiations, and havethey that set themselves ini- went to Al Gore and the Intergovernmental Panel on Climate Change, were disappointed. The Bali Climate Climate Bali The disappointed. were Change, Climate on Panel Intergovernmental the and Gore Al to went were the first to abandontheir own immediate interests. The emerging economies, China, Brazil and Under the name “Speicherstadt” an old abandoned industrial site is becoming a showcase. Surviving older Heiligendamm strategy too paid off – the USA are once again on the way to accepting a climate protection protection climate a accepting to way the on again once are USA the – off paid too strategy Heiligendamm Nevertheless, the results of the Bali conference, the launch of new climate negotiations, can also be interpreted the calls of all sorts of heads of state and government in September in New York and after the Nobel Peace Prize Now there is only a footnote, where there should have been effort. the The United States a brought Climatethe Change commitmentConference to brink the of disaster. to climate protection. All those who plete energy supply comes from 10 biogas plants, which also generate eco-electricity for the project organ- Michael Michael Brake in: Telepolis.de, 23.12.2007 tial goals to be achieved by 2020 is enormous progress in itself, even if it is only incorporated in a footnote. The inmorea favourable light. Global climate policy iscomplexa and sometimes extremely sensitive subject. In isation in the vicinity. Because of the lack of a direct connection, the high-temperature fuel cells which which cells fuel high-temperature the connection, direct a of lack the of Because vicinity. the in isation India have followed suit. Even together though, they cannot make good the failure of the USA to join fossil (natural methane gas). As of next year, Berlin the gas utility GASAG, among aims others, to prostart - Change Conference was a meeting of semanticists, not of saviours of Earth. the houses in this district of Potsdam are being renovated and the district back-insulated. The “calculated” com- agreement, although the turn-around has not been without its dramatic moments. expected a break-through in the fight against global warming, after allthe scientific findings thisof year, after comparison to discussions the held only one year ago in Nairobi, a lot was achieved in Bali. Source: sueddeutsche.de, 16.12.2007 cessing biogas to ensure same the quality as natural gas. It will be then fed straight into gasthe network. In Potsdam fuel Sofar Europeans the have stood alone in their efforts to make progress on climate protection. They supply the district with electricity and heat are currently being operated with the equivalent quantities of GREEN POWER – PRESS CUTTINGS Green power information sheet 6/7 end is nigh cells and biogas make an entire district CO 2

neutral 85

© 2008 Federal Ministry for the Environment, Nature Conservation and Nuclear Safety 86 When 24 percentyear morethe than before. Three quarters total of werethe installed in China. Developments In 2006 solar collectors capable of generating 17 GW of thermal energy were installed worldwide – about In future, the power of spinach could be used to power laptops and other electrical devices. The solar cells Minister José Luis Rodriguez Zapatero, speaking at an economic forum in Madrid. It is however better, he power. “It would be easer to say that we will build up our nuclear energy capacities,” declared Prime declared capacities,” energy nuclear our up build will we that say to easer be would power.“It Madrid (AFP) — Spain is putting its money on the extension of renewable energies rather than on nuclear Marc Baldo at the Massachusetts Institute of Technology (MIT) is confidentthat it can improvethe life and reports the science news service “Nature Science Update”. However, the development team headed by headed team development However, Update”.the Science “Nature service news science the reports Proteins from spinach plants are at the heart of a new solar cell development. First prototypes prototypes First development. cell solar new a of heart the at are plants spinach from Proteins SPINACH PRODUCES POWER POWER PRODUCES SPINACH Spain able energies. (...) GREEN POWER – PRESS CUTTINGS Green power information sheet 7/7 Source: AFP, 09.01.2008 continued, “to more andchallenge,”take more developingdifficult demanding on the of further renew Source: Welt Online: 09.01.2008 Source: SPIEGEL Online, 28.06.2004 on the on Europeanthe solar marketthermal too were extremely encouraging . efficiecythe ofgreen solar cells. (...) developed from the plant proteins by US research scientists have supplied electricity for up to three weeks, be around 20 percent, as for silicon cells. cells. as for silicon 20 percent, be around convert as much as twelve percent of the light into electrical energy – and soon the figure could could figure the – soon and energy electrical into light of the as twelve percent as much convert your aims roof to extend becomes the a use mini-power of

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© 2008 Federal Ministry for the Environment, Nature Conservation and Nuclear Safety A TANk fULL Of SUN? fuels of the future 88 That’s because there is unlikely to be any slackening of the worldwide growth in traffic – think of China China of think – traffic in growth worldwide the of slackening any be to unlikely is there because That’s The aim is clear: traffic must emit less CO would look like in the future. Will we be travelling in rockets or getting beamed to Africa? Will every fam every Will Africa? to beamed getting or rockets in travelling be we Will future. the in like look would Find out what possibilities exist. It probably won’t be as spectacular as that on our roads in 2030. But many things will be different to today. people in the future are bound to think our vehicles look just as antiquated. But there will certainly have to not withstand a continuation of present trends, since traffic today emits vast quantities of the “climate “climate the of quantities vast emits today traffic since trends, present of continuation a withstand not ily have its own helicopter? Or will all the kids be surfing round the block on anti-grav boards? boards? anti-grav on block the round surfing be kids the all will Or helicopter? own its have ily be crucial changes under bonnet! the be banned in China and India? That wouldn’t work. So the only answer is to use buses and trains more often, Certainly the vehicles the Certainly will look different. You only have to look at 25-year-old cars, buses and trams today – killer” CO killer” and India – and the world’s oil reserves are not endless. Quite apart from that, the global climate would avoid trips, unnecessary and use less fuel made from oil. A tank full of sun? worksheet 1/8 A TANK FULL OF SUN – FUELS OF THE FUTURE On their journey into the year 2030, Aysche, Viona and Manuel found out what transport and mobility mobility and transport what out found Manuel and Viona Aysche, 2030, year the into journey their On . Form 1. . Hold 2. . Discuss 3. . Take 4. 2 . EXERCISES: a an working vote the inquiry advantages on groups which and present option and and find disadvantages the you 2 and other pollutants. But how can that be achieved? Should cars out results prefer. what of promising your of the search methods ways to the already proposed. entire exist class. of saving fossil fuels. -

© 2008 Federal Ministry for the Environment, Nature Conservation and Nuclear Safety You can! Biodiesel is already known and in use, made from rape, sunflower, oil palms and other oil-bearing The production processes for newthis biofuel are already well advanced. But is there still some work to do The fuel produced in this way is called Sundiesel or Biotrol, for example. It can be used without problems by We simply valuable burn these finite fossil resources andthe pollute environment exhaust with gases, and The disadvantage: The advantage: waste wood, leaves, straw, reeds – are transformed into high-quality motor fuels with the aid of heat or heat of aid the with fuels motor high-quality into transformed are – reeds straw,leaves, wood, waste And there’s another advantage: since the new biofuel can be used in normal cars, there is no need to build But now people are developing new processes. To produce biofuels”, “synthetic all kinds of plant material – Motoring, we are told, is nation’s the favourite pastime. The disadvantage: cars use a lot of petrol or diesel. that that can be constantly renewed. One example in our latitudes is “biomass”: wood, grass, reeds and plants of therefore increasing is There effect. greenhouse the intensifies pipe exhaust the fromdioxide carbon the No additional CO plants. means inferior to conventional diesel, and in some cases actually better. millions of years to do – converting plant material into energy-rich hydrocarbons, all in a few hours. taken has nature what imitates merely process the principle, In used! be can likesludgesewage material research into the possibility of using other raw materials to produce motor fuel, preferablyfuel, rawmaterialsmotor produce torawmaterials other using of possibility the into research facturers and oil companies. by any means. before newthe fuel can be sold at filling stations. At any rate, research is in full swing – by car both manu- large areas of farmland, which are subject to frequent fertilising and spraying. So it’s not a perfect solution any new or special refuelling facilities! no by is biofuel the that haveshown Benz MercedesTests Volkswagenvehicles.byand diesel of kinds all atmosphere; in other words, a climate-neutral and renewable solution. A tank full of sun? worksheet 2/8 FILL HER UP PLEASE – BUT KEEP IT CLEAN all kinds. But can you really use it to make motor fuel? Oil-bearing plants are foods, and basically too good to burn. Another factor is that to grow them one needs enzymes. These processes use the entire plant from root to tip, not just the valuable oil seeds. Evenwasteseeds. oil valuable the just not tip, to root from plant entire the use processes These enzymes. . Explain 1. . Explain 2. . What 3. EXERCISES: 2 , because the amount released is about the same as the plants previously took up from the are what why the fuels disadvantages? advantages made from biofuels biomass the atmospherethe CO have 2 Oil -input into are over more conventional climate-friendly. Refinery CO 2 motor fuels.

Biogenic fuels CO Neutral Source: DaimlerChrysler Biomass 2 -cycle 89

© 2008 Federal Ministry for the Environment, Nature Conservation and Nuclear Safety 90 The crucial question is: where does the hydrogen come from? In principle there are two solutions. Either the The electric motor has long been used as an alternative to combustion the engine. Electric cars exist today; vehicles, for example. All leading car manufacturers have projectsresearch on fuel-cell been vehirunning - water into hydrogen and oxygen. Thy hydrogen can later be combined in a fuel oxygencell with from the usually run out too soon. The problem is in that past, the storing electricity has been very difficult and exp In the interests of climate change mitigation, however, the hydrogen has to satisfy an important condition: Hydrogen is the basis for a highly efficient future technology:the fuel cell. Fuel cells combine hydrogen and producing exhaust gases, can be stored in tanks and is availablethen for almost universal use. the twothe together in a fuel cell – and you get electricity plus heat. The only “combustion product” is water. they they are quiet, powerful and emit no exhaust gases. The disadvantage: they need large, heavy batteries that it has tohas it generatedbe directly from water renewableusing energy. cyclicof kind wouldThis a propermit - be years before fuel-cell vehicles are used on a mass scale. hydrogenthe aid ofhas electricalto energy, be created first with or it is produced from suitable gases, for

air to generate energy wherever it is needed. Hydrogen A tank full of sun? worksheet 3/8 HYDROGEN IN THE TANK Some European and Asian cities are already testing urban buses powered by fuel cells in daily operation. In directly as a fuel. Moreover, fuel desiredcells of capacity the are still extremely expensive. It will therefore used be also can gas natural expensive, because also is and efficient very not is This examplegas. natural ensive, and has only been possible in small quantities. The search for new ways of storing it has turned the cess. Electricity from photovoltaic systems or other renewable energy sources can be used to break down break to used be can sources energy renewable other or photovoltaicsystems from Electricity cess. forcles, some of them years now. It sounds good: very you take hydrogen, plus oxygen air, from the bring drive to used be future in can which energy, electrical to rise gives process This water. form to oxygen ensure supplythe of to hydrogen. infrastructure full-coverage a establish to necessary be course of would hydro-power.It by generated spotlight onto hydrogen. Hydrogen offers a number of advantages: it can be turned into electricity without some cases the hydrogen used is produced locally using renewable energy sources or “green” electricity “green” or sources energy renewable using locally produced is used hydrogen the cases some HOW A FUEL CELL WORK . Explain 1. . Explain 2. . What 3. EXERCISES: are how the the advantages the disadvantages? S Anode fuel Electrons cell of Electrolyte membrane works. this technology over Cathode conventional Direct current motor fuels. Water Oxygen

© 2008 Federal Ministry for the Environment, Nature Conservation and Nuclear Safety … … Vehicle emissions Vehicle emissions Future price Future availability Infrastructure Dependence on scarce resources Initial material (not rated) Future price Future availability Infrastructure Dependence on scarce resources Initial material (not rated) CO CO Current Current price Current availability Current price Current availability A tank full of sun? worksheet 4/8 ASSESSMENT OF ALTERNATIVES Overall rating Overall rating C Biofuels onventional 2 2 balance balance motor fuels Conventional motor fuels Biofuels Rating +/– Rating +/– 91

© 2008 Federal Ministry for the Environment, Nature Conservation and Nuclear Safety 92 … Vehicle emissions Future price Future availability Infrastructure Dependence on scarce resources Initial material (not rated) CO Current Current price Current availability A tank full of sun? worksheet 5/8 ASSESSMENT OF ALTERNATIVES Overall rating Hydrogen 2 balance . Fill 1. . What 2. . Which 3. technology / EXERCISES: in other the of the tables criteria three and Fuel technologies could rate cell the also fuels be do used or you drive for prefer, rating? systems Hydrogen (fuel cell) and shown. why? Rating +/–

© 2008 Federal Ministry for the Environment, Nature Conservation and Nuclear Safety Source: Handelsblatt, 30.04.2007 about 350 km, but developersthe promise progress here. overof speed 150 underpowered.but areanything and hour per km haveAt presentthey rangea only of hydrogen, which is to go into production in 2008, initially with small production on runs. run Most to developedspecially car cars a haveof prototype a is a FCX topHonda’s hydrogen,and and petrol both on run mature technology developed for the successful hybrid car, the Prius. Mazda has developed a car which can it will that be twenty years at least before vehicles the make it out market.niche of the Toyota is using the haveMazda manufacturers agree hydrogengot all roads, drawing although board onto fromthe cars the have made developmentreal their progress with of fuel cell cars. Toyota, Nissan, Honda, Hino, Suzuki and jigsaw,of parts the hope they which one day to put together and produce clean road traffic. The Japanese individual the strongly investing in is and cells fuel of future the in believesfirmly country The Japan. in front axleaccelerates apetrol engine. Shows fasterelectric engineonthe likeare than heldregularly this the – seats their into back thrust are passengers the floor. But the on foot his puts driver the when softly TOKYO. Test drive on the Motegi racetrack of north Tokyo: The low-slung hydrogen Honda hisses and purrs underpin its profile as a high-tech pioneer, but also quite simply to reduce its dependence on oil. only not to aims Japan road 2020. the by five on Japan be million In expected to are hydrogen cars START THE JUST IS CAR HYDROGEN THE CO is ethanol Also emissions. no practically create ethanol pure loweremissions conventionalthan much produces fossil it fuels. Moreover, because alternative, genuine ethanol ismade froma plants. as Vehicles ethanol powered regard by Experts performance. top achieve also Le Mans 24-hour race. The Nasamax team aims to show that enginesLe Mans (12 June 2004) using environmentally friendly fuels can BIO Source: IEA (2007) Energy production Other Industry Transport WORLD OIL REQUIREMENTS Source: Infineon press release 25 percent is ethanol added to petrol there is not even any need for engine modifications. General Electric are already producing engines that can run on a blend of 85%three ethanoltonnes to of15% wheatpetrol. to If produce22 to one tonne of ethanol. The worldwidebig substitute car for manufacturersfossil fuels, because too muchfarmland Ford,isneeded toproduce biomass. the DaimlerChrysler Ittakes and such as sugar cane, maize, wheat or potatoes. However, experts also believe cannot ethanol that be used as a A tank full of sun? worksheet 6/8 LATEST NEWS F UEL RACING CAR ENTERS LE MANS RACE RACE MANS LE ENTERS CAR RACING UEL – A sports car running entirely on ethanol will take part for the first time in today’s 84 million barrels/day F OR OR 2006 55 % 19 % 10 % 16 % F IRST TIME TIME IRST 2 -neutral,frombiomassmadeisbecause it 116 million barrels/day 2030 64 % 14 % 16 % 6 % 93

© 2008 Federal Ministry for the Environment, Nature Conservation and Nuclear Safety 94 Source: DaimlerChrysler ogy. - technol advanced more using and capacity production greater with plant second a by joined be to soon availableby quantities.small in productionThe manufacturerrun plant project,Chorenis pilot it a but is dioxide is emitted into the atmosphere as a result of petroleum-based motor fuels. At present the eliminatesautomobile,fuel of has situation the applied that the namelyadditional birth since carbon that the is only plants.This ofthe growth airduringthe enginewastakenformed upfrom the duringcombustioninthe when used in cars. This fuel is produced by making complete use of organic substances. The carbon dioxide Source: Infineon press release systems. windowelectric air-conditioning(ESP), systems,and lighting navigationand systems,communication and systemscontrol stability and gearboxABS and airbags, toengine in tion computercontrol,used are chips tion and exhaust emissions. An average car already uses about 100 chips for a variety of functions. In addi- chips in cooperation car with manufacturers; aim the is to achieve reductions further in car fuel consump- control gearbox and engine developing currently is Infineon manufacturer Chip – 2002) July (5 Munich IN the world’s first synthetic diesel fuelthat does not have an adverse impact onthe atmospheric CO Stuttgart WORLD’S Source: Mercedes-Benz buses engine. this with the EU’s Euro 5 emissions standards will not come into force until 2009, Abellio has fitted all Mercedes-Benz The most remarkable feature of the Citaro bendy bus is its environmentally-friendly companyEuro (...) 5 engine. Although Hessian South the buses ordered bendy Citaro by thirteen low-floor of first the operating started officially Abellio, of subsidiary percent hundred one a Rossdorf, KGin Co. & 2007,GmbH WernerDecember 5 On Bendy buses fitted environmentally-friendly with Euro 5 engines SPECIALITIES SWABIAN A tank full of sun? worksheet 7/8 NEWS LATEST F INEON CHIPS PERMIT ULTRA-LOW- PERMIT CHIPS INEON . Search 1. Try 2. – At its environmental press conference in Stuttgart in June 2003 , DaimlerChrysler AG presented FIRST CO EXERCISES: tional ter of to course. petrol forecast in 2 -NEUTRAL DESIGNER DIESEL magazines or how diesel long and engines. it newspapers will F UEL CAR CAR UEL be before for the other FUEL PRESENTED technologies news items in concerned question are with used alternatives in vehicles to as conven- 2 balance a mat-

© 2008 Federal Ministry for the Environment, Nature Conservation and Nuclear Safety The European Biofuels Technology Platform The website German of Federalthe Environmentprovides Ministry information use about of the hydrogen The website of German the Federal Environment: Thirty Gas Saving Tips - The surest way you can improve your fuel cost problem is to change your motoring Wikipedia Wikipedia 3. 3. www.biofuelstp.eu/ www.wikihow.com/Save-Money-on-Gas wikiHow www.howtoadvice.com/savinggas www.bmu.de/english/mobility www.fuelcells.org www.bmu.de/english > Search: Fuel Cells 2. 1. CONVENTIONALLY POWERED CARS CARS POWERED CONVENTIONALLY 1. Fuel Cells 2000 is a non-profit project which provides educational information on fuel cells tothe public,the technology. media, and policy makers habits.

http://en.wikipedia.org/wiki/Biofuel http://en.wikipedia.org/wiki/Fuel_cell A tank full of sun? information sheet 8/8 LINKS F BIO UEL CELLS AND AUTOMOBILES AUTOMOBILES AND CELLS UEL F UELS UELS 95

© 2008 Federal Ministry for the Environment, Nature Conservation and Nuclear Safety LEARNING / COMPETENCE CHECK Fit for Pisa? 98 TOPIC COMPLEX: RENEWABLE ENERGY ENERGY RENEWABLE COMPLEX: TOPIC The Federal Ministry for the Environment, Nature Conservation and Nuclear Safety has published a bro- a published has Safety Nuclear and Conservation Nature Environment, the for Ministry Federal The The ministry’s The brochure ministry’s also mentions hydro-power. What kinds of renewable energy sources are mentioned in text?the Which Which of answersthese is correct? Practically all life on Earth draws its energy from the power of the sun. Plants grow in sunlight and build up required to extract heat from subsoil. the usually is medium transport A (...) Earth. the of heat internal the tap to possible also is it And roundings. sur fromtheir pumpsheat energy Heat use medium. can external fed roundaboutroute another with via resulting in wind and precipitation and thereby creating basis the for wind energy and weather,hydro-power. the behind force Solar driving the also is sun The growth. plant new by up taken is it as cycle, the in it. The same happens when biomass is used in technical applications. The carbon dioxide released continues Competence check Topic complex: Renewable Energies page 1/8 QUESTIONS

biomass. Animals and humans use this biomass as food and thereby make use of the solar energy stored in QUESTION 2: QUESTION 1: chure chure on Renewable Energy and Sustainable Development. This states that: collectors, solar thermal energy power plants, and solar cells make direct use of sunlight without taking the ecology of a body of water. Hydro-power plants make ecological sense because they involve only slight intervention in the for hydro-power plants can be found. Most lakes are in of north-east the Germany. This is therefore where best the opportunities The slower a river flows,the more water is availablethe and more energy can be obtained. The steeper gradient, the fasterthe a river flowsthe and more energy one can obtain from it. -

© 2008 Federal Ministry for the Environment, Nature Conservation and Nuclear Safety “The sun is driving the force behind weather,the resulting in wind,” it says in brochure. the What exactly causes wind to occur? Competence check Topic complex: Renewable Energies page 2/8 QUESTIONS Draw crosses in diagram the at places the you wouldthink be best the sites for a wind energy system. Indicate by drawing in diagram the how wind is caused. QUESTION 3: 3: QUESTION 99

© 2008 Federal Ministry for the Environment, Nature Conservation and Nuclear Safety 100 You are onlynot the one who has readtext the from brochure. It ministry’s has also been read by a school Tell the mayor what investigations are necessary to be able to say whether it could makecould it Tellgeo tomayoruse sense - tosayable to be whether investigations the what arenecessary The mayor of a small town in north-east Germany complains that the cost of heating the water in the town’s Write to mayorthe to tell him, what transport media are available for extracting heat the from subsoil. the What would you answer? We are wondering whether we can use wind energy to generate some of the school’s electricity require - electricity school’s the of some generate to energy wind use can we whether wondering areWe thermal energy thermal to heat swimming the pool. it thinks might be possible to use energygeothermal to heat swimming the pool. turbine here, and what problems we might encounter? indoor swimming pool is very high. He has also read the above excerpt from the ministry’s brochure and brochure above ministry’s excerptthe read the also from has He high. very is pool swimming indoor ing question on Internet: the ments on site. Can you give us any hints about what aspects we need to consider if we want to set up a wind QUESTION 5: QUESTION 4: class on edgethe of a small town in Schleswig-Holstein, in of north the Germany. They have put followthe Competence check Topic complex: Renewable Energies page 3/8 QUESTIONS -

© 2008 Federal Ministry for the Environment, Nature Conservation and Nuclear Safety – – – – – The central facets of scientific literacy are: They can refer to scientific information in order to draw conclusions andthese. assess The Education Service expressly offers information primarily on scientific, geographic and social studies social and geographic scientific, on primarily information offers expressly Service Education The The competencies to be acquired are very varied and demanding. The materials on this topic aim to develop Pupils are able to apply everyday scientific knowledge in order to make predictions or offer explanations. offer or make predictions to order knowledge in everydayscientific apply to able are Pupils Pupils are able to draw conclusions on the basis of everyday scientific knowledge and can reproduce simple Five competence levels are distinguished: In our modern understanding of science, the tested at international level within the framework of the PISA test. In line with this, test questions have been topics. The aim is to give pupils modern scientific skills, with a view to enablingthem to play a responsible, o ht osiue a ihqaiy patc-retd stain ad rbe-prpit bsc scientific basic problem-appropriate and situation- practice-oriented, high-quality, a constitutes what to www.blk.de/Inforundgang/Gestaltungskompetenz.php).(see proactivetodayskills as pupils’ ideas Our the understanding and active part in today’s and tomorrow’s society. This corresponds to the competencies the to corresponds This society. tomorrow’s and today’s in part active and understanding factual knowledge. made between individual, local or municipal and global importance. in which competencies can be categorised (PISA 2000, p. 195):

all, the knowledgeall, the acquired is to be used in situations classroom outside or the laboratory. A distinction is Scientific thebasis abilityof scientific arguments, toon makethe toability to others explain predictionssomething Scientific and findings (e.g. forces and motion, evolution,the immune system). attained attained by pupils. their Competence level II: Functional scientific literacythe on basis of everyday knowledge Competence level I: Nominal scientific literacy on the on basis the of data, interrelations and events). can be tackled on a scientific basis, drawing appropriate conclusionsthe on basis of data and the findings, HOW developed for the Education Service which are designed to allow teachers to assess the competencelevel the assess to teachers allow to designed are which Service Education the developedfor education (i.e. giving pupils scientific literacy),scientific pupils giving (i.e. generallyeducation makesthe between distinction following a fields, Competence check Topic complex: Renewable Energies page 4/8 LEARNING / COMPETENCE CHECK world. living our of part as nature on and science of application the on decisions value-based and Attitudesto in a social, economic and ecological context) Ideas as to the relations between science, technology and society (understanding of the “Science Business” Ideas as to what is special about sciences (...) of Methods scientific investigation and scientific ways thinking of (...) Scientific concepts and principles (...) FIT ARE YOU AND YOUR PUPILS processes concepts and – These are ways of thinking and working used by science (e.g. recognising that a problem subject matter – F The topic fields and fields of application in which scienceoffers facts OR PISA? fields of application are considered to be very important. After

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© 2008 Federal Ministry for the Environment, Nature Conservation and Nuclear Safety 102 1. In the PISA Test in 2000, German fifteen-year-olds (across all forms of secondaryschool) were clustered at They are able to decide which questions can be scientifically explored. We have not chosen the same breakdown here, since multiple choice questions are very easy to produce and We would also like to point out following:the At this level pupils are able to use scientific concepts in order to explain phenomena and make predictions. would be needed for each aspect. For every topic area covered by Education the Service, questions are drawn up and classed in line the with In the 2000 PISA Test of scientific literacy, 60% of questions were multiplechoice and 40% open format tasks. Pupils can work with conceptual models and can systematically analyse experiments. They can take account conclu- valid make to order in need they which information additional articulate and identify can Pupils this is this common practice. We have chosen thus to concentrate more on open format questions. petence level I 26% (another attained competence level II, 20% reached competence level III and 24% man- the upper end of competence level II. Only 3.4% achieved competence level V, while 26% attained only com- 3. The individual questions contained in the exercises require informationalso use and and tothe find pupils in questionsindividual contained The 3. 2. It is not possible to cover every aspect of basic scientific literacy in one block of exercises. Several exercises use of elaborated scientific concepts to express predictions and offer explanations. number of possible answers to some questions. In future, the Education Service plans toanswersplans possible Service of Education takenumber to questions.intosome account future, In the resolve problemsthe set. Competence check Topic complex: Renewable Energies page 5/8 LEARNING / COMPETENCE CHECK basis of owntheir experience. This also applies to degree the of difficulty involvedthe in exercises the and be taken as a gold standard. It should be seen as a suggestion, which teachers can and should adapt on the Competence levels IV and V differ in terms of the complexity, precision and systematic approach needed to aged competence level IV). above competence levels. This categorisation is based on assumptions of plausibility and is not intended to Competence level V: High-level conceptual and procedural scientific literacy Competence level IV: Conceptual and procedural scientific literacy Competence level III: Functional scientific literacy application with of scientific knowledge skills that are skills not that covered by materials these on Renewable Energy. This when is and customary necessary sions. They can use relevant data in chain of their arguments and can communicate Theythese. can make classifying competences in order to avoid too restrictive a link to curriculum. the of several different perspectives and can argue in terms of specifictarget groups. concrete feedback from teachers respectwith to questionsthe and exercises set.

© 2008 Federal Ministry for the Environment, Nature Conservation and Nuclear Safety 1. solar energy THEME COMPLEX RENEWABLE ENERGIES ENERGIES RENEWABLE COMPLEX THEME The aim is to pupils whether check have basic scientific, geographic and ecological knowledge, which also lan- technical of use imprecise an show and correct partly only are sun and water wind, as such Terms The more correct answers pupils give, morethe points they will receive. Pupils have to apply scientific concepts to be able to deliver explanations and forecasts. This corresponds to Intention of question:the Intention of question:the If these technologies are listed as examples for solar energy (e.g. “Solar energy is generated through solar generatedexamplesis energylistedthrough as are “Solar for (e.g. energytechnologies solar these If as cells solar pumpsor heat power stations, thermal solar collectors, solar list to incorrect technically is It tence level I. Intention of question:the tence level I. 3. wind energy 2. biomass 4. hydro-power Locate information, reproduce simple factual knowledge contained in the text – this corresponds to compe- reveals ability the to rule out wrong options (option 2). This corresponds to competence level II. 5. geothermal 5. energygeothermal

Competence check Topic complex: Renewable Energies page 6/8 MODEL ANSWERS AND SOLUTIONS Complete answer: only option 1 is correct. Complete answer: guage. QUESTION QUESTION 3 QUESTION QUESTION 2 QUESTION QUESTION 1 Sub-question three can be answered based on scientific everyday knowledge. This corresponds to compe- to corresponds This knowledge. everyday scientific on based answered be can three Sub-question competence level III for sub-questions one and two. sources. cells.”) plus points may be awarded. 103

© 2008 Federal Ministry for the Environment, Nature Conservation and Nuclear Safety 104 – – – – – – – This requires a higher competence level than reproducing terms or facts. In order to come to a completea to come to order In facts. or terms reproducing competencelevelthan higher a requires This The more correct answers are given for sub-questionthe three, morethe points pupils earn. There are three possible sites: on mountain the top, at beach the and offshore. Any answerother is wrong. The air cools down and descends to surface earth’s the etc. describe to correct also flow. is air It and pressure in difference terms the contain should description The Answers: Pupils have to reason based on scientific findings, but also consider the pros and cons of societal aspects. societal of cons and pros the consider also but findings, scientific on based reason haveto Pupils Intention of questionthe Important Important note: even site top mountain the on would the though be ideal physicalfrom the point of view, Pupils should draw a diagram of air rising, descending, rising and descending again. If the arrows point in the the right direction (rising, descending, rising etc.), the question is correctly answered. If the arrows are miss- that warm air rises thus creating a high pressure area while a low pressure area is developing on the ground. the answersthe it is advisable to point to aspect, this as it also plays an important role in Question 4. Legal and local aspects Physical-technical aspects ing, the ing, answerthe is only partly correct. it is not the preferred option with regard to landscape protection and nature conservation. When discussing Competence check Topic complex: Renewable Energies page 7/8 MODEL ANSWERS AND SOLUTIONS

building codes etc.). A complete answer therefore thefulfils requirements of competence level V. QUESTION QUESTION 4 Complete answer: solution, various perspectives have to be considered (environmentalists, residents, municipalities and their Sub-question three: Sub-question two: Sub-question one: residents have to be informed and won over to project.the sitethe has to be approved by local authorities; municipal building codes have to be adhered to; too low. is wind the of velocity the if available be haveto electricity of sources other that considered be must it it must be clarified how muchthe electricity power plant should produce; higher the up rotorthe blades are, steadierthe air the flow (no deflection from ground); expert opinion on the envisaged site (e.g. from their local meteorological service); windconditionssite afor at are crucial settingwindpowerthe up plants.Pupils have to commission an

© 2008 Federal Ministry for the Environment, Nature Conservation and Nuclear Safety – – – – – – – – The more correct answers pupils give, morethe points they will receive. The question is considered completely solved if at least three of fivethe aspects are given. The term “hydro- The more correct answers pupils give, morethe points they will receive. aspects. three the of each for given are answers two least at if solvedcompletely as counts problem The When it has cooled down it is generally pumped back under ground (injection well). Answering sub-question one requires a level between competence levels II and III: scientific everyday knowl- the problemthe is only partly solved. energy sources” does not havethermal to be used. Periphrases will be accepted. Fewer answers mean that Intention of question:the Fewer answers mean problemthe that is only partly solved. mation they would need to make a decision and which technologies would have to be applied.

Competence check Topic complex: Renewable Energies page 8/8 MODEL ANSWERS AND SOLUTIONS

b) Cold water is pumped into the depths (injection well), where it warms and is pumped up again elsewhere Complete answer: a) Vapour or hot water may exist under ground which can be pumped up to the surface (production pump). QUESTION QUESTION 5 Sub-question two: competenceSub-questiontwoof skills addresses level IV. inforscientific askedare Pupils which toexplain Sub-question one: cold water into wheredepths, the it warms and from where it can be pumped up again). edge (pumping warm water up) can be scientific-technologicalcombined basicwith knowledge (pumping (production pump). Social, political and ecological aspects A cost-benefit analysis has to be drawn up. as drinking water). regions the inflow of water is so great that balancing is not necessary and the some cooledinflow waterregions and can ofthatbethe water balancingused is notgreat necessary is so in rule: the to exceptions are there NOTE: aquifer; in balance water up keep (back) (to water depths pump to the intotime second a drill to necessary generally is it suitable, considered is site the If A temperature of at least 40 C° is necessary. Deep drilling must be carried out. case. the Hydrothermal energy sources must exist in the respective areas. In Northern Germany this is generally is this Germany Northern In areas.respective the in exist must sources energy Hydrothermal that wind that turbines disturb birds’ migration and breeding habits in particular. opinion the of are they because turbines wind against reservations have environmentalists sometimes wind turbines may change facethe of landscape; the wind turbines create noise, which may be a nuisance; 105 -

© 2008 Federal Ministry for the Environment, Nature Conservation and Nuclear Safety BACKGROUND INFORMATION FOR TEACHERS 108 THE STORY STORY THE There they meet Saranchimeg and Sergio, for example, and also Professor Technofreak, who takes who Technofreak, Professor also and example, for Sergio, and Saranchimeg meet they There you can use the story as a basis for your pupils to construct a scenario for future energy supply. Another Another supply. energy for future a scenario to as a for construct your you pupils story basis can use the Felix and his mother are given a chance to travel to the year 2030. When he texts his friends Viona, Viona, friends his texts he When 2030. year the to travel to chance a given are mother his and Felix possibility is a class discussion on the future technologies mentioned in the story. story. the in mentioned technologies future the on discussion class a is possibility Manuel and Ayscha with a call for help from the future, the three of them naturally go in search of him. them on a trip to the International Space Station. Their search for Felix takes them to an ultra-modern ultra-modern an to them takes Felix for search Their Station. Space International the to a trip on them right. Will they be able to help Felix and his mother? mother? his and Felix help to able be they Will right. SUGGESTED APPROACH APPROACH SUGGESTED Get your pupils to read the story in preparation for dealing with the subject of Renewable Energy. You Energy. Renewable of subject the with dealing for preparation in story the to read pupils your Get house and a European energy management centre. They hear about solar airships, street sailors andsailors street airships, solar about hear Theycentre. management energy European a and house Journey into the future page 1/1 BACKGROUND INFORMATION FOR TEACHERS can also use the individual chapters of the cover story as links to the corresponding teaching units. Or units. teaching corresponding the to links as story cover the of chapters individual the use also can SunZeroes. But many things are familiar, and they soon find themselves coping with the future all all future the with coping themselves find soon they and familiar, are things many But SunZeroes. INT JOURNE

sc dis F FUTURE our t cov enario of O THE er theener eenager thefutur Y

s gy supply e The cover story serves as an introduction to and framework for the the for framework and to introduction an as serves story cover The The pupils meet the four heroes again in connection with other other with connection in again heroes four the meet pupils The year the to journey a on pupils the take heroes young four The with the sub-topics of noise and noise abatement, protection of of protection abatement, noise and noise of sub-topics the with 2030, where they discover the future of energy production. They They production. energy of future the discover they where 2030, ters that the pupils can identify with. They have been devised to to devised been have They with. identify can pupils the that ters teaching units fieldin ofthe Renewable Energy. It uses charac- four themes addressed in the teaching material, such as climate change change as climate such material, teaching in the addressed themes mitigation and climate policy, and also environment and health, health, and environment also and policy, climate and mitigation bathing watersbathing and indoor air quality. honey either, and that energy is still valuable and expensive. It is is It expensive. and valuable still is energy that and either, honey and energy saving is still an important issue. issue. important an still is saving energy and and milk of land a not is future the that recognise to forced are of energy, energy production and renewable energy. renewable and production of energy, energy topics to the approach imaginative an to take pupils the encourage generated in complex processes using renewable energy sources, energy renewable using processes complex in generated

Energy from the future page 1/2 BACKGROUND INFORMATION FOR TEACHERS MATERIAL: The dossier could for example be presented as a wall newspaper or similar. The whole class draws up a future scenario: How will natural energy flows be utilised in 2030? The dossier is supplemented by pictures and practical examples, and rounded off by a class statement. from pupils other are also included. The class getsthen together again so each that working group can present its results. Additional ideas Generally available “info snippets” can also be used by workingthe groups. and possible ways of using them. The class splits then up into working groups. The working groups examine naturalthe forms of energy Brainstorming and mindmap production: natural energy flows What is meant by “renewable energy sources”, and how do they differ from fossil fuels? FUTURE FR ENER at aglanc R ener ene wable gie

OM THE e s Geothermal heat. – Geothermal – Biomass – Water – Wind – Photovoltaic – Solar heat Worksheets GY

– – – – – – – –

eoe okn a te rcia dtis f sn rnwbe energy renewable using of details practical the at looking Before hy otiue o ovn ftr evrnetl n eeg prob- energy and environmental future solving to contribute they unit aims to help pupils recognise these energy flows and realisethat nature which are constantly renewed and which have been used, in used, havebeen which renewedand constantly are which nature lems.

some cases for thousands of years, to produce energy. This teaching teaching energy.produceThis toyears, of thousands for cases some in exist energy of flows that appreciate to necessary is it sources, POINTS O POINTS Insights into energy technology: renewable energy sources water generate heat and power, energy production using wind and Renewable energy sources: heat and light, use of sunlight to Plants as energy and raw material sources for futurethe Renewable and fossil energy sources sources Production in ecological cycle: potential uses of renewable energy Energy sources: renewable energy sources wind, water, light) energy sources (coal, oil, gas), renewable energy sources (biomass, Nearly all energy originates from sun: the formation of primary Solar energy and its fundamentals F CONTACT WITH SYLLABUS: SYLLABUS: WITH CONTACT – – information Supplementary Press cuttings Information sheets

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© 2008 Federal Ministry for the Environment, Nature Conservation and Nuclear Safety 110 1. 1. 1. 1. 1. 1. 1. 1. Worksheet 8: Biomass Worksheet 7: Hydro-power Worksheet 6: Hydro-power Worksheet 5: Wind energy Worksheet 4: Wind energy Worksheet 3: Electricity from sun the Worksheet 2: Solar heat Worksheet 1: Energy from future the 3. 2. 3. 2. 3. 2. 3. 2. 2.

Energy from the future page 2/2 BACKGROUND INFORMATION FOR TEACHERS olutions for electricity generation. biogas produce to used be can Cowmanure dampgeneratedwood– from be cannot Electricity – wax Rapeseed oil can be used to power vehicles – Water does not heat up in reed pipes – Bees produce candle The water continually receives fresh energy from sun. the for purpose. this up backed be to needs river the but – river the at also and waterfall, the at used be Hydro-powercan – Groundwater The correct terms from top to bottom: Precipitation – Evaporation – Waterfall – Spring – Seepage water The item missing from cyclethe is evaporationthe of waterthe in directionthe of cloud. the between forestthe and settlement, the placed could this givebe rise also to could conflicts ofit use. Although mountain. the of right the on placed be best could wheel wind The to right the and rises then even higher – it will probably flythe of farthest all. cross the mountains, and will land to on rising the left is outside the that picture. wind The highest the byballoon up is carried initially be carried The will it all. fast; movevery probablyat will movesspots hardly the middle with balloon the in balloon The vertically.move right far the and left far the on The balloons always drift from high to low pressure, following the direction of the wind; i.e. the balloons The wind park is best located on coast, the as there is almost always wind there. Wind always blows from high pressure to low pressure. Should one dispense agricultural with use? Since these areas are not sufficient, should solar panels also be set up onthe meadow down bythe river? Solar panels can be placed very well on roofs,the but also on noise the barrier. When placing lightning the symbols, do not forget lampposts!the This technology is employed in solar cookers, for example, which can be used even in our latitudes our in even to used make tea be or to grill sausages. can Parabolic-trough concentrators also which use technology.this example, for cookers, solar in employed is technology This Such high temperatures are needed to produce really hot water or even steam. on pipe. the The pupils can gainthen several “heat spots” for rays.the The concave mirror must be placed below the water pipe at just the right angle to focus the rays directly station, Geothermal station, powerGeothermal station. power Biomass plant, power Hydroelectric plant, Windpower use, Photovoltaicsystems, thermal Solar Solar heat, Water, Wind, Biomass, heat. Geothermal to and additional inf ormation on the work sheet exercises

© 2008 Federal Ministry for the Environment, Nature Conservation and Nuclear Safety – – – – – – – – – – – – – – – – – The methodological The approach methodological envisages class the that as a research group should answer followingthe Energy research page 1/4 BACKGROUND INFORMATION FOR TEACHERS

questions: CONNECTION WITH SYLLABUS: SYLLABUS: WITH CONNECTION How much energy is generated by means these in Germany today, and how much What renewable energy sources exist, and how can they be used in practice? Is it possible to store heat for long periods, thereby saving energy and even more Production in ecological cycle: Potential uses of renewable energy sources Heat energy: Solar cell, solar collector Solar energy: Solar technology (collectors) Generation and storage of electrical energy: Solar cells Heat insulation: Examples Construction and homes: Energy-saving technologies heat energy Heat transport: Environmental and engineering examples having regard to efficient use of Efficient use of energy Housing and homes: Energy costs Generating electricity from solar heat, renewable energy sources Solar cell, photovoltaic systems for renewable energy production Experimental studies solar with collectors production using wind Renewable energy sources: Heat and light, use of sunlight to generate heat and power, energy Plants as energy and raw materials sources for futurethe r Experimentswith RESEAR ENER ene wable ener gy sour CH

GY ce s h eprmns eetd a b promd sn relatively simple using performed be experiments can selected The power are not suitable for the material dealt with here and have - there preparation for simple scientific work, drawing up etc.hypotheses tions of these uses of energy are now much more common than ever biomass, and wind sun, from energy of utilisation the and people resources. They are nevertheless far from trivial, but are also suitable as is that even fairly young pupils can easily grasp their purpose. There fore been excluded. As far as these forms of energy are concerned,areenergy of formsthese as farexcluded. Asbeen fore before in everydaythe life of schoolchildren. From this point of view, experiments with geothermal heat and hydro- benefitsand ofalso heatthe insulation. Moreover, practical applica- young of experiences and lives the between connections many are One great advantage of experiments with forms of renewable energy guided tours of relevant plants can be an alternative. CO CO 2 ? 2 does save?this

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© 2008 Federal Ministry for the Environment, Nature Conservation and Nuclear Safety 112 – – – – – – – – – – – – – – – – – 1. There are seven sets on followingthe topics: 3. 2. SUGGESTED APPROACH APPROACH SUGGESTED

Energy research page 2/4 BACKGROUND INFORMATION FOR TEACHERS

MATERIALS MATERIALS

The results should be documented and, for example, exhibited in a wall newspaper. The groups should presentthen resultstheir to whole the class. The stations should be tackled in groups. informationwith on where to get hold of them. materials If requiredthe are not immediately available,experiments descriptions provideof the the you Tip 2: as homework. e.g. themselves, pupils by the be prepared of course, boxes The can, Tip 1: for performing the experiment. instructions the plus need,pupils materials the the all containshould box boxes). One shoe boxes(e.g. Since the experiments can be performed with comparatively simple resources, it is a good idea to prepare www.learningstation.com and www.cde.ca.gov/sp/el/er/cooplrng.asp respectively. For information on station learning and cooperativeother forms of learning, see websitethe Tip: on individual forms of renewable energy. The class should be split into groups. This is followed by learning at successive stations experiments with others. the would be engaged in Internet research, for example, and would subsequently present their results like from Future”,the which deals fundamental with aspects of natural energy flows and how to them. use insulation as one means of doing so. See also other chapters of the BMU Education Service, especially “Energy Tasks Suggested experiments List of materials Experiment sets, each consisting of: sinet fr ter eeg suc. hl te te gop ae xeietn, hs groups these experimenting, are groups other the fact-finding While them source. give energyto and “their” energy for of assignments forms these for groups up set to however,possible is, It groups. working into class up the splitting when account into this to take It is important time. limited Experiments with geothermal energy and hydro-power are not practicable with simple resources and resources simple with practicable not are hydro-power and energy geothermal with Experiments NOTE: Explore general energy savings as an important contribution to reducing to contribution important an as savings energy general Explore that the following experiments relate to solarPrepare thermal by energy,drawing up photovoltaican overview systems,of renewable biomass energy and sourceswind togetherenergy. with the class and then explaining Facts and figures Explanatory notes on experiments the Heat insulation Wind energy Biomass 2 (wood gasification) Biomass 1 (combustion of wood) Photovoltaic systems Solar 2 thermal (solar cooker) Solar 1 thermal (absorption) CO 2 emissions, and pursue heat pursue and emissions,

© 2008 Federal Ministry for the Environment, Nature Conservation and Nuclear Safety impossible to get an electric motor to run, or to get element the in a kettle to heat up. voltage. The devices connected must be matched to point. this If matching the is faulty, it will be almost solar cell modules) deliver maximum their output. This point is in regionthe of 75% of open-circuitthe 3. 2. 1. Learning goals: Part 2: The current-voltage curve of solar the cell (I-E curve) 3. 2. 1. Learning goals: Part 1: Solar cell output and output adjustment – Advantages: SYSTEMS PHOTOVOLTAIC 3. 3. 2. 1. Learning goals: – – – Special features: 2. SOLAR THERMAL ENERGY – SOLAR COOKER 3. 2. 1. Learning goals: – – Advantages: ABSORPTION – ENERGY THERMAL SOLAR 1. EXPLANATORY NOTES ON THE EXPERIMENTS Energy research page 3/4 BACKGROUND INFORMATION FOR TEACHERSE

No measuring instruments are needed for firstthe partthe of experiment. You can organise workthe as a competition to see who is quickestthe to reach high temperatures. If several pupils are taking part, three the parts of experiment the can be performed simultaneously. The of method producing hot water using solar energy is steadily improved in three steps. Der Versuchsaufbau aus allgemein verfügbaren Materialien ist sehr übersichtlich. No measuring instruments are needed. The incident radiation has little influencethe on open-circuit voltage of a solar cell. The short-circuit current of a solar cell is proportional to incident the radiation. consumers so they that can produce maximum their output. The solar cell (or solar the modules consisting of many solar cells) must be matched to electrical the Two solar cells can produce twice output the of one cell, regardless of how they are connected up. Solar cells convert sunlight into electricity. if mirrors the track sun. the The intensity of incident the sunlight can be increased by using mirrors and reflectors, but only The transparent cover of solar the collector also acts as heat insulation. Higher temperatures lead to higher heat losses. Heat insulation is tonecessary reduce them. Black objects absorb sunlight better transparentthan objects. absorption) and shiny metal surfaces (low radiation). The surfaces of present-day collector absorbers hot. There are materials combine that favourablethe collector properties of black surfaces (high An ideal absorber in a solar collector absorbs solar radiation well, but radiates little heat even when in vacuum collectors. Black surfaces radiate more heat shinythan metal surfaces. This is virtually onlythe kind of heat loss As well as heat losses from conduction or convection, there are losses due to heat radiation. sunlight. the Black surfaces absorb sunlight better shinythan (or white) surfaces and therefore heat up more in are made of material,this known as selective coating. Current-voltage curves can be used to determine current the and voltage levels at which solar cells (or

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© 2008 Federal Ministry for the Environment, Nature Conservation and Nuclear Safety 114 3. 2. 1. Good heat insulation has followingthe properties: Learning goals: – – Advantages: INSULATION HEAT 7.EXPERIMENT: 2 1. Learning goals: WIND – PLANT POWER CHIMNEY SOLAR 6. 2. 1. Learning goals: GASI WOOD II: BIOMASS 5. 2. 1. Learning goals: WOOD DRYING I: BIOMASS 4. 4. 3. 2. 1. Learning goals: PARTIAL SHADING OF PHOTOVOLTAIC SYSTEMS Energy research page 4/4 BACKGROUND INFORMATION FOR TEACHERS 3. The materials needed are easy to obtain. No measuring instruments are needed. The thicker heat the insulation bridges, thermal without betterthe it insulates. heat the insulation is less thanefficient elsewhere.) There must not be any bridges. thermal (These are places where, usually for design reasons, It is typically very light. The heat insulation material used is a poor conductor of heat (see table). scale, hotter air at equatorthe rises and cold air at poles the falls. The air flowing fromthe cool areas In nature, makesthis itself felt as wind. Near it thunderstorms becomes strong and squally. On a global At ground level in (both experiment the and in nature) rising the air in sucks more air to replace it. Thunderclouds can rise to very great heights. takes place in nature in updraughts). (thermal “thermals” Cumulus clouds are formed by such thermals. When air is heated by sun, the it rises. The same happens that thing in chimney the in experiment the Once gasthe has escaped, what is left is wood charcoal. In past, the was this produced by charcoal When wood is heated, combustible gases are produced. The calorific value of dried wood isthatthan higher of fresh wood. Fresh wood contains a lot of moisture: coniferous wood up to 60%, deciduous wood up to 50%. from being seriously affected by shading of individual cells (e.g. by chimneys, trees etc.). to take suitable measures (such as installing diodes) to prevent output the of systemthe as a whole In PV systems series both with and parallel connections between a large number of cells, it is necessary by one additional but unfavourably placed cell may be not only useless, but even counterproductive. One apparently paradoxical result of experiment the is as follows: expanding a photovoltaic system passing in direction.other the In dark, the a solar cell behaves like a diode. It allows current to pass in one direction, but stops it it being used. one cell has effectthe of a short-circuit which discharges solar the current from cells other the without current direction, shaded the solar cell acts as a very small resistor. In a parallel circuit, shading only applied is greater open-circuitthe than voltage depends that on presentthe incident radiation. For this In oppositethe direction a virtually unlimited current can flowthroughthe cell, providedthe voltage cell in a series circuit renders output the of all cells other the useless. The solar cell acts as virtually infinite resistance thisfor current direction. Therefore, shading a single it is practically zero, even if an external voltage is applied (e.g. by a solar cell is that not yet in shadow). In one direction current the through PV the cell is limited by incident the solar radiation. In dark the to drive a generator. Electricity can be generated in solar chimney power plants by using wind the turbine in chimney the to hot the equator gives rise to inter-regional winds. burners for use in because smithies, it can be burned a with hotter flame. F ICATION ICATION F ROM SUN SUN ROM

What is fair? page 1/3 BACKGROUND INFORMATION FOR TEACHERS

POINTS O POINTS USA: Environmental issues: Consequences of over-production and growing energy requirements Housing and homes: Energy costs and energy consumption Global and regional energy scenarios: Development of world energy consumption, economic growth Creating informed and responsible consumers: Energy input for production and transport of goods production, use and disposal Household management: Ecology: Product durability; energy balance; environmentally sound Labour saving aspects and energy consumption of household appliances power; availability of renewable energy sources Problems arising from use of energy; CO environmentally aware driving Environmental problems due to oil and oil products; measures to overcome e.g. them, use of coal; recultivation / world energy consumption; energythe situation in Germany Production, world trade and environmental aspects of use the of oil / environmental aspects of Raw materials industries and environmental their impacts (example: energy resources): Energy sources and environmental impacts of use their energy reserves Development of energy requirements in Germany and globalthe community; worldwide Environmental burdens due to production and transport, processing and consumption of fossil fuels Environmental aspects of using electrical energy global impacts of human intervention on air, water, soil, climate etc., individual impacts, interactions) Energy sources: Environmental problems; nature and extent of environmental burdens (local to Environmental consequences of using fossil fuels Fossil fuels and fossil raw materials: General raw materials and energy situation / Values of use IS F WHA ener Lif estyle and gy c AIR T F onsumption CONTACT WITH SYLLABUS SYLLABUS WITH CONTACT

? The following materials are intended to make your pupils aware of aware pupils your make to intended are materials following The The importance of renewable energy sources for the sustainable sustainable the for sources energy renewable of importance The vast hungerforvast energy, havingalreadyaremassive a impact they and Finally, should realisationstransform intothey these concrete points the foroptionviable a not issystem this that clearbeen long has It these these relationships. They should compare their own lifestyle with that population, consume over 70 percent of its commercial fuels. mesrbe osqecs o eeg spl ad h climate. the and supply energy for consequences immeasurable for personal action. future. India and China alone are emerging industrial countries with a

clear when one particularly considers how becomes unevenly community energy world consumption entire and CO the of development of families in the other countries and reflect jointly on what is fair. is what on jointly reflect and countries other the in families of the follow to were countries these If markets. energy world’s the on world’s the percentof 20 Europe,with and Japan America, North of emissions are distributed world. around the The industrialised states LIFESTYLE, ENERGY CONSUMPTION AND ae ore s h “l” nutilsd onre, hs ol have would this countries, industrialised “old” the as course same 2 problems fossilwith fuels; risks arising from nuclear F AIRNESS 115 2

What is fair? page 2/3 BACKGROUND INFORMATION FOR TEACHERS

5. 4. 3. 2. 1. MATERIALS world, e.g. how to use household appliances Energy saving; opportunities to make one’s own contribution; references to pupil’s the own everyday consumption), energy-saving measures (energy reserves) Distribution of energy consumption (energy requirements of consumer groups, world energy problems by means of forward-looking planning and research environmentally benign energy supply as tasks for research and development; avoiding environmental Possibilities and limitations of technology in environmental the protection sector; energy saving and Efficient use of energy Energy turnover of Federal Republic of Germany; role of various the energy sources In the next step the pupils calculate their own personal figures for energy consumption and CO and consumption energy for figures personal own their calculate pupils the step next the In output, equal distribution, equal access). attempt comparisons they todevelop (equalthese of fairness differentbasis of models the On countries. possessions, use of energy, transport and food. They also take account of productivity and output in these introduced to families from various continents. They compare the different needs with regard to housing, are pupils The conditions. living and climate culture, of account taking models fairness of Introduction comfortable on several chairs, while manythe “Asians” have themselves to makemake can do comparativelywith Americans” few “North chairs. the that clearly very demonstrates This consumption. energy than twelve, etc. Then the chairs are allocated to the continents on the basis of the relative proportions of reveals, for example, Europe that is represented by only two pupils, whereas Asia is represented by more This continents. individual the of population the to correspond class the in pupils many how calculate are made aware of the relationships. The chair game is a pupils useful the consumption.First energy and density aid population worldwide of problem here. the to Introduction With the aid of a table, the pupils The suggestions are then discussed by the whole class. A vote is taken and the successful suggestions successful the compiled and to producetaken (for example)is a voteguide for A young people: class. “50 Hints on whole Climate-Friendly Living”. the by discussed then are suggestions The environmentally durability, sound product production, disposal etc. important Another e.g. area is heating energy,costs in relation to savingliving space. for openings many offers products consumer Tip: CO or activity. each working group draws up suggestions and strategies areas individual for Forthe workinggroups. into up splits reducing class The worketc.). school, spending, consumer energy consumption and holiday, leisure, transport, food, (household, activity of areas define they discussion, the activity.During By fairness. ensuring to workingcontribution ownthrough a typical their day’smake activities, each they findcould that theypupils use the uphow energy inis almostquestion all fieldsthe ofNow personal aid the with of a table. They theirthatfind figures are high very and thereforeare in fact “unfair”. The lifestyle energy check I’m not a polluter! Background: Fairness models f. Albania e. Mexico d. India c. Japan b. USA a. Ethiopia How people live around worldthe – What is fair? Haves and have-nots – worldwide energy distribution 2 emissions. If the class do not realise this of their own accord: the entire field of consumer spending and spending consumer of field entire the accord: own their of this realise not do class the If 2 emissions

© 2008 Federal Ministry for the Environment, Nature Conservation and Nuclear Safety This maintains that individuals should each receive appropriate compensation for services they haveren- they services forcompensation appropriatereceive each should individuals that maintains This These two schools of arethought reflectedthe in different forms of fairness, justice or equality. This presupposes people that may not be deprived of rights, possessions, titles etc. once they have acquired When people engaged in public debate talk about social justice, what they usually mean is equitable alloca- Justice based on equal justiceneeds basedconflicts on with equal output. It calls for account totaken be Inegalitarians Inegalitarians take view the individual that persons are entitled to a specific good,they i.e. have a right to Ideas about fairness or justice can be broadly divided into two schools of egalitarians the thought: and the Equality of opportunity seeks to mitigate legal and social discrimination, e.g. by enforcing the right to work, to which it attaches none (e.g. buskers). the different services through the interaction of supply and demand. Just as in business, however, there are Egalitarians compare and assess a situation where goods (e.g. money, food or – in this case – energy) are energy) – case this in – money,or food(e.g. goods where situation a assess and compare Egalitarians put and needs, in intereststhe of social equity. What kind of distribution is regarded as fair or unfair is the tion. This is supposed to ensure fair distribution of goods (income, wealth), having moderate regard to out- treated equally when it comes to energy consumption (cold and hot regions etc.). the point the where fair distribution should take effect: is it a matter of allocation of material resources, rights receives more or less is market.the Assuming it is not restricted, marketthe thereflects relative scarcity of ity would not be a suitable criterion for fairness. In relation to energy consumption, for example, one argu- for– natureexampleprivileges, individual rights, where very a of aremany reasons:needs The human it. inegalitarians. inegalitarians. Equal shares: Equal needs: Equal output: ment would people arebe that generally exposed to different cannot naturalbe they conditions, and that WHAT IS IS WHAT Equal vested rights: Equal opportunity: What is fair? page 3/3 BACKGROUND INFORMATION FOR TEACHERS others. others. have should persons a to and right disabled live, evenas children output same do if the not they produce people, old all, After dignity). to level,right subsistence (minimum goods certain for need person’s a of person a whether forassessing basis The receivemore. should more do who words:those other In dered. or earned them. education, participation in cultural life and progress, or fair working conditions. outcome of a political process and depends of naturethe of good the concerned. of freedom or opportunities for social advancement? quantity of goods or can consume the same amount of energy. But there has long been disagreement about divided among a number of people. They seek to ensure that every member of this group receives the same some monopolies (e.g. a film star or football star) to whichthe market attaches verygreat value, and others services, merits or talents are concerned. In such cases inegalitarians the take viewthe creatingthat equal - F AIRNESS? AIRNESS? 117

© 2008 Federal Ministry for the Environment, Nature Conservation and Nuclear Safety 118 – – – – – – – – – The vision of a worldwide energy supply network on basis the of renewable energies as presented here is These materials will nevertheless look at the worldwide availability of renewable energies. We must, how Energy Network of the Future page 1/3 BACKGROUND INFORMATION FOR TEACHERS worldwide supply network for renewable energies. knowledge, a design should this they With worldwidewhereidentify and energymost Earth. on used is world’s hydrocarbon-based energy system towards a hydrogen-based system. Under the banner Trans- banner the Under system. hydrogen-based a towards system energy hydrocarbon-based world’s A worldwide grid system for renewable energies with cables and hydrogen pipelines linking the conti- the linking pipelines hydrogen and cables with energies renewable for system grid worldwide A In this lesson unit pupils should recognise how the individual renewable energy sources are available are sources energy renewable individual the how recognise should pupils unit lesson this In the patterns are largelythe complementary. is a Wherelot of there sun, little energy is used. The same prin- Nevertheless, renewable energies are available worldwide on a large scale. If we compare geographythe Mediterranean Renewable Energy Cooperation TREC, plans detailed already exist for an energy network nents – that sounds futuristic to put it mildly. Yet, research is proceeding rapidly on a shift away from the

ciple applies to renewableother energy sources. of energy consumption, for opportunities for the instance, with generating solar energy, we can see that of course utopian at present. hand. in hand go must considerations economic and reality, environmental in that, fact ever, the stress covering entirethe Mediterranean region. POINTS O POINTS OFTHE ENER FUTURE Energy sources and environmental the impacts of using them reserves Developing energy demand in your and country international the community; worldwide energy Reserves of raw materials and energy, power generation of anthropogenic interventions in air,the water, soil, climate, etc., one-off impacts, interrelations) Sources of energy: Environmental problems; type and scope of pollution (local to worldwide impacts Ecological consequences of utilising fossil fuels Insight into energy technology: Renewable energy sources Plants as suppliers of energy and raw materials in future Renewable and fossil energy sources (balances; utilisation of energyprimary sources; renewable energy sources) Energy supply and rational use of energy: Global energy demand; biological and fossil fuels w ener R orldwide ene F wable GY CONTACT WITH SYLLABUS SYLLABUS WITH CONTACT gie NETW s

ORK

The main problem that must be overcome by future energy supply energy future byovercome be must that problem main The h wrdie nry upy ytm oa i bsd n premises on based is today system supply energy worldwide The visions of the worldwide development of renewable energies begin energies renewable of developmentworldwide the of visions which which appear of doubtful validity at least in the medium term. Firstly, to look anywhere near feasible. preconditions can for context. Only progress ofany then inthis sort political and also thus economic conflicts. to beimpossible will of prosperity level current Our finite. tainly resolved at global level. Energy savings and efficiency gains are the are gains efficiency and savingslevel.globalEnergy resolved at models is the unabated appetite around the world for energy. We are use India and China as futurein emergingretain if such economies reserves of these fuels are, especially oil and coal, but they are cer are they but coal, and oil especially are, fuels these of reserves aig polm f lbl iesos hc cn hs ny be only thus can which dimensions global of problem a facing fuels are concentrated in a few geographical areas, which leads to leads which areas, geographical few a in concentrated are fuels fuels. This is climatealready – damaging scientists the largely agree

established established industrialised countries. And finally,the reserves of fossil the in capita per consumed currently energy the of fraction evena on this. There on is this. an element of doubt as to how large remaining the fossil of combustion the from entirely almost generated is energy

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© 2008 Federal Ministry for the Environment, Nature Conservation and Nuclear Safety – – – – – – – – – – – – The class should be split up into working groups, each of which should tackle one of followingthe areas: The worksheet aims to make pupils aware of the discrepancy between the available solar radiation and the The map shows the The so-called map globalshows directradiation, comprises and and diffuse solar radiation, which the the will have less to do photovoltaics.with worksheets. Print it on an overhead transparency and project board it ontoor wall using the an overhead A large blank world map should be put up in the classroom. If you do not have one, use the template in the use of solar power in particular, major progress is expected in future, but large-scale electricity generation Large-scale electricity generation will come more from powersolar thermal stations, including solar - chim Photovoltaic plants will be used mainly in smaller-scale, decentralised, “island” solutions. It is expected that Important Important note for worksheetthe on solar power tralised systems to generate electricity and independent solutions, that are not connected up to a grid. grid. a to up connected not are that solutions, independent and electricity generate to systems tralised projector. Then all you have to do is draw round outlines, the and your map is complete. tion in solar chimney power plants. The table shows only the installed output of photovoltaic plants. In the ney power plants. main benefit of photovoltaic context:the the ics is important in this oftheir decen - use inform systems is radiation, but only what is known as direct radiation. Practically all commercially operated power stations is relevant forin particular photovoltaic plants, solar heat generation and in large-scale electricity genera- SUGGESTED APPROACH APPROACH SUGGESTED large scale. These types of power station are termed “concentrated systems”. They do not use globalsolar use not “concentratedsystems”.Theydo power termed are of types station largeThese scale. a on electricity cheap produce tolikely more are plants trough parabolic and plants thermal solar large

Energy Network of the Future page 2/3 BACKGROUND INFORMATION FOR TEACHERS extent to which it is currently used. The additional information about actual the field of use of photovolta- of sort this are currently found in California, USA. energy-saving measures (energy reserves) Distributing energy consumption (energy needs of consumer groups, world energy consumption), problems by planning ahead and conducting research environmentally sound energy supplies as an research and development task; avoiding environmental Possibilities and limitations of technology in environmental protection; energy saving and Energy supply Europeanthe within grid and energy consumption Global and regional energy scenarios: Developing world energy consumption, economic growth renewable energies Current Current energy consumption powerGeothermal Biomass Hydro-power Wind power Solar power Problems in wakethe of energy use; problemthe of C0 Recultivation/ world energy consumption; energy situation in your country 2 when using fossil fuels; availability of

119

Energy Network of the Future page 3/3 BACKGROUND INFORMATION FOR TEACHERS

MATERIAL tasks with tasks maps with and information It could, for instance, be uploaded onto Internet the along appropriatewith links and information. Worksheets on individual the The world map can be developedfurther frameworkthe within of a project on renewable energies. main the with areas of power consumption. Together class the tries to develop a network which sensibly links main the areas of power generation generating plants. The working groups mark resultstheir on largethe world map and mark locations of powerthe ing on, help the with of (simplified) satellite images, and worksthe out potential this of energy source. Each working group theidentifies global geographical distributionthe of energy sourcethey are work

© 2008 Federal Ministry for the Environment, Nature Conservation and Nuclear Safety – – – – – – – O POINTS Renewable energy superstars page 1/2 BACKGROUND INFORMATION FOR TEACHERS Saving resources means saving jobs: Renewable raw materials/energies generating power from wind and water Renewable energy sources: heat and light, using sunlight to produce heat and electricity, Plants as suppliers of energy and raw materials in future Energieeinsparung; Möglichkeiten eigenen Handelns Energy savings; possibilities for our own actions Rational use of energy environmental problems by forward-looking planning and research environmentally benign energy supply as a task for research and development; avoiding Possibilities and limitations of technology in environmental protection; energy savings and SUPERS ENER RENEW THE the futur Who hasvisionsfor F GY CONTACT WITH SYLLABUS SYLLABUS WITH CONTACT ABLE

e? T ARS by presenting interesting and positive alternative superstars. spread among pupils. The whole idea of stardom is questioned then, This lesson unit picks up firstly onthe cult of stardomthat is so wide- activities. not examplesleast, these can be transferred tofields ofother social but last And communities. their within future the of technologies be limited tosocial groups – certain tooschools can be catalysts for demonstrate commitment that and dedication of sort need this not be achieved dedicated effort, evenwith by individuals. We can also renewables helped make have the breakthrough, we can who particularly well illustrate individuals what can of example the Taking a major part. fuels), though “soft” factors too, such as public acceptance, also play fossil (i.e. sourcesconventional comparedto as energiesrenewable of competitiveness the i.e. factors, commercial include important most the of Some influences. of series whole a from benefited has years recent in energies renewable of development successful The

121

© 2008 Federal Ministry for the Environment, Nature Conservation and Nuclear Safety 122 – – MATERIAL “renewableenergy superstar”, and title should attempt the to awardedhave be regionalthe media run should a report on candidates superstar.“their” more or one whether on vote then should class The of pioneers these and present tothem class. the They can mayor’scontact the the localoffice, energy utilitiesthe or local media. They should draw up portraits Pupils should conduct research to find out who intheir town or village arethe pioneers of renewable– energies. – – – The groups present star “their” to class the and afterwards discuss followingthe issues: – – – – – – – interesting pioneer in fieldthe of renewable energies: The class should be split up into groups, each of which is given a worksheet with a portrait of a particularly APPROACH SUGGESTED Renewable energy superstars page 2/2 BACKGROUND INFORMATION FOR TEACHERS

Handout pioneers of renewable energies Worksheets portraits with of What distinguishes “stars” these from media stars? environmental protection, commitment to social justice, aid for developing countries, etc.? Do you see any similarities to individuals who have done great in things fields,other e.g. in What makes him/her a star? What is so special about person? this The Environment Association School of Erftstadt-Lechenich the Ursula und Michael Sladek Uschi McCready und Peter Westermayr Wolfgang Dotzler Arno Strehler Bernhard Aloysius Wobben Georg Salvamoser

Green power page 1/2 BACKGROUND INFORMATION FOR TEACHERS

POINTS O POINTS

PO atthesock Ec everyday world, e.g. how to use household appliances requirements; opportunities to make one’s own contribution; references to pupil’s the own Energy saving; household appliance energy measurements, efficiency, reducing own energy from nuclear power; availability of renewable energy sources Problems arising from use the of energy; CO Supplies to our school: Supply of electrical energy provision and distribution Energy services: Heating, transport, production, communication, central or distributed energy sources biological and fossil energy sources (balances); use of energyprimary sources; renewable Energy supply and rational use of energy: Global and personal energy requirements; o-electricit WER F GREEN CONTACT WITH THE SYLLABUS SYLLABUS THE WITH CONTACT et y

the environment.the on burden the ease can production electricity of kind this that out find and likeworkjournalists, to learn they so doing In pupils. low felpower” - “green forto their guide createa toare pupils the tion, direc- teacher’s the Under biomass. or water wind, as such sources “green with deals unit lesson own power”; in words, generated from other This electricity renewable energy their player. using MP3 or when phone school, at mobile home, is at consumption meet they Electricity life. something everyday of aspects renewable with associate to energies pupils your enables electricity of field The 2 problems fossilwith fuels; risks arising 123

Green power page 2/2 BACKGROUND INFORMATION FOR TEACHERS

Material ady.) Can volunteers be found to decorate to found be volunteers information Can stands about alreelectricity ady.)generation and done CO been not has this (If power”? “green with school entire the supply to need the of teacher head the convince group the remain Should pan”. not the does in “flash publication a just its that ensure to guide school the after comes what on discussion Class even to whole the school at a kind of “press conference”. Local media can be informed as well. After completion of school the guide: Official presentationthe of publication theto class or The worksheets and press cuttings can be included in editorialthe work as suggestions. meetings. these ˙ Don’t give CO regular editorial meetings are to take place, and what intermediate aims are to be achieved by The editorial team draws up a timetable showing when guide the is to be completed, when the instruments. during supplythe period (new plants), and is not supported by national either or international funding environment accrue if electricity the to be supplied comes from new plants first brought into service above and beyond effectthe of existing funding instruments. In particular, additional benefits the for double funding through national or international funding instruments, in order to achieve benefits benefit thefor environment (net benefit). the At same time, it is important to rule the out possibility of If quantities of electricity are merely separated from reservoirthis and redirected, there is no additional already include electricity from renewable sources. Supply may be considerably greater demand. than environment and ask critical questions about such aspects: electricity the mix in your maycountry In discussions about content, teacher the should constantly focus on actual the benefits the for editor, Internet search officer, layouter etc.). The individual members of editorialthe team are allocated specific functions (interviewer, writing and handle its layout. and helps formthem an editorial team. This team will design and write guide the autonomously The teacher suggests to class the they that work on a project to create a school guide to “green power”, Green power quiz Tightening powerthe belt How green is green really?

2 a chance! – Press cuttings ADDITIONAL INF 2 reduction and exhibit in them school the hall? ORMATION

POINTS O POINTS Environmental Environmental problems due to oil and its products; measures to overcome e.g. them, Energy sources: Fossil fuels Problems of fossil fuels Chemistry and Chemistry electricity: Functional principle of fuel the cell and biodiesel suitable energy sources? Motor fuels from renewable raw materials: Biogas from organic waste; are bioalcohol Potential uses of renewable energy sources Renewable energy sources (biomass, wind, water, light) Renewable energy environmentally aware driving A T ANK FULL OF SUN? F F uels of CONTACT WITH THE SYLLABUS SYLLABUS THE WITH CONTACT thefutu re Transport – and especially road traffic – causes a multitude of envi- of multitude a causes – traffic road especially and – Transport With the aid of this teaching unit, the class should become aware of of aware become should class the unit, teaching this of aid the With volume of traffic, not only inthe emerging economies of China, India, According to a study by International Energy the Agency IEA, world Brazil etc., but also here in Europe. to more than 120 million barrels per day by 2030. The share of this this day120of shareper by The 2030. barrels million than tomore the the problems and explore what potential the use of renewable energy requirement accounted for by road traffic will rise from 55 percent to ing carbon dioxide emissions produced by the traffic sector (CO sector traffic the by produced emissions dioxide carbon ing traffic road innovations, technical of spite In problems. ronmental measures are frequently more than cancelled out by the growing the by out cancelled than more frequently protection are measures Environmental change. climate to contribution major omd uig h cmuto o pto ad isl ul mk a make fuel) diesel and petrol of combustion the during formed energy supply and on climate.the oil requirements will rise from the present 75 million barrels per day comparative assessment. a undertake then and inquiry foran information collect should class continues to be one of the main causes of air pollution. continues The toincreas- be one of the 64 percent. This cannot fail to have an impact on the entire system of sources possesses as a substitute for fossil motor fuels. To this end, the

125 2 is

A tank full of sun? page 2/4 BACKGROUND INFORMATION FOR TEACHERS

CO 6. Material

Answer sheet Links Press cuttings Assessment sheet Cell Technology”

Information sheet “Hydrogen / Fuel Information sheet “Biogenic Fuels”

The pupils assess the facts and situations described in terms of the possibilities and problems of practical at an inquiry. The working groups present the results of their research to the class and explain their findings as “experts” present situation. the with ntages disadva and advantages the compare They tables. in them enter and implementation d) Fuel-cell drive systems (how they function and operate) c) Hydrogen storage and distribution b) Ways of producing hydrogen renewablewith energy sources a) Hydrogen as energy source (hydrolysis) Keywords: problems arise. The group investigates what potential is offered by fuel-cell drive systems in road vehicles, and what b. b) Use of residual wood and biomass enzymatic with and/or hydrolysisthermal a) Renewable raw materials as alternative: Vegetable oils as biofuels (biodiesel) ) Keywords: Finally the pupils take a vote on which of the two concepts presented offers the best potential for an forpotential best the offerspresented concepts two the of which on vote a take pupils the Finally In the end, however, the list should also include the two technical options based on renewable energy renewable on based options technical two the include also should list however, end, the the In f. e. d. c. b. a. in trafficthe sector, e.g. In a brainstorming session, the class draws up a list of options for reducing the consumption of fossil fuels Keywords: Climate change mitigation, CO environmentally sound form of mobility, including reasonably prompt implementation. The group investigates what possibilities already exist for using conventional drive systems with a. The class formsthen two working groups: b. a. which are to be discussed below: Working Group 2: The alternative drive system using hydrogen Muscle power: cycling, walking etc. Avoiding trips unnecessary Economical driving Low-fuel cars Less individual traffic, more local public transport Car sharing Working Group 1: The conventional drive system biogenicwith fuels Replacement of “combustion the engine” principle by fuel cell drive systems Replacement of fossil motor fuel by fuel from renewable raw materials 2 -neutral motor fuels made from biomass.

2 reduction, CO 2 avoidance

© 2008 Federal Ministry for the Environment, Nature Conservation and Nuclear Safety Vehicle emissions Vehicle emissions Future price Future availability Infrastructure Dependence on scarce resources Initial material (not rated) Future price Future availability Infrastructure Dependence on scarce resources Initial material (not rated) CO CO Current Current price Current availability Current Current price Current availability C Biofuels A tank full of sun? page 3/4 worksheet answers BACKGROUND INFORMATION FOR TEACHERS onventional Motor 2 2 balance balance Fuels Negative High Rising Relatively low Low High Nationwide coverage High Fossil oil Conventional motor fuels Balanced As for conventional fuels Falling in future High High Low can be used Existing infrastructure Low Plant materiall Biofuels - - - + - + + - Rating +/– + - + - + - + + Rating +/– 127

© 2008 Federal Ministry for the Environment, Nature Conservation and Nuclear Safety 128 Vehicle emissions Future price Future availability Infrastructure Dependence on scarce resources Initial material (not rated) CO Current Current price Current availability Hydrogen Technology / A tank full of sun? page 4/4 worksheet answers BACKGROUND INFORMATION FOR TEACHERS 2 balance Fuel Cell b) a) None Uncertain Very high Uncertain Low Hardly exists b) a) b) a) Hydrogen Hydrogen (fuel cell) negative no CO high low from natural gas from renewable energy 2 emissions - + + +/- - +/- - - - + Rating +/–

© 2008 Federal Ministry for the Environment, Nature Conservation and Nuclear Safety sions that permit the realisation of sustainable development realisation of sustainable the processes. permit sions that asabasisfor andimplementing future, understanding and to taking, deci- usethem and studiesofthe economicandsocialdevelopmentsronmental, interdependence present from analyses and their ofthe knowledge development. words, aboutsustainable being ableto Inother draw conclusionsaboutenvi- Gestaltungskompetenz developmentests ofsustainable term are subsumedinGermany underthe inter- are to beableto andadolescentsshouldpossessifthey The competencies actinthe children that sciences. surveyedis alsoresponsible PISAstudies;andin2006these for pupils’competencies the natural inthe guidelines for competencies. OECD defining Thesestatements are all,the After ofnosmallimportance. interests development, ofsustainable the over-arching represents three educational objectives form which development. aframeworkmental andin Thepursuitofhumanrights,within ofdemocraticstructures being ableto practiselivingdemocracy, criteria for social,economicandenviron- andthe sustainable goalof OECDmentionshumanrights,the Astudycommissionedbytion ofwhatisto belearned. the possiblyIt isnevertheless to identify afew over-arching selec- the helpwith educationalobjectives that competence listofpossibilitiesisextremely pointofview. angle, long. the from this Lookingatthings problem for from the search content the teaching mon? Thesequestions whenapproaching guidethe future? Whatknowledge to manage share andhave andshapetheir enable them shouldthey incom- What abilitiesandskills,socialculturalreference andadolescentspossessto pointsshouldchildren mere accumulationof“dullknowledge” to the confined (Weinert). subjectand anacquisition interest ofcompetence isnot learner’s inthe that the enhanceboth can thus made dependentonpupils’priorknowledge, motivation,localandindividualeveryday associations–and basisisitpossibleto Thiscanto whatneedsto determine someextent belearned. sess. Only be on this by whatproblem-solvingapproach, should pos- contrast,asks strategies, actionconceptsandabilitiesthey are pupilsshouldbestudying.Theoutput input-oriented:tic approaches latter askwhattopics the the Competence-oriented educationstrategies are output-oriented, whereas conventional anddidac- curricula and skills. knowledge. abilityto take action,competencies Asthe are objects,contents, tiedto specific knowledge readiness to actand –ofcourseavailable values,the standards, is seenhere incloseconnectionwith abilityto takerily knowledge. amatter action,notofabstractschool ofthe Theabilityto solve problems solutionsresponsibly and successfully inavarietyof situations.”Thuscompetenciesuse these are prima- to associated motivational,volitional enablethem lems, andthe andsocialreadiness andabilitiesthat for individualspossessorcanlearn cognitive prob- solvingtencies specific are abilitiesandskillsthat “the competencieser lookatthe future. for According shapingthis by to adefinition F. E.Weinert, compe- To learning? outcome ofsuch arrive ataclearer picture, andmore itmakes detailed senseto take aclos- Whatkindofresults dowe timetable? expectasthe topics to onthe merelyBut isitsufficient putthese and are world for ofcentralimportance over. shapingalife livingthe worth ly found Theseare issuesineveryday important syllabusorcurriculum. assubjectsinamodern life today, WaterHealth, asaSource ofLife, UseofNatural Areas, orWaste andRecyclable Materials are common- topics likeSo itishardly surprisingthat Renewable Energy Sources, BiologicalDiversity, Environment and of tomorrow everydaystructuring life fashion, inaself-determined for butare alsosuitable world shapinglife inthe acquisition ofcompetencies to are aspectistherefore managingand not confined the fundamental that to acquire competencies, future, but alsofor notonly the actively for future. One copingwith shapingthe demandsandtopupils to inlater changes merely school’s life. react to Teaching the mustenablethem manner,and self-determined teach mustdomore than Thisbeingso,schools working alongsideothers. isto shapesocietyandone’sown learning The goalofmodern life inawell considered, soundly reasoned Topic complex: Renewable energies page1/6 FIT FOR THEFUTURE– ACQUIRING GESTALTUNGSKOMPETENZ denotes the abilityto development identifyproblems ofnon-sustainable denotes the andapply Gestaltungskompetenz 129 .

© 2008 Federal Ministry for the Environment, Nature Conservation and Nuclear Safety 130 – The pupils are familiar with various methods offuture development into research (non-)sustainable variousmethods The pupilsare familiar with – way inaforward-looking Thecompetence tothink 1. following picture: large andproblems, aspresented findings ofmaterials, andtechnical package inthis resultsentific inthe In all, focuses abilityto take onproblem-solving specifically proactive skillsandthe andfuture-oriented action. environment. Above affect the decisionsthat andbeyondactions, andtaking this, knowledge, findings, phenomenaand competence understanding with areBoth concerned definitions humanactivity.” madeto changes itthrough and helpmakenaturalworld andthe decisionsaboutthe knowledge,scientific to identifyquestions andto draw evidence-based conclusionsinorder to understand ofnaturalsciences.Itreads asfollows:competencies field capacityto use literacy inthe “Scientific isthe investigated 2006studywhich young PISAstudies–includingthe peoples’ underliesthe eracy” which – On the basisofmaterial andinformation sources provided the On orproblematical devel- onnon-sustainable – mainstatements ofvariousfuture scenariosandforecasts, The pupilscanreproduce the for example – offuture appropriately research variousmethods for The pupilsare ableto problem selectthe areas of – This general descriptionof .Thecompetence towork basis onan interdisciplinary 2. Topic complex: Renewable energies page2/6 FIT FOR THEFUTURE– ACQUIRING GESTALTUNGSKOMPETENZ of learning goals, this means: goals,this of learning present andfuture developments, associated with and risks even are unexpected. level At ifthese the to considerpotential future developments opportunities asclimate –andto change –such discussthe andactingmakes itpossible thinking attitude.Forward-looking basisofthis situationsonthe current aidofinnovative the andto technologies, developof beingshapedwith variousactionoptionsfrom isopenandcapable that future assomething factor present. the isbeingableto Thecrucial grasp the regard future useofrenewable individualcompetence to energy the sources –isthe to lookbeyond forecasts, future anddesignsfor –for andwith expectations To the example, uncertainty with copewith to the followingto the goals: learning innovative accessfacilities. Thispresupposes interdisciplinary, Thisleads i.e.cross-subject, learning. ences, innovative knowledge technical andplanningstrategies, and andimaginative thinking complexity. abilitiesare fostered Such by problem-oriented interlinking ofnaturalandsocialsci- pensable for system identifyingandunderstanding contexts their anddealing appropriately with Thedevelopment approaches. cognitive abilitiesisindis- andother ofsuitable tions andaesthetic, only behandledby cooperationbetween disciplines,different multipletechnical culturaltradi- bylonger asingle becopedwith discipline or usingsimple technical actionstrategies. They can Problem development areas ofnon-sustainable andperspectives ofviablefuture canno changes basis ofvaluejudgements andimaginative components. inverbal logically andcan present andpictorial andonthe and economicchange, them form both work inprojects to together designandvisualisepositive social,environmental scenariosoftechnical, regard toopments –e.g.with landscapedepletiondueto pupilscan settlement-related measures –the ofargument. threads strategies to intheir beableto reproduce them economic developments. associated actionrecommendations They and familiar are with sufficiently regardon climate poverty especially to change, risks, with environmental global andnon-sustainable in lessons. have that technology and applicationsofenvironmental change environmental notyet beendealtwith methods. andweaknesses ofthe strengths They canassessanddescribethe (e.g. energy scenarios;speciesreduction work. forecasts). ingroup methods They are ableto usethe Gestaltungskompetenz Gestaltungskompetenz comprises eight individual competencies. Placing them in the contextcomprises ofsci- eightindividualcompetencies. inthe Placingthem displays close relations to the definition of “scientific lit- of“scientific displays definition closerelations to the Gestaltungskompetenz 130

© 2008 Federal Ministry for the Environment, Nature Conservation and Nuclear Safety 131 – The pupils have the ability to draw up, together with their fellow The pupilshave part- their abilityto andnon-school pupils,teachers draw with up, together the – competence Participation 4. different reflect interests andtreatment ofpresentation that and methods The pupilsare familiar with – own actionsandthose their impacts aidofexamples, that the the They are alsoableto describe,with – cultures’ views The pupilsare andarguments other ableto familiarise themselves independently with – The pupilscandescriberelations between global climate resource change, consumption, pollutant – Thecompetence perception,transculturalcommunicationandcooperation ofcosmopolitan 3. to fresh water threat from inputs problem situations–e.g.the Whenpresentedof environmental with – aidofcreative normative criteria, personalvaluejudgmentsandresearch-oriented the methods, With – from the aidofintegrated analytical methods the The pupilscandescribecomplex situationswith – Topic complex: Renewable energies page3/6 FIT FOR THEFUTURE– ACQUIRING GESTALTUNGSKOMPETENZ able energy. They are able to stand up publicly with others in support of their jointobjectives.–able energy. of their in support others They are uppublicly ableto with stand objectivesners, jointsustainability –for regard example, useofrenew- to with speciesprotection orthe inrooms, products substances andfood.objecting to harmful following Thisimplies the abilities: for More andmore of“Environment instance. peoplearea say” andHealth”, field isevident inthe acquiring increasing for importance anemphatically independentway oflife. Thisinterest in“having atwork,determination incivilsociety(and notjustwhenitcomesto planningleisure time)–are world we inwhich helping to live shapethe –atleastinourculture: Involvement indecisionsandself- future-oriented education.There isagrowing needto take indecisionsandagrowing interest part in The abilityto development take inshaping sustainable part for importance processes isoffundamental interests ofcommunicationandunderstanding. perspectives inthe ofdifferent pointsinthe fying andassessingimportant cultures, andusingthem pupilscanmake ofperspective, aconsciouschange connectionthe identi- emissions?Inthis pollutant are calledupontocountries putforward invest whenthey orto technology inenvironmental reduce viewpoint of various culturesproblems andphilosophies.Whatarguments from the dodeveloping lating flows ofmaterials. distribution atasupra-regional level andover longperiods.To canapply aconceptfor they calcu- this region) have (school; surroundings of their onresource consumption, inputs pollutant andequitable to Africa? oldcarsandclothes exporting own arguments, of descriptionsandassessmentsofsituations.For significance example, whatisthe regarding individualaspectsofsustainability, views andarguments andto intheir assessandusethese inputsnational pollutant andresource other. consumption onthe socialsituationindeveloping onehand,and inputs, andthe countriesonthe economicramifications means: goals,this point ofnationsandpeoplesinaridorsemi-aridregions. oflearning Interms For example, aCentralEuropean view offreshwater reserves anduseistotally view- different from the society, direction ofaglobal perception andassessmenthorizonsneedto approach. beexpandedinthe Because aregional ornationalpointofview istoo inacomplex narrow orientation to global permit andinteractions. Thiscompetencelinks focuses broaden contexts andhorizons. onperceptions that Gestaltungskompetenz need to beconsulted appropriate to permit analysis andcountermeasures. disciplines,information technical to sources andactors seewhich pupilscananalysetoxins them – the e.g. asillustrated by biosphere reserves. transformation development into modelsofsustainable their permits sity reduction – –inaway that pupilscanwork development onproblematical non-sustainable the learning, situations–e.g.biodiver- natural andsocialsciences. implies the ability to grasp and localise phenomena in their worldwide context andlocalisephenomenaintheir abilityto of implies grasp the 131

© 2008 Federal Ministry for the Environment, Nature Conservation and Nuclear Safety 132 .Capacity for empathy, sympathy andsolidarity 6. planningprocesses to sustainable different They results groups external oftheir are ableto present the – acquired pupilsare The inapositionto planning implement basisoftheir aproject successfully onthe – phenomenaof feedback, late consequences, the anddelayed pupilsare familiar with context the this In – andneces- surpriseeffects, pupilsare uncertainties ableto copewith planningprocesses, the Within – criteria resources Thepupilscanusesustainability to (e.g.heatenergy, estimate the water, mate- office – Having planningandimplementation competence means 5. inenvi- abilityto engage pupilsdisplay others regularly the basisofpracticalactivities,the with the On – Topic complex: Renewable energies page4/6 FIT FOR THEFUTURE– ACQUIRING GESTALTUNGSKOMPETENZ development therefore aimsto develop individualandcollective actionandcommunication compe- to develop empathy,necessary acertain Education for akindofglobal “togetherness”. sustainable upforlished habits.Theability to stand useofinnovative greater equity andthe potentials makes it economic considerationsorlong-estab- friendlytally are technologies notusedbecauseofshort-term past.Many new caseinthe hasfrequently ideasfortial. Thisinparticular notbeen the environmen- This isnotjustamatter ofmorals.Italsoinvolves poten- and technological willto exploitscientific the between andpoor, rich to minimiseorabolishoppression. advantaged anddisadvantaged, andseeks conceptssetoutto achieveAll sustainability greater equity, always which involves abalancingtransfer vidual groups. (parents, citizens inapedestrianzone,younger teachers, indi- pupils)inamannerappropriate to the fornumerous opportunities actionhere. resources, propagating new andusingenvironmentally heatingtechnologies friendly materials provide Saving others. with independently orinconcert actionstage either to the them cepts andtaking undertake activitiesbycompetence. respect they developing In this planningprocesses into actioncon- good examples. context. Thedifferent reactions by variousnationsto climate analyses change provide anumberof economicandpoliticalworld are practisedbyassess forms inthis ofreaction the andanticipationthat cannameexamples ofproblemoccurrence situations.For they andcandescribecritically instance, fall onsavings targets dueto coldwinters. ofpupils,short- processes –e.g.risingconsumption part asaresult ofdwindlingcommitmentonthe by modifications reacting appropriately planning sary effects to such andsituationsreadjusting the andmake basis. school) optimisationproposals onthis facility (e.g.the for ongoingoperationofa rials, cleaningandpolishingagents) services,production necessary orthe following: Thepupilsshouldtherefore beableto school. dothe roof ofthe on the intention andplanningstage –for ofaphotovoltaic example installation commitmentto the system Implementation competencemethods. actualinterest comprises inpushingactionbeyond the the ozonelayerthe orinputs toxins ofenvironmental into water, andoffer repertoire acorresponding of options discussfeedback, delayed damage to kindfamiliar from the consequences andtime lagsofthe potential planningstage forprise results, Relevant andtooccurrence. cater their atthe learning pointofview,a sustainability to designcooperationnetworks, to allow for side-effects andpossiblesur- availability resources from andtheir Being ableto regard necessary assessactionworkflows to with the future. homes inthe consumption, advocating waste avoidance, orpropagating gentle tourism orideasfor sustainable ofsustainability. economicorsocialfields ronmental, Thismay relate to reducing energy andwater troversies into constructive suggestions for solutions. and con- fellow are conflicts ableto actors, turn they species.Together their tain pupilsandother with protection designationofnature ofcer- conservationareas –e.g.regarding andthe of sustainability the The pupilscanappreciate divergent andnationsonindividualaspects positionsofindividuals,groups 132

© 2008 Federal Ministry for the Environment, Nature Conservation and Nuclear Safety 133 – The pupils are able to express their empathy The pupilsare ableto for express their animalprotection, species-appropriate livestock – – In the course of their learning, the pupils display increasing expectations about their own pupilsdisplay effectiveness abouttheir increasing expectations the learning, courseoftheir the In – commitment,problem-solving abilitiesandfactual knowl- their The pupilscandemonstrate to others – as work issues,such onsustainability progress The pupilscancite from their activitiesandlearning – 7. Thecompetence tomotivate themselves andothers They treaties aidofinternational are ableto argue the infavour interests peoplewith ofsuch ofthe – situationof emotive the rationalarguments approaches, andwith with The pupilscandescribe,both – They canargue infavour oflocalandregional measures develop- designedto combatnon-sustainable – Topic complex: Renewable energies page5/6 FIT FOR THEFUTURE– ACQUIRING GESTALTUNGSKOMPETENZ tional whale catching rights of indigenous peoples. This includes the following rightsofindigenoustional whalecatching peoples.Thisincludesthe examples: tradi- conserve for whalepopulationswhileacknowledging the that support whalingrules tinues with lecting for asolarcooker canbeusedby littlefuelwood, families andcon- insemi-aridareas that with joint solutionsto jointproblems andto make for aconsidered stand greater equity. col- with Thisstarts tence inaspiritofworldwide solidarity. Itprovides motivationandempowerment the viable to find tion”. to before itispossiblefor make “energymore revolu- them convincedthan that acontributionto the means, for working after example, onRenewable that Energy Sources for shouldbe sometimethey regard possibilityofimplementing to strategieswith the for development sustainable processes. This tion. energy, growing implications consumption ofthe andthe ofoilfor solartechnology energy produc- useoffuelcells,wind aboutthe presentations opments by say informing atexhibitionsandother them, edge inrelation devel- development to ofnon-sustainable sustainable identification processes andthe havecepts they acquired. knowledge, to putinto practiceandsupplementthe problem-solvingthem strategies andactioncon- “Renewable Energy Sources”, “BiologicalDiversity”, “Regional motivate UtilisationandThreats”, which meanwhentranslated goals?: into learning use.Whatdoesthis their lifestyles, nature-friendly forms ofmobilityandeconomicactivity, andbeingableto argue infavour of words knowingaction options.Inother innovative resource-conserving technologies, environmental increasingly interdependent world. meansknowing Beingableto motivate about oneselfandothers we needifwe andresponsible wantto life leadafulfilled even complex conditionsofan under the same.Educationfor developmenters to sustainable dothe setsoutto develop motivationaldrive the everydayisfactory lifestyles requires ofmotivationto ahighdegree oneselfandencourage change oth- conceptofsustainability, life the breathing into itanddeveloping with Getting to grips viableandsat- works. andartistic tific tection, by reference andvalues,by standards to makinguseofexistingscien- religious orethical Frameworkand conventions, asthe such Convention onClimate Change orconventions onspeciespro- management are ofresources, ableto discussactionoptionsfor they improving situation. the knowledge tolittle ornoaccessto their ofinnovative education.Thanks andsustainable technologies people wholive inpoverty, care, adequate whoare oppressed, wholack orwhohave medicalorother relevant emotionalattitudesto circumstances. the They express their biosphere reserves andequitable water resources Earth. management inaridandsemi-aridareas ofthe socio-economic andnaturallivingconditions,for by instance advocating greater useofwindenergy, ments –for example reduction oflandtake for settlementpurposes–andfor in changes sustainable conservationofendangeredfarming, speciesandecosystems, andbiologicaldiversity. 133

© 2008 Federal Ministry for the Environment, Nature Conservation and Nuclear Safety 134 .Thecompetence aboutindividualandculturalmodels reflection toengage indetached 8. – OECD (Ed.),DeSeCoStrategy OECD Paper. AnOverarching Frame ofReferences for aCoherent Assessment – Bibliography They future designsfor –for want,their are ableto analyse kindofhomesthey the example their the – lifestyles of interms their intentions associated The pupilsare ableto with identifyanddescribethe – local lifestyles The pupilsare ableto give andtheir descriptionandassessmentoftheir astructured – Topic complex: Renewable energies page6/6 FIT FOR THEFUTURE– ACQUIRING GESTALTUNGSKOMPETENZ designs for the future..designs for the impacts, andcancite actionoptionsfor resulting frictionbetween and reducing sustainability the potential freedomconsideration for ofactionfuture environmental generations andtheir the ideas aboutmobility, useofleisure time,travel pointofview ofsocialequity, destinations–from the protection ofanimalsandinmobilephonesfree fromthe “electromagnetic smog”. complex fashions, “UseofEnergy”, aboutleisure interestthe interests, andalsoreflections in clothing consequences environment for andfortheir the social equity. includetopics issuesfor from Suitable this canbegeneralised. they which own extent lifestyles to limitsoftheir andthe abilityto describethe pupilsshowbackground, their the Against chemicals. useofenvironmentally harmful this repairable equipment, ormisgivingsaboutthe countries. Thiscanfor example bedoneby comparing landtake for housing,differences ininterest in perspective ofpeopleandlivingconditionsindeveloping lightofthe and family environment inthe individualcompetence? this What kindofabilitiesandskillsshouldpupilspossessinconnectionwith and sustainability. pointofview are ofhealth problematical from skin)which the solarium-tanned airtravel country; to one’sannualholiday houseoutinthe destination;acarofone’sown;detached models.For socialandsocietal example, are socially favouredwith there idealofa lifestyles (the a question ofperceiving one’sown behaviour asculturally ofgetting conditioned,andpartly to grips competence aboutindividualandculturalmodels.Thisispartly the to reflection engage indetached cultural context, debate oractually onglobal adoptingawell equity inthe considered stance callsfor Identifying andcritically appraisingone’sown interests andwishes,localisingoneselfinone’sown www.statistik.admin.ch/stat_ch/ber15/deseco/deseco_strategy_paper_final.pdf and Research onKey Program Competencies. 134

What does the syllabus or curriculum have to say about “Renewable Energies”?

The topic of Energy is one of the most important subjects in the syllabus or curriculum when dealing with sustainability issues. If we look at the broad spectrum of action fields for sustainable development, we find that the Energy complex occupies a particularly prominent position alongside “Ecosystems” and “Environmental Pollution”.

A glance at the syllabus for Physics, Biology and Chemistry reveals a great variety of topics relating to “Energy” for the junior secondary level from Grade 6/7 onwards. Physics is the dominant subject here. But the topic of energy can also be found in the teaching of Chemistry and Biology. In the latter, special attention is given in this context to environmental pollution resulting from the combustion of oil and coal.

Renewable energy, climate change, the connection between the consumption of fossil resources such as oil, gas or coal and global and national economic growth, the use of various energy sources in the industrial and transport sectors, the desperate situation of the world’s poor people when it comes to energy production – all these are topics that are found not only in the Geography syllabus in particular and in Work Study, but also in other subjects (Politics, Social Studies, Ethics, Religion).

If we concentrate on those topics in the curriculum that lie near the interface between the scientific study of energy utilisation and production and the relevant social, political and technical issues – in other words, topics of an interdisciplinary nature – we can identify three key areas:

1. Problems relating to fossil fuels 2. Energy balances / Saving energy 3. Renewable energy

These key areas are present in many different forms in the material that follows. The main focus is on renewable energy. This is because even the latest school books and teaching materials are often not sufficiently up to date or differentiated in this respect. The materials described below fill this gap.

1. Problems relating to fossil fuels In most syllabuses, teachers describing fossil fuels, calculating calorific values and presenting forms of use and sources are urged to address the problems that arise from using fossil fuels. There is a clear focus here on lignite and hard coal, and also on oil. Oil, for example, is identified as a fossil fuel that is of considerable economic importance, but also as a finite resource. Its combustion contributes to climate change and, in view of the distribution of oil reserves around the world, it is a constant source of conflict.

The syllabus pays far less attention to problems relating to the peaceful use of nuclear energy. Although Physics syllabuses continue to include teaching units on nuclear fission, nuclear fusion, principles of nuclear reactor construction, and disposal and reprocessing of fuel elements, the use of nuclear power receives far less attention today than renewable energy sources such as sun, wind and water. 2008 Federal Ministry for the Environment, Nature Conservation and Nuclear Safety Conservation and Nuclear Ministry the2008 Federal Nature for Environment, ©

135 135 136 covers important areas of junior secondary science teaching on the topic ofenergy.covers onthe scienceteaching areas important ofjuniorsecondary material willreveal requirements –whilemeetingsyllabusandcurriculum A briefstudyofthis –it that useofrenewable energy the sources. with follows, aspectstherefore descriptionofpositive takerial that secondplaceto these effects the associated usedinenergy mate- conversion.production ofenergy from methods renewable Inthe sources andthe physical, andbiologicalprocesses inthe chemical descriptionsofthe detailed contains The syllabusoften advances. But information israrely provided on“fuelcells”,adevelopment itishoped willbringgreat which energy onpresent-daymotor sources andrenewable fuels,andstatistics useofprimary energy sources. useofrenewable topics energy includethe forOther household heatingpurposesandfor producing tric plantsare context. found inthis renewable energyalso mentionandexplainother sources: windenergy, biogas systems andhydro-elec- aspectsofsolarcells,collectors andphotovoltaicaddition to basicprinciplesandefficiency systems, they syllabusintroduces renewable dominanttopic issolarenergy.Where energy the sources, the However, in 3: Renewable energy andrecoveringmust alsobepaidto optimisingefficiency unusedenergy. energy requirements reduced levels. by efficiency measuring consumption Attention andascertaining Finally, extensive leadsonto of“saving the field energy”. lossesshouldbeavoided this Unnecessary and tion. sumption are alsocreated aspect;links isanimportant between andenergy consump- economicgrowth “energy balances”.Globalandregional energy scenariosare relevant too: Thetrend inworld energy con- topic of leadonto onlythe questions that are notthe these According syllabusandcurriculum, to the exhaust gases orwaste heatoccur, andinwhatquantities? How energy doesoneneedfor much goods?Where storing do manufacturing, andtransporting packing, centralisedproduction anddistributionofenergy compareddecentralisedstructures? inthe with there production andcommunication?Whatadvantages anddisadvantages arevidual andgoodstransport, sources. Whatconsumption asheatingoflivingaccommodation,indi- insectors such canbeidentified individualenergyEnergy balancesshow energy servicesaccountfor useofthe which whatshares ofthe 2: Energybalances/Saving energy Topic complex: Renewable energies page2/2 POINTS OFCONTACT WITHTHESYLLABUS 136

What are the most important issues of the future? Regardless of who posed this question in recent years, experts who are concerned with global development processes take no time to agree on the answers: one of the top three issues is the rise in energy consumption and the associated economic, environmental and social problems.

It is therefore only natural that children and juveniles have a right to address this issue. After all, it is a matter of their future and their ability not only to analyse the problems of using fossil fuels, but also to know the potential that renewable energy sources have to offer, the situations where they can be used, and the possible shape of future developments in this field. Energy saving alone doesn’t help anyone. We have to know the alternatives to oil, coal and other fossil fuels and to nuclear power if we are to escape from the trap formed by the coupling of growth and prosperity with the increasing use of fossil fuels.

What competencies can pupils acquire as they tackle the problems of fossil fuels and the subject of renewable energy sources?

– The pupils are able to analyse different views of future worldwide energy consumption and describe and assess their strengths and weaknesses.

– The pupils can reproduce the main statements of various future scenarios and forecasts about climate change, especially with regard to the importance of fossil fuel combustion. They are sufficiently familiar with associated action recommendations and strategies to be able to use them in their threads of argument.

– When presented with problem situations relating to use of energy, the pupils can analyse them to see which technical disciplines, information sources and actors need to be consulted to permit appropriate analyses and countermeasures.

– The pupils are familiar with the phenomena of feedback, late consequences and delayed occurrence of impacts resulting from fossil fuel combustion. For instance, they can name associated problems and can describe and critically assess academic and political responses and the way they anticipate problems in this context.

– Pupils can use creative methods, normative criteria, personal value judgments and research-oriented learning, to work on problems arising from non-sustainable energy production such that their results can be used to generate models of sustainable energy production.

– The pupils can describe relations between energy consumption, pollutant inputs and the social situation in developing countries on the one hand, and national pollutant inputs and energy consumption on the other.

– The pupils are able to familiarise themselves with other cultures’ views and arguments regarding the causes of climate change, and to assess and use these views and arguments in their own arguments, descriptions and assessments of climate change

– By describing practical possibilities, the pupils are able to speak up with others for an increased use of renewable energy sources. 2008 Federal Ministry for the Environment, Nature Conservation and Nuclear Safety Conservation and Nuclear Ministry the2008 Federal Nature for Environment, ©

137 137 138 – Pupils can identify the contributions they make own contributionsthey to lifestyle energy their Pupilscan identifythe consumption inview with – ofrenewable field achievements energies Pupilscanidentifyactivitiesandlearning which inthe – Pupilscanusecreative normative criteria, personalvaluejudgmentsandresearch-oriented methods, – Pupilsare enabledto argue for localandregional measures use ofrenewable to promote the – empathy Pupilsare abletoneed for express mitigate their climate the damage, andfor countriesand – Topic complex: Renewable energies page2/2 LEARNING GOALS – Pupils can present the results of their research onrenewable research bringtogether energies which results ingroups oftheir Pupilscanpresent the – to the consequences environment for andsocialjustice. to the the havethey acquired. knowledge, to extendmotivate andapply the them problem-solving strategies andconceptsfor action can beusedto generate energy production. modelsofsustainable results to their worklearning, onproblems energy that arisingfrom production non-sustainable such ownknowledge andcanform opinions. steering their ofpoliticalandfiscal instruments, knowledge,of scientific andconventions, agreements international nationallegal regulations anda energies. issuesinvolved They own cantake positiononthe help their inclimate the protection, with people whoare severely affected by climate change. general publicinapedestrianprecinct). members ofthe different opinionsanddifferent levels ofinformation, (e.g.parents, or groups andinexternal teachers, 138

What do scientific education standards for intermediate-level school certificates say about “Renewable Energy”?

The intermediate-level standards of the KMK (standing conference of the ministers of education of the federal German states) for Chemistry, Biology and Physics entered into force at the end of 2004. They are binding for all federal states and lay down the competencies that pupils are expected to attain. They also serve as a basis for developing performance tests. The following remarks are therefore provided to clarify how the material on Renewable Energy is related to the education standards.

The education standards for the science subjects distinguish the competence areas “technical knowledge”, “knowledge discovery”, “communication” and “assessment”.

With regard to the KMK education standards for intermediate-level Biology, the material on “Renewable Energy” touches on the following key aspects in the field of “technical knowledge”: “Pupils describe interactions between the biosphere and other spheres of the Earth”, “know and understand the fundamental criteria of sustainable development” and “are familiar with and discuss human encroachments on nature and criteria for such decisions”. This is particularly true when it comes to the problems associated with fossil fuels and the importance of renewable (in the education standards: “regenerative”) energy sources.

In the competence area “knowledge discovery”, the material on Renewable Energy pays special attention to the field of explaining dynamic processes in ecosystems with the aid of model concepts and assessing the information value of models. In the competence area “communication”, the material on Renewable Energy permits a more detailed approach to the competence of applying “idealised representations, schematic drawings, diagrams and symbolic language to complex situations”.

With regard to assessment competence, the pupils are to learn to describe and assess the impacts of human encroachments on an ecosystem (in this case: energy production using fossil fuels). They should also be able to analyse and assess ecosystems from the point of view of nature conservation and human use, and to assess the environmental and health consequences of material flows (in this case: emission of greenhouse gases). They also discuss action options for environmentally sound and nature-friendly participation in the interests of sustainability (reducing greenhouse gas emissions; using renewable energy sources).

The subject of Renewable Energy provides particularly numerous opportunities for links to the education standards for intermediate-level Physics. In the competence area “technical knowledge”, for example, the material goes into the fact that energy is obtained from both exhaustible and renewable sources. In this context the material also considers energy transport and use (e.g. efficiency, generators, motors/engines, waste heat etc.). The standards in the competence area “knowledge discovery” are concerned among other things with selecting and evaluating information from various sources, developing model concepts, exploring simple mathematical relationships, and also taking an appropriate approach to a task or problem and checking the validity of empirical results. This is taken up several times in the material provided.

There are also strong links with the competence areas “communication” and “assessment”. The competencies to be acquired include not only research, exchange and discussion of findings, but also assessing the possibilities and limitations of physical viewpoints in purely physical and in interdisciplinary contexts, comparing alternative technological solutions having regard to physical, economic, social and environmental aspects, and assessing the risks of everyday activities.

The material on Renewable Energy also has several points of contact with the education standards for Chemistry. For example, in the competence area “technical knowledge” the problem of greenhouse gases touches on the field of chemical reactions, energy aspects of substance conversion, and the field of “substance cycles in nature and technology”, for example with the topic “producing energy from biomass”. Chemical conversion processes can be analysed in connection with the storage of energy. This is also a requirement for pupils under the education standards for Chemistry. 2008 Federal Ministry for the Environment, Nature Conservation and Nuclear Safety Conservation and Nuclear Ministry the2008 Federal Nature for Environment, ©

139 139 140 Topic complex: Renewable energies page2/2 EDUCATION STANDARDS With regard to the the to regard With focuses on the interconnectionsfocuses naturalsciences,geography between onthe andsocialsciencesubjects. the alocalpoliticallevelsion processes atboth andanoverall level. societal Thematerial therefore deliberately subjects. Renewable lightofclimate Moreover, change. energy mustalsobeseeninthe itsuserequires deci- subjects,andifso,how.other Theway renewable inwhich energy sources functionimpinges onallscience issuesare related are to to identifywhether they worksheets andexercises material). Furthermore, inthe and assess“socially relevant statements from different perspectives” (you anumberofrelevant willfind The questions. the studiesanddealingwith outthe for carrying this fuels). They are how alsoto learn to work Renewable inateam –the Energy material expressly requires ticularly to arguments for usingrenewable problems ofusingfossil energy sources anddiscussionofthe present itinappropriate ways appliespar- own for arguments (this audiences,anduseitintheir specific In the and investigations, for to searching relevant findings. andlinkingsocialdevelopments chemical data with knowledge aidofchemical addressed. the Thisranges canbeanswered from askingquestions with that competence area“assessment” competence area“communication” competence area“knowledge discovery” is especially relevant with regard to the fact that pupilsare to discuss is especially regard fact relevant that to with the the pupilsare information, abilityto to obtain acquirethe the , the entire spectrum ofcompetencies entire spectrum is , the 140

© 2008 Federal Ministry for the Environment, Nature Conservation and Nuclear Safety EDUCATIONAL MATERIALS OF THE FEDERAL ENVIRONMENT MINISTRY Under the banner "Building technical and scientific problem-solving capacities through environmental and conservation-related topics", the Federal Environment Ministry publishes educational materials on priority topics such as climate protection and climate policy, the environment and human health, water in the 21st century, biological diversity, land use, phasing out the nuclear power programme, etc. in conjunction with the publishing house Zeitbild Verlag and the Department of Educational Science and Psychology, Educational Future Science Section at the Free University of Berlin. The materials build on the most recent findings in the field of educational research and on the model programme, Education for Sustainable Development.

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