secondary energy infobook activities (19 activities)
TRANSCRIPT
Secondary Energy Infobook Activities (19 Activities)'Secondary
Infobook Activities
Owner: NEED
This educational material is brought to you by the U.S. Department of Energy’s
Office of Energy Efficiency and Renewable Energy.
SfCONDARY INfOBOOI ACTIVITIfS A dompanion workbook to the Sedondary fnergy Infobooks: adtivities to reinforde general energy information and fadts about the energy sourdes.
GRDf LfVfL Secondary
SUBJfCT RfS Science
Constance Beatty, Kankakee, IL Sara Brownell, Canyon Country, CA
Amy Constant, Raleigh, NC Joanne Coons, Clifton Park, NY Regina Donour, Whitesburg, KY
Darren Fisher, Houston, TX Deborah Fitton, Cape Light Compact, MA
Linda Fonner, New Martinsville, WV Melanie Harper, Odessa, TX Linda Hutton, Kitty Hawk, NC
Barbara Lazar, Albuquerque, NM Robert Lazar, Albuquerque, NM Hallie Mills, Bonney Lake, WA
Mollie Mukhamedov, Port St. Lucie, FL Don Pruett, Sumner, WA Larry Richards, Eaton, IN Barry Scott, Stockton, CA
Joanne Spaziano, Cranston, RI Gina Spencer, Virginia Beach, VA Tom Spencer, Chesapeake, VA Nancy Stanley, Pensacola, FL
Scott Sutherland, Providence, RI Robin Thacker, Henderson, KY Bob Thompson, Glen Ellyn, IL Doris Tomas, Rosenberg, TX
Patricia Underwood, Anchorage, AK Jim Wilkie, Long Beach, CA
Carolyn Wuest, Pensacola, FL
Wayne Yonkelowitz, Fayetteville, WV
NEED Mission Statement The mission of the NEED Project is to promote an energy conscious and educated society by
creating effective networks of students, educators, business, government and community leaders to design and deliver objective, multi-sided energy education programs.
Teacher Advisory Board Vision Statement In support of NEED, the national Teacher Advisory Board (TAB) is dedicated to developing
and promoting standards-based energy curriculum and training.
TABLf Of CONTfNTS Correlations to National Science Standards ................... 4 Teacher Guide ............................................................ 8 Student Worksheets ............................................... 9-23 Answer Sheets ..................................................... 24-34 Evaluation Form.........................................................35
· · ·
INT = Intermediate National Science Content Standards (Grades 5-B)
INT-B: 3.a Energy is a property of many substances and is associated with heat, light, electricity, mechanical motion, sound, nuclei, and the nature of a chemical.
INT-B: 3.b Energy is transferred in many ways.
INT-B: 3.c Heat moves in predictable ways, flowing from warmer objects to cooler ones, until both reach the same temperature.
INT-B: 3.d Light interacts with matter by transmission (including refraction), absorption, or scattering (including reflection).
INT-B: 3.e Electrical circuits provide a means of transferring electrical energy.
INT-B: 3.f In most chemical and nuclear reactions, energy is transferred into or out of a system. Heat, light, mechanical motion, or electricity might all be involved in such transfers.
INT-B: 3.g The sun is the major source of energy for changes on the earth's surface. The sun loses energy by emitting light. A tiny fraction of that light reaches earth, transferring energy from the sun to the earth. The sun's energy arrives as light with a range of wavelengths.
INT-C: 4.a For ecosystems, the major source of energy is sunlight. Energy entering ecosystems as sunlight is transferred by producers into chemical energy through photosynthesis. The energy then passes from organism to organism in food webs.
INT-D: i.a The solid earth is layered with a lithosphere; hot, convecting mantle; and dense, metallic core.
INT-D: i.b Water, which covers the majority of the earth's surface, circulates through the crust, oceans, and atmosphere in what is known as the water cycle.
INT-D: 2.a Gravity governs the motion in the solar system. Gravity explains the phenomenon of the tides.
INT-D: 2.b The sun is the major source of energy for phenomena on the earth's surface, such as growth of plants, winds, ocean currents, and the water cycle.
INT-E: 2.c Technological solutions are temporary and have side effects. Technologies cost, carry risks, and have benefits.
INT-E: 2.d Many different people in different cultures have made and continue to make contributions to science and technology.
INT-E: 2.e Science and technology are reciprocal. Science helps drive technology, as it asks questions that demand more sophisticated instruments and provides principles for better instrumentation and technique. Technology is essential to science, because it provides instruments and techniques that enable observations of objects and phenomena that are otherwise unobservable due to quantity, distance, location, size, and/or speed.
INT-E: 2.f Perfectly designed solutions do not exist. All technological solutions have trade-offs, such as safety, cost, efficiency, and appearance. Risk is part of living in a highly technological world. Reducing risk often results in new technology.
INT-E: 2.g Technological designs have constraints. Some constraints are unavoidable, such as properties of materials, or effects of weather and friction. Other constraints limit choices in design, such as environmental protection, human safety, and aesthetics.
INT-F: i.a Food provides energy and nutrients for growth and development.
INT-F: i.b Natural environments may contain substances that are harmful to human beings. Maintaining environmental health involves establishing or monitoring quality standards related to use of soil, water, and air.
INT-F: 2.b Causes of environmental degradation and resource depletion vary from region to region and from country to country.
INT-F: 3.a Internal and external processes of the earth system cause natural hazards, events that change or destroy human and wildlife habitats, damage property, and harm or kill humans.
INT-F: 3.b Human activities can induce hazards through resource acquisition, urban growth, land-use decisions, and waste disposal.
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INT-F: 3.c Hazards can present personal and societal challenges because misidentifying the change or incorrectly estimating the rate and scale of change may result in either too little attention and significant human costs or too much cost for unneeded preventive measures.
INT-F: 4.b Students should understand the risks associated with natural hazards, chemical hazards, biological hazards, social hazards, and personal hazards.
INT-F: 4.c Students can use a systematic approach to thinking critically about risks and benefits.
INT-F: 4.d Important personal and social decisions are made based on perceptions of benefits and risks.
INT-F: 5.a Science influences society through its knowledge and world view. The effect of science on society is neither entirely beneficial nor entirely detrimental.
INT-F: 5.b Societal challenges often inspire questions for scientific research, and societal priorities often influence research priorities.
INT-F: 5.c Technology influences society through its products and processes. Technological changes are often accompanied by social, political, and economic changes that can be beneficial or detrimental to individuals and to society. Social needs, attitudes, and values influence the direction of technological development.
INT-F: 5.d Science and technology have contributed enormously to economic growth and productivity among societies and groups within societies.
INT-F: 5.e Science cannot answer all questions and technology cannot solve all human problems or meet all human needs. Students should appreciate what science and technology can reasonably contribute to society and what they cannot do. For example, new technologies often will decrease some risks and increase others.
INT-G: 2.c It is normal for scientists to differ with one another about the interpretation of new evidence. It is part of scientific inquiry to evaluate the results and explanations of other scientists. As scientific knowledge evolves, major disagreements are eventually resolved through such interactions between scientists.
=
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SEC Secondary National Science Content Standards (Grades 9-12)
SEC-B: i.a Matter is made of minute particles called atoms, which are composed of even smaller components. These components have measurable properties, such as mass and electrical charge.
SEC-B: i.b Each atom has a positively charged nucleus surrounded by negatively charged electrons. The electric force between the nucleus and electrons holds the atom together.
SEC-B: i.c The atom's nucleus is composed of protons and neutrons, which are much more massive than electrons. When an element has atoms that differ in the number of neutrons, these atoms are called isotopes of the element.
SEC-B: i.f Fission is the splitting of a large nucleus into smaller pieces.
SEC-B: i.g Fusion is the joining of two nuclei at extremely high temperature and pressure and is the process responsible for the energy of the sun and other stars.
SEC-B: i.h Radioactive isotopes are unstable and undergo spontaneous nuclear reactions, emitting particles and/or wavelike radiation.
SEC-B: 2.e Carbon atoms can bond to one another in chains, rings, and branching networks to form a variety of structures, including synthetic polymers, oils, and the large molecules essential to life.
SEC-B: 3.b Chemical reactions may release or consume energy. Some reactions, such as the burning of fossil fuels, release large amounts of energy by losing heat and by emitting light.
SEC-B: 3.c Light can initiate many chemical reactions such as photosynthesis and the evolution of urban smog.
SEC-B: 3.d A large number of important reactions involve the transfer of electrons or hydrogen ions. In other reactions, chemical bonds are broken by heat or light to form very reactive radicals with electrons ready to form new bonds. Radical reactions control many processes such as the presence of ozone and greenhouse gases in the atmosphere, burning and processing of fossil fuels, the formation of polymers, and explosions.
SEC-B: 4.c The electrical force is a universal force that exists between two charged objects.
SEC-B: 4.e Electricity and magnetism are two aspects of a single electromagnetic force. Moving electric charges produce magnetic forces, and moving magnets produce electric forces.
SEC-B: S.a The total energy of the universe is constant. Energy can be transferred by collisions in chemical and nuclear reactions, by light waves and other radiations, and in many other ways. However, it can never be destroyed. As these transfers occur, the matter involved becomes steadily less ordered.
SEC-B: S.b All energy can be considered either kinetic energy--the energy of motion; potential energy--which depends on relative position; or energy contained by a field, such as electromagnetic waves.
SEC-B: 5.c Heat consists of random motion and the vibrations of atoms, molecules, and ions. The higher the temperature, the greater the atomic or molecular motion.
SEC-B: S.d Everything tends to become less organized and less orderly over time. Thus, in all energy transfers, the overall effect is that the energy is spread out uniformly. Examples are the transfer of energy from hotter to cooler objects by conduction, radiation, or convection and the warming of our surroundings when we burn fuels.
SEC-B: G.a Waves, including sound and seismic waves, waves on water, and light waves, have energy and can transfer energy when they interact with matter.
SEC-B: 6.d In some materials, such as metal, electrons flow easily, whereas in insulating materials such as glass, they can hardly flow at all.
SEC-C: i.a Plants and many microorganisms use solar energy to combine molecules of carbon dioxide and water into complex, energy rich organic compounds and release oxygen to the environment. This photosynthesis provides a vital connection between the sun and the energy needs of living systems.
SEC-C: 4.b Energy flows through ecosystems in one direction, from photosynthetic organisms to herbivores to carnivores to decomposers.
SEC-C: 4.c Humans modify ecosystems as a result of population growth, technology, and consumption. Human destruction of habitats through harvesting, pollution, atmospheric changes, and other factors is threatening global stability, and if not addressed, ecosystems will be irreversibly affected.
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SEC-C: 5.a All matter tends toward more disorganized states. Living systems require a continuous input of energy to maintain their chemical and physical organizations.
SEC-C: S.b The energy for life primarily derives from the sun. Plants capture energy by absorbing light and using it to form strong chemical bonds. The energy stored in the bonds (chemical energy) can be used as sources of energy for life processes.
SEC-C: 5.c The chemical bonds of food molecules contain energy. Energy is released when the bonds are broken and new compounds with lower energy bonds are formed.
SEC-C: 5.e As matter and energy flows through different levels of organization of living systems--cells, organs, organisms, communities--and between living systems and the physical environment, chemical elements are recombined in different ways. Each recombination results in storage and dissipation of energy into the environment as heat. Matter and energy are conserved in each change.
SEC-D: i.a Earth systems have internal and external sources of energy, both of which create heat. The sun is the major external source of energy. Two primary sources of internal energy are the decay of radioactive isotopes and the gravitational energy from the earth's original formation.
SEC-D: i.b The outward transfer of earth's internal heat drives convection circulation in the mantle.
SEC-D: i.c Heating of earth's surface and atmosphere by the sun drives convection within the atmosphere and oceans, producing winds and ocean currents.
SEC-D: i.d Global climate is determined by energy transfer from the sun at and near the earth's surface.
SEC-D: 4.a Stars produce energy from nuclear reactions, primarily the fusion of hydrogen to form helium.
SEC-F: 3.a Human populations use resources in the environment to maintain and improve their existence.
SEC-F: 3.b The earth does not have infinite resources; increasing human consumption places severe stress on the natural processes that renew some resources, and depletes those resources that cannot be renewed.
SEC-F: 3.c Humans use many natural systems as resources. Natural systems have the capacity to reuse waste but that capacity is limited. Natural systems can change to an extent that exceeds the limits of organisms to adapt naturally or humans to adapt technologically.
SEC-F: 4.a Natural ecosystems provide an array of basic processes that affect humans. Those processes include maintenance of the quality of the atmosphere, generation of soils, control of the hydrologic cycle, disposal of wastes, and recycling of nutrients. Humans are changing many of these basic processes, and the changes may be detrimental to humans.
SEC-F: 4.b Materials from human societies affect both physical and chemical cycles of the earth.
SEC-F: 4.c Many factors influence environmental quality. Factors that students might investigate include population growth, resource use, population distribution, overconsumption, the capacity of technology to solve problems, poverty, the role of economic, political, and religious views, and different ways humans view the earth.
SEC-F: S.b Human activities can enhance potential for hazards. Acquisition of resources, urban growth, and waste disposal can accelerate rates of natural change.
SEC-F: 5.c Some hazards are rapid and spectacular, others are slow and progressive.
SEC-F: 5.d Natural and human-induced hazards present the need for humans to assess potential danger and risk. Many changes in the environment designed by humans bring benefits to society, as well as cause risks. Students should understand the costs and trade-offs of various hazards--ranging from those with minor risk to a few people to major catastrophes with major risk to many people.
SEC-F: 6.b Understanding basic concepts and principles of science and technology should precede active debate about the economics, policies, politics, and ethics of various science and technology related challenges. However, understanding science alone will not resolve local, national, and global challenges.
SEC-F: 6.c Individuals and society must decide on proposals involving new research and the introduction of new technologies into society.
SEC-F: 6.d Humans have a major effect on other species.
SEC-G: i.a Individuals and teams contribute to the scientific enterprise.
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Teacher Guide BACKGROUND
Secondary Infobook Activities is a series of student worksheets designed to reinforce the vocabulary, concepts and information in the Secondary Energy Infobook.
TIME
Approximately 30 minutes per topic for the students to read the selected infosheet and complete the worksheets.
SKILLS
PROCEDURE
Step One-Preparation Decide which infosheets and worksheets you will use with your class.
Obtain class sets of Secondary Energy Infobooks, make copies of the infosheets and accompanying worksheets, or download from www.need.orglguides.htm.
Many other NEED activities also reinforce and synthesize the information in the infobooks, such as Energy Jeopardy, Great Energy Debate Game, ransparent Energy, Mission Possible, and Energy Enigma.
Step Two-Procedure Distribute one infosheet and worksheet to each student.
Have the students read the selected infosheet. Discuss the concepts and new vocabulary in the infosheet.
Have the students complete the selected worksheet.
Once students have read all of the energy source infosheets and completed the worksheet for each source, have the students complete the worksheets on pages 15-17 of the workbook. These worksheets reinforce and synthesize the information in the source infosheets. Pages 18-23 are companion worksheets to the Electricity infosheet.
Use the Evaluation Form on page 35 to evaluate the activities.
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FAMOUS NAMES IN ELECTRICITY The sentences below refer to famous scientists and inventors from The History of Electricity section of your infosheet. Read the sentence. Next, write the last name of the scientist or inventor in the squares and circles. Unscramble the letters in the circles to form the answer to the final statement.
1. First scientist to conduct an electric current by passing a magnet through copper wiring.
2. In 1895, he opened a power plant that used AC power.
3. Many people believe he discovered electricity with his famous lightning experiment.
4. Using salt water, zinc, and copper, he created the first electric cell.
5. He invented the light bulb and opened the first electric power plant.
6. The first electric power plant able to transport electricity over 200 miles.
ELECTRIC MATH Match the following numbers with the statements below. You will use each number only once. Write the numbers on the lines to the left of the statements. Next, perform the mathematical operations indicated by each statement. Write your answers on the lines to the right of the statements.
9 120 1000 1882 1879 35
1. Start with the voltage used to operate most household appliances.
2. Divide this number by the cost, in cents, of a kilowatt-hour of electricity = (Round number to nearest tenth.)
3. Multiply this number by the average efficiency of a power plant = (Round number to nearest tenth.)
4. Add to this number the year the light bulb was invented = (Record this number to nearest tenth.)
5. Divide this number by the number of watts in one kilowatt = (Round number to nearest tenth.)
6. Multiply this number by the year Edison started his power plant = (Record your answer to nearest tenth.)
ANSWER
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PAGE 30 Secondary Activities © 2007 THE NEED PROJECT PO BOX 10101 MANASSAS, VA 20108 1-800-875-5029
turned into ethanol and mixed with
gasoline to make gasohol
vehicles
diesel fuel
*burned to make heat to
manufacture products
products
manufacture products
products and as a feedstock
*burned to make heat to
manufacture products
burned to heat homes; converted to biogas to heat homes
burned to heat homes
used in geothermal exchange systems to heat and cool homes
burned to heat homes and
commercial buildings
heat homes
homes, barns, and buildings
(biogas)
lights
provides daylighting
produce electricity
electricity
electricity
*converted into electricity with PV
cells
electricity
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State: Grade Level: Number of Students:
1. Did you conduct the entire activity?
2. Were the instructions clear and easy to follow?
3. Did the activity meet your academic objectives?
4. Was the activity age appropriate?
5. Were the allotted times sufficient to conduct the activity?
6. Was the activity easy to use?
7. Was the preparation required acceptable for the activity?
8. Were the students interested and motivated?
9. Was the energy knowledge content age appropriate?
10. Would you use the activity again?
How would you rate the activity overall (excellent, good, fair, poor)?
Yes No
Yes No
Yes No
Yes No
Yes No
Yes No
Yes No
Yes No
Yes No
Yes No
How would your students rate the activity overall (excellent, good, fair, poor)?
What would make the activity more useful to you?
Other Comments:
Please fax or mail to: NEED Project PO Box 10101
Manassas, VA 20108 FAX: 1-800-847-1820
© 2007 THE NEED PROJECT PO BOX 10101 MANASSAS, VA 20108 1-800-875-5029 Secondary Activities PAGE 35
N££D National Sponsors and Partners American Association of Blacks in Energy
American Electric Power American Electric Power Foundation
American Petroleum Institute
AWAKE
BP Alaska
BP Solar Bureau of Land Management- U.S. Department of the Interior
C&E Operators
Cape Cod Cooperative Extension
Center for the Advancement of Process Technology-College of the Mainland-TX
Chesapeake Public Schools-VA
Cypress-Fairbanks Independent School District-TX
David Sorenson
Devon Energy
U.S. Department of Energy
Equitable Resources
FMC Technologies
Illinois Department of Commerce and Economic Opportunity
Independent Petroleum Association of America
Independent Petroleum Association of NM
Indiana Community Action Association
Indianapolis Power and Light Interstate Renewable Energy Council
Iowa Energy Center Kentucky Clean Fuels Coalition
Kentucky Office of Energy Policy
Kentucky Oil and Gas Association
Kentucky Propane Education & Research Council
Kentucky River Properties LLC
Marathon Oil Company
Michigan Energy Office
Minerals Management Service- U.S. Department of the Interior
Mississippi Development Authority- Energy Division
Nabors Alaska
NASA Educator Resource Center-WV
National Association of State Energy Officials
National Association of State Universities and Land Grant Colleges
National Biodiesel Board
National Hydropower Association
New York Power Authority
Northern Indiana Public Service Company- NIPSCO
Nebraska Public Power District New Mexico Oil Corporation
New Mexico Landman's Association
Noble Energy
Offshore Technology Conference
Pacific Gas and Electric Company
Petroleum Equipment Suppliers Association
RSA Engineering
Roswell Geological Society
Saudi Aramco
Schlumberger SchoolDude.com
Snohomish County Public Utility District-WA
Society of Petroleum Engineers
Tennessee Department of Economic and Community Development
Texas Education Service Center-Region III
Toyota
United Illuminating Company
U.S. Department of Agriculture- Biodiesel Education Program
U.S. Department of Energy
Technologies
Virgin Islands Energy Office
Virginia Department of Education
Xcel Energy
Yates Petroleum
The NEED Project PO Box 10101 Manassas, VA 20108 1-800-875-5029 www.NEED.org
Teacher Guide
Student Worksheets
Answer Sheets
Evaluation Form
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Owner: NEED
This educational material is brought to you by the U.S. Department of Energy’s
Office of Energy Efficiency and Renewable Energy.
SfCONDARY INfOBOOI ACTIVITIfS A dompanion workbook to the Sedondary fnergy Infobooks: adtivities to reinforde general energy information and fadts about the energy sourdes.
GRDf LfVfL Secondary
SUBJfCT RfS Science
Constance Beatty, Kankakee, IL Sara Brownell, Canyon Country, CA
Amy Constant, Raleigh, NC Joanne Coons, Clifton Park, NY Regina Donour, Whitesburg, KY
Darren Fisher, Houston, TX Deborah Fitton, Cape Light Compact, MA
Linda Fonner, New Martinsville, WV Melanie Harper, Odessa, TX Linda Hutton, Kitty Hawk, NC
Barbara Lazar, Albuquerque, NM Robert Lazar, Albuquerque, NM Hallie Mills, Bonney Lake, WA
Mollie Mukhamedov, Port St. Lucie, FL Don Pruett, Sumner, WA Larry Richards, Eaton, IN Barry Scott, Stockton, CA
Joanne Spaziano, Cranston, RI Gina Spencer, Virginia Beach, VA Tom Spencer, Chesapeake, VA Nancy Stanley, Pensacola, FL
Scott Sutherland, Providence, RI Robin Thacker, Henderson, KY Bob Thompson, Glen Ellyn, IL Doris Tomas, Rosenberg, TX
Patricia Underwood, Anchorage, AK Jim Wilkie, Long Beach, CA
Carolyn Wuest, Pensacola, FL
Wayne Yonkelowitz, Fayetteville, WV
NEED Mission Statement The mission of the NEED Project is to promote an energy conscious and educated society by
creating effective networks of students, educators, business, government and community leaders to design and deliver objective, multi-sided energy education programs.
Teacher Advisory Board Vision Statement In support of NEED, the national Teacher Advisory Board (TAB) is dedicated to developing
and promoting standards-based energy curriculum and training.
TABLf Of CONTfNTS Correlations to National Science Standards ................... 4 Teacher Guide ............................................................ 8 Student Worksheets ............................................... 9-23 Answer Sheets ..................................................... 24-34 Evaluation Form.........................................................35
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INT = Intermediate National Science Content Standards (Grades 5-B)
INT-B: 3.a Energy is a property of many substances and is associated with heat, light, electricity, mechanical motion, sound, nuclei, and the nature of a chemical.
INT-B: 3.b Energy is transferred in many ways.
INT-B: 3.c Heat moves in predictable ways, flowing from warmer objects to cooler ones, until both reach the same temperature.
INT-B: 3.d Light interacts with matter by transmission (including refraction), absorption, or scattering (including reflection).
INT-B: 3.e Electrical circuits provide a means of transferring electrical energy.
INT-B: 3.f In most chemical and nuclear reactions, energy is transferred into or out of a system. Heat, light, mechanical motion, or electricity might all be involved in such transfers.
INT-B: 3.g The sun is the major source of energy for changes on the earth's surface. The sun loses energy by emitting light. A tiny fraction of that light reaches earth, transferring energy from the sun to the earth. The sun's energy arrives as light with a range of wavelengths.
INT-C: 4.a For ecosystems, the major source of energy is sunlight. Energy entering ecosystems as sunlight is transferred by producers into chemical energy through photosynthesis. The energy then passes from organism to organism in food webs.
INT-D: i.a The solid earth is layered with a lithosphere; hot, convecting mantle; and dense, metallic core.
INT-D: i.b Water, which covers the majority of the earth's surface, circulates through the crust, oceans, and atmosphere in what is known as the water cycle.
INT-D: 2.a Gravity governs the motion in the solar system. Gravity explains the phenomenon of the tides.
INT-D: 2.b The sun is the major source of energy for phenomena on the earth's surface, such as growth of plants, winds, ocean currents, and the water cycle.
INT-E: 2.c Technological solutions are temporary and have side effects. Technologies cost, carry risks, and have benefits.
INT-E: 2.d Many different people in different cultures have made and continue to make contributions to science and technology.
INT-E: 2.e Science and technology are reciprocal. Science helps drive technology, as it asks questions that demand more sophisticated instruments and provides principles for better instrumentation and technique. Technology is essential to science, because it provides instruments and techniques that enable observations of objects and phenomena that are otherwise unobservable due to quantity, distance, location, size, and/or speed.
INT-E: 2.f Perfectly designed solutions do not exist. All technological solutions have trade-offs, such as safety, cost, efficiency, and appearance. Risk is part of living in a highly technological world. Reducing risk often results in new technology.
INT-E: 2.g Technological designs have constraints. Some constraints are unavoidable, such as properties of materials, or effects of weather and friction. Other constraints limit choices in design, such as environmental protection, human safety, and aesthetics.
INT-F: i.a Food provides energy and nutrients for growth and development.
INT-F: i.b Natural environments may contain substances that are harmful to human beings. Maintaining environmental health involves establishing or monitoring quality standards related to use of soil, water, and air.
INT-F: 2.b Causes of environmental degradation and resource depletion vary from region to region and from country to country.
INT-F: 3.a Internal and external processes of the earth system cause natural hazards, events that change or destroy human and wildlife habitats, damage property, and harm or kill humans.
INT-F: 3.b Human activities can induce hazards through resource acquisition, urban growth, land-use decisions, and waste disposal.
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INT-F: 3.c Hazards can present personal and societal challenges because misidentifying the change or incorrectly estimating the rate and scale of change may result in either too little attention and significant human costs or too much cost for unneeded preventive measures.
INT-F: 4.b Students should understand the risks associated with natural hazards, chemical hazards, biological hazards, social hazards, and personal hazards.
INT-F: 4.c Students can use a systematic approach to thinking critically about risks and benefits.
INT-F: 4.d Important personal and social decisions are made based on perceptions of benefits and risks.
INT-F: 5.a Science influences society through its knowledge and world view. The effect of science on society is neither entirely beneficial nor entirely detrimental.
INT-F: 5.b Societal challenges often inspire questions for scientific research, and societal priorities often influence research priorities.
INT-F: 5.c Technology influences society through its products and processes. Technological changes are often accompanied by social, political, and economic changes that can be beneficial or detrimental to individuals and to society. Social needs, attitudes, and values influence the direction of technological development.
INT-F: 5.d Science and technology have contributed enormously to economic growth and productivity among societies and groups within societies.
INT-F: 5.e Science cannot answer all questions and technology cannot solve all human problems or meet all human needs. Students should appreciate what science and technology can reasonably contribute to society and what they cannot do. For example, new technologies often will decrease some risks and increase others.
INT-G: 2.c It is normal for scientists to differ with one another about the interpretation of new evidence. It is part of scientific inquiry to evaluate the results and explanations of other scientists. As scientific knowledge evolves, major disagreements are eventually resolved through such interactions between scientists.
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SEC Secondary National Science Content Standards (Grades 9-12)
SEC-B: i.a Matter is made of minute particles called atoms, which are composed of even smaller components. These components have measurable properties, such as mass and electrical charge.
SEC-B: i.b Each atom has a positively charged nucleus surrounded by negatively charged electrons. The electric force between the nucleus and electrons holds the atom together.
SEC-B: i.c The atom's nucleus is composed of protons and neutrons, which are much more massive than electrons. When an element has atoms that differ in the number of neutrons, these atoms are called isotopes of the element.
SEC-B: i.f Fission is the splitting of a large nucleus into smaller pieces.
SEC-B: i.g Fusion is the joining of two nuclei at extremely high temperature and pressure and is the process responsible for the energy of the sun and other stars.
SEC-B: i.h Radioactive isotopes are unstable and undergo spontaneous nuclear reactions, emitting particles and/or wavelike radiation.
SEC-B: 2.e Carbon atoms can bond to one another in chains, rings, and branching networks to form a variety of structures, including synthetic polymers, oils, and the large molecules essential to life.
SEC-B: 3.b Chemical reactions may release or consume energy. Some reactions, such as the burning of fossil fuels, release large amounts of energy by losing heat and by emitting light.
SEC-B: 3.c Light can initiate many chemical reactions such as photosynthesis and the evolution of urban smog.
SEC-B: 3.d A large number of important reactions involve the transfer of electrons or hydrogen ions. In other reactions, chemical bonds are broken by heat or light to form very reactive radicals with electrons ready to form new bonds. Radical reactions control many processes such as the presence of ozone and greenhouse gases in the atmosphere, burning and processing of fossil fuels, the formation of polymers, and explosions.
SEC-B: 4.c The electrical force is a universal force that exists between two charged objects.
SEC-B: 4.e Electricity and magnetism are two aspects of a single electromagnetic force. Moving electric charges produce magnetic forces, and moving magnets produce electric forces.
SEC-B: S.a The total energy of the universe is constant. Energy can be transferred by collisions in chemical and nuclear reactions, by light waves and other radiations, and in many other ways. However, it can never be destroyed. As these transfers occur, the matter involved becomes steadily less ordered.
SEC-B: S.b All energy can be considered either kinetic energy--the energy of motion; potential energy--which depends on relative position; or energy contained by a field, such as electromagnetic waves.
SEC-B: 5.c Heat consists of random motion and the vibrations of atoms, molecules, and ions. The higher the temperature, the greater the atomic or molecular motion.
SEC-B: S.d Everything tends to become less organized and less orderly over time. Thus, in all energy transfers, the overall effect is that the energy is spread out uniformly. Examples are the transfer of energy from hotter to cooler objects by conduction, radiation, or convection and the warming of our surroundings when we burn fuels.
SEC-B: G.a Waves, including sound and seismic waves, waves on water, and light waves, have energy and can transfer energy when they interact with matter.
SEC-B: 6.d In some materials, such as metal, electrons flow easily, whereas in insulating materials such as glass, they can hardly flow at all.
SEC-C: i.a Plants and many microorganisms use solar energy to combine molecules of carbon dioxide and water into complex, energy rich organic compounds and release oxygen to the environment. This photosynthesis provides a vital connection between the sun and the energy needs of living systems.
SEC-C: 4.b Energy flows through ecosystems in one direction, from photosynthetic organisms to herbivores to carnivores to decomposers.
SEC-C: 4.c Humans modify ecosystems as a result of population growth, technology, and consumption. Human destruction of habitats through harvesting, pollution, atmospheric changes, and other factors is threatening global stability, and if not addressed, ecosystems will be irreversibly affected.
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SEC-C: 5.a All matter tends toward more disorganized states. Living systems require a continuous input of energy to maintain their chemical and physical organizations.
SEC-C: S.b The energy for life primarily derives from the sun. Plants capture energy by absorbing light and using it to form strong chemical bonds. The energy stored in the bonds (chemical energy) can be used as sources of energy for life processes.
SEC-C: 5.c The chemical bonds of food molecules contain energy. Energy is released when the bonds are broken and new compounds with lower energy bonds are formed.
SEC-C: 5.e As matter and energy flows through different levels of organization of living systems--cells, organs, organisms, communities--and between living systems and the physical environment, chemical elements are recombined in different ways. Each recombination results in storage and dissipation of energy into the environment as heat. Matter and energy are conserved in each change.
SEC-D: i.a Earth systems have internal and external sources of energy, both of which create heat. The sun is the major external source of energy. Two primary sources of internal energy are the decay of radioactive isotopes and the gravitational energy from the earth's original formation.
SEC-D: i.b The outward transfer of earth's internal heat drives convection circulation in the mantle.
SEC-D: i.c Heating of earth's surface and atmosphere by the sun drives convection within the atmosphere and oceans, producing winds and ocean currents.
SEC-D: i.d Global climate is determined by energy transfer from the sun at and near the earth's surface.
SEC-D: 4.a Stars produce energy from nuclear reactions, primarily the fusion of hydrogen to form helium.
SEC-F: 3.a Human populations use resources in the environment to maintain and improve their existence.
SEC-F: 3.b The earth does not have infinite resources; increasing human consumption places severe stress on the natural processes that renew some resources, and depletes those resources that cannot be renewed.
SEC-F: 3.c Humans use many natural systems as resources. Natural systems have the capacity to reuse waste but that capacity is limited. Natural systems can change to an extent that exceeds the limits of organisms to adapt naturally or humans to adapt technologically.
SEC-F: 4.a Natural ecosystems provide an array of basic processes that affect humans. Those processes include maintenance of the quality of the atmosphere, generation of soils, control of the hydrologic cycle, disposal of wastes, and recycling of nutrients. Humans are changing many of these basic processes, and the changes may be detrimental to humans.
SEC-F: 4.b Materials from human societies affect both physical and chemical cycles of the earth.
SEC-F: 4.c Many factors influence environmental quality. Factors that students might investigate include population growth, resource use, population distribution, overconsumption, the capacity of technology to solve problems, poverty, the role of economic, political, and religious views, and different ways humans view the earth.
SEC-F: S.b Human activities can enhance potential for hazards. Acquisition of resources, urban growth, and waste disposal can accelerate rates of natural change.
SEC-F: 5.c Some hazards are rapid and spectacular, others are slow and progressive.
SEC-F: 5.d Natural and human-induced hazards present the need for humans to assess potential danger and risk. Many changes in the environment designed by humans bring benefits to society, as well as cause risks. Students should understand the costs and trade-offs of various hazards--ranging from those with minor risk to a few people to major catastrophes with major risk to many people.
SEC-F: 6.b Understanding basic concepts and principles of science and technology should precede active debate about the economics, policies, politics, and ethics of various science and technology related challenges. However, understanding science alone will not resolve local, national, and global challenges.
SEC-F: 6.c Individuals and society must decide on proposals involving new research and the introduction of new technologies into society.
SEC-F: 6.d Humans have a major effect on other species.
SEC-G: i.a Individuals and teams contribute to the scientific enterprise.
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Teacher Guide BACKGROUND
Secondary Infobook Activities is a series of student worksheets designed to reinforce the vocabulary, concepts and information in the Secondary Energy Infobook.
TIME
Approximately 30 minutes per topic for the students to read the selected infosheet and complete the worksheets.
SKILLS
PROCEDURE
Step One-Preparation Decide which infosheets and worksheets you will use with your class.
Obtain class sets of Secondary Energy Infobooks, make copies of the infosheets and accompanying worksheets, or download from www.need.orglguides.htm.
Many other NEED activities also reinforce and synthesize the information in the infobooks, such as Energy Jeopardy, Great Energy Debate Game, ransparent Energy, Mission Possible, and Energy Enigma.
Step Two-Procedure Distribute one infosheet and worksheet to each student.
Have the students read the selected infosheet. Discuss the concepts and new vocabulary in the infosheet.
Have the students complete the selected worksheet.
Once students have read all of the energy source infosheets and completed the worksheet for each source, have the students complete the worksheets on pages 15-17 of the workbook. These worksheets reinforce and synthesize the information in the source infosheets. Pages 18-23 are companion worksheets to the Electricity infosheet.
Use the Evaluation Form on page 35 to evaluate the activities.
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FAMOUS NAMES IN ELECTRICITY The sentences below refer to famous scientists and inventors from The History of Electricity section of your infosheet. Read the sentence. Next, write the last name of the scientist or inventor in the squares and circles. Unscramble the letters in the circles to form the answer to the final statement.
1. First scientist to conduct an electric current by passing a magnet through copper wiring.
2. In 1895, he opened a power plant that used AC power.
3. Many people believe he discovered electricity with his famous lightning experiment.
4. Using salt water, zinc, and copper, he created the first electric cell.
5. He invented the light bulb and opened the first electric power plant.
6. The first electric power plant able to transport electricity over 200 miles.
ELECTRIC MATH Match the following numbers with the statements below. You will use each number only once. Write the numbers on the lines to the left of the statements. Next, perform the mathematical operations indicated by each statement. Write your answers on the lines to the right of the statements.
9 120 1000 1882 1879 35
1. Start with the voltage used to operate most household appliances.
2. Divide this number by the cost, in cents, of a kilowatt-hour of electricity = (Round number to nearest tenth.)
3. Multiply this number by the average efficiency of a power plant = (Round number to nearest tenth.)
4. Add to this number the year the light bulb was invented = (Record this number to nearest tenth.)
5. Divide this number by the number of watts in one kilowatt = (Round number to nearest tenth.)
6. Multiply this number by the year Edison started his power plant = (Record your answer to nearest tenth.)
ANSWER
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' ' ' © 2007 THE NEED PROJECT PO BOX 10101 MANASSAS, VA 20108 1-800-875-5029 Secondary Activities PAGE 7
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©
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PAGE 30 Secondary Activities © 2007 THE NEED PROJECT PO BOX 10101 MANASSAS, VA 20108 1-800-875-5029
turned into ethanol and mixed with
gasoline to make gasohol
vehicles
diesel fuel
*burned to make heat to
manufacture products
products
manufacture products
products and as a feedstock
*burned to make heat to
manufacture products
burned to heat homes; converted to biogas to heat homes
burned to heat homes
used in geothermal exchange systems to heat and cool homes
burned to heat homes and
commercial buildings
heat homes
homes, barns, and buildings
(biogas)
lights
provides daylighting
produce electricity
electricity
electricity
*converted into electricity with PV
cells
electricity
' '
'
©
E 33
' ' '
State: Grade Level: Number of Students:
1. Did you conduct the entire activity?
2. Were the instructions clear and easy to follow?
3. Did the activity meet your academic objectives?
4. Was the activity age appropriate?
5. Were the allotted times sufficient to conduct the activity?
6. Was the activity easy to use?
7. Was the preparation required acceptable for the activity?
8. Were the students interested and motivated?
9. Was the energy knowledge content age appropriate?
10. Would you use the activity again?
How would you rate the activity overall (excellent, good, fair, poor)?
Yes No
Yes No
Yes No
Yes No
Yes No
Yes No
Yes No
Yes No
Yes No
Yes No
How would your students rate the activity overall (excellent, good, fair, poor)?
What would make the activity more useful to you?
Other Comments:
Please fax or mail to: NEED Project PO Box 10101
Manassas, VA 20108 FAX: 1-800-847-1820
© 2007 THE NEED PROJECT PO BOX 10101 MANASSAS, VA 20108 1-800-875-5029 Secondary Activities PAGE 35
N££D National Sponsors and Partners American Association of Blacks in Energy
American Electric Power American Electric Power Foundation
American Petroleum Institute
AWAKE
BP Alaska
BP Solar Bureau of Land Management- U.S. Department of the Interior
C&E Operators
Cape Cod Cooperative Extension
Center for the Advancement of Process Technology-College of the Mainland-TX
Chesapeake Public Schools-VA
Cypress-Fairbanks Independent School District-TX
David Sorenson
Devon Energy
U.S. Department of Energy
Equitable Resources
FMC Technologies
Illinois Department of Commerce and Economic Opportunity
Independent Petroleum Association of America
Independent Petroleum Association of NM
Indiana Community Action Association
Indianapolis Power and Light Interstate Renewable Energy Council
Iowa Energy Center Kentucky Clean Fuels Coalition
Kentucky Office of Energy Policy
Kentucky Oil and Gas Association
Kentucky Propane Education & Research Council
Kentucky River Properties LLC
Marathon Oil Company
Michigan Energy Office
Minerals Management Service- U.S. Department of the Interior
Mississippi Development Authority- Energy Division
Nabors Alaska
NASA Educator Resource Center-WV
National Association of State Energy Officials
National Association of State Universities and Land Grant Colleges
National Biodiesel Board
National Hydropower Association
New York Power Authority
Northern Indiana Public Service Company- NIPSCO
Nebraska Public Power District New Mexico Oil Corporation
New Mexico Landman's Association
Noble Energy
Offshore Technology Conference
Pacific Gas and Electric Company
Petroleum Equipment Suppliers Association
RSA Engineering
Roswell Geological Society
Saudi Aramco
Schlumberger SchoolDude.com
Snohomish County Public Utility District-WA
Society of Petroleum Engineers
Tennessee Department of Economic and Community Development
Texas Education Service Center-Region III
Toyota
United Illuminating Company
U.S. Department of Agriculture- Biodiesel Education Program
U.S. Department of Energy
Technologies
Virgin Islands Energy Office
Virginia Department of Education
Xcel Energy
Yates Petroleum
The NEED Project PO Box 10101 Manassas, VA 20108 1-800-875-5029 www.NEED.org
Teacher Guide
Student Worksheets
Answer Sheets
Evaluation Form
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