Renewable Energy

Objectives

By the time my students reach their maturity, knowledge and acceptance of renewable and alternative energy solutions will be essential, even in Houston, Texas, the so called "Energy Capital of the World". My seventh grade Texas History classes study the emergence of the petroleum industry in Texas, the products it produces, and its importance to the economy of Texas and the nation. We also consider career options provided by this industry which is the biggest employer in the Houston area. This unit will provide a continuum to that study. An objective of this unit is to apply concepts that they have already learned in their science classes to the application of architectural alternatives using solar energy for living on and off of the grid. Examples of this would be transference of energy, thermal mass, the seasonal position of the earth in relationship to the sun, basic electricity, and the environmental impact of CO ₂ emissions on the environment. Another objective is to continue with an ongoing goal to expose students to new professional options in a changing marketplace. We will focus on examples of how individuals can impact the need for change and the global implications of that change.

At least one-third of the world's population does not have access to electricity. Exponential human population growth and the accompanying increase in energy consumption by developing nations is expected to cause global temperatures to increase between 2 and 5.8 degrees C over the coming century, according to the Intergovernmental Panel on Climate Change report issued in 2001 [1]. A change of a few degrees may not seem that drastic. But this type of temperature increase does not appear to have occurred during the human habitation of the earth. These changes will impact our planet's weather throughout the Earth's ecosystems. Increased levels of drought, flooding, and storms as well as the impact of melting glaciers and changes in temperature will impact every continent. Therefore, a new way of thinking about energy efficiency, affordability and alternatives is necessary within our society. An informed public can encourage the growth and use of energy alternatives. What can we do at a personal level? Another objective of this unit is to have my students begin a dialogue centered on these issues.

This unit is aimed at 7 ^th grade, second language learners. Before beginning this unit, my students will have viewed and studied Al Gore's video, An Inconvenient Truth. This will prepare them for understanding why it is not enough that we conserve energy. They will have considered the necessity for renewable and varying sources of energy. I expect my students to become knowledgeable about new ideas, so that as adults they will be prepared to encourage and accept alternative energy solutions. The objective of this unit is not to teach new construction methods or delve into highly technical explanations of solar energy processes. I suggest that teachers of higher level classes involving technology, engineering, architecture, or construction read the books listed in the bibliography. They are interesting and full of valuable information, specifications, and worksheets. These areas are too broad a topic for this unit which is intended to grab the attention of students and prepare them to accept new innovations in the field of energy as it relates to architecture. The lessons I propose to create in this unit will be aimed at simpler, individually based alternatives to begin the process of creating a public willing to consider changing how we live to improve the way we live. "The key to reversing climate change is action. The key to generating clean energy is education [2]."