Energy, Environment, and Health

Student Projects

The acquisition of content background as outlined below is at best tantamount to the research and investigations to be performed by students during this unit. The instructional strategies and the student activities within the classroom will support their individual and group work on both a Personal Energy Consumption Inventory and a School-Wide Energy Audit.

Individual Assignment: Personal Energy Consumption Inventory

As part of the introductory set to the Content Background, students will be asked to investigate and analyze their own energy consumption and habits. This could be the very first task that students are asked to complete before direct instruction on the unit's Content Background formally begins.

The first independent activity for students is a personal Energy Consumption/Habits Inventory to identify what activities in their daily routines rely on energy (electricity, food, hygiene, transportation, work/school, and leisure/recreation). The Energy Inventory is designed for students to evaluate their behavioral habits that have the potential for change in an effort to conserve energy resource consumption. Students will qualify their habits by type of activity/description and quantify their energy consumption in terms of hours of charging required by the device; number of appliances plugged into outlets must be listed, with make and model numbers.

The classroom follow up analysis of their data will allow for estimated energy/resource consumption in a typical day. As per classroom activities, data will be pooled and average energy consumption per student determined, then multiplied by the number of students in Jefferson High School, the District, the County, California, and the United States to see the impact of the cumulative effects of common individual habits. Each student works individually on a personal energy conservation plan with very clear actions and pledge or conservation goal.

You must become the change you wish to see in the world. ¹⁰

Group Project: School-Wide Energy Audit

I plan on introducing a School-wide Energy Audit and conservation challenge after students have performed their own Personal Energy Inventory. Each student is part of a team assigned to (1) participating teachers and/or (2) designated sectors of campus as appropriate for the school site and grouping of students. Teams assess the power consumption (kWh) in each classroom and their assigned sector of campus to identify where energy inefficiencies are greatest, and then work out a plan for (1) teachers' classrooms and (2) the school to reduce energy consumption and improve efficiency. The group's final task is to draft a proposal for either a hypothetical or authentic campus green energy project.

Never doubt that a small group of thoughtful committed citizens can change the world. Indeed, it is the only thing that ever has. ¹¹

Hypothetical Approach

Student groups design plans for "greening" the school. Students first identify target areas that need improvements in energy efficiency (see the sectors identified below) and propose possible solutions. Case studies can be used to help students generate ideas and designs for implementing new infrastructure. Examples may include, but are not limited to, sites for additional solar panel installations, green rooftops, renovations to the transportation options and parking lot design, improved and increased recycling receptacles, and establishing school composting to complement the existing school garden boxes project.

Authentic Approach

This may be more challenging, as it requires obtaining information from the school or district accounting, as well as a clear method of quantifying the energy consumption within each sector. In the authentic approach, students will design plans to reduce their school's actual "energy budget" within the following sectors: Food (including food items and options, cafeteria facilities and practices, food service materials, and food waste); Transportation (such as school buses, student and family automobiles, faculty and staff modes of transport); and the lighting and electric consumption per classroom will be measured and evaluated by students in order to provide actions and steps to reduce the current amount. For possible solutions and action plans, see the Energy Conservation in Schools section in Appendix B: Further Resources and Readings for Students and Teachers.

The most accessible aspect of either of the above approaches will be the data collection for lighting and electrical usage in each classroom, office, and computer lab within the school. Students may identify their own workspace within the school to monitor or be assigned in groups. The initial task will be to use an electricity usage monitor to assess the consumption in the various working spaces on our school site. ¹² Students will then work in teams and in collaboration with the teacher or staff member assigned to each given workspace. The goal is to assess the initial energy consumption and then develop a plan to reduce that amount. This could be made into a competition to see whose assigned workspace reduces its electrical usage by the greatest amount.

Content Background and Sequencing

The unit will be divided into a series of instructional blocks, beginning with the most basic and fundamental science skills and concepts and progressing concurrently with instruction and data collection for the culminating project described above. The focus of the unit is an energy conservation plan developed by students in which they will utilize the background knowledge provided in the sections below. The core science concept of energy will begin the unit and will act as a springboard for a more informed and in-depth look at the various ways that objects and systems in Earth Science utilize and produce energy; and, ultimately, students will examine ways in which energy sources are utilized for the needs of human societies.

The background information below will be delivered to students in order to provide content knowledge and relevance to their own research, energy audit projects, and culminating reports. This background information may be delivered concurrently with the students' work and may serve to broaden their scope of understanding, but it will not constitute the primary objective of the unit. The background information provided below does not represent exclusive student learning objectives; rather, it is provided for limited use insofar as it is needed to assist students in accomplishing the project goals outlined in the Student Projects section above. The content background described below is also designed to meet the expectations of the Standards-based curriculum as set forth by the state as well as within our district (see Appendix A: Implementing District and State Standards).

Introduction to Energy Physics

The first topic introduced in the unit could itself be a "mini-unit" covering a general overview of Energy. For the purposes of this unit, however, it will be covered over the course of two to three days of direct instruction. Energy can be understood from an experiential point of view by virtually everyone. The ways in which we may describe energy may range from running around the track and kicking a soccer ball to boiling water, turning on the lights, and re-charging our mobile electronic devices. But, these are all ways in which energy is used or converted from one form to another. The definition of energy given by classical physics is the ability of an object or system to do work on another object or system. ¹³ Here it will probably be helpful to define or discuss with students what is meant by the terms "object" and "system." Additionally, a small amount of instruction on how work is defined could also be provided; however, as this is not the emphasis of the unit or even within the scope of the course curriculum, it will be given only brief attention here if at all. ¹⁴

Types of Energy

Energy is not a thing, rather a condition or state of being of a thing. That energy may present in different forms often assists in students' understanding of it as a quality or characteristic of an object or system, and not the object or system itself.

The basic forms of energy include: kinetic, potential, thermal (heat), chemical, electrical, electrochemical, electromagnetic, sound, and nuclear. Only the forms of energy that I will introduce to my students will be very broadly defined here. Kinetic (also mechanical) energy is the energy possessed by an object due to its motion; this becomes significant within the unit instruction on the generation of energy by a turbine. Potential energy is the energy stored in an object due to its gravitational relationship with Earth. Thermal energy, or heat, is a result of the kinetic energy of the particles an object contains. Chemical energy can be described as a microscopic form of potential energy; chemical energy results from the electric and magnetic attractions of particles within matter, and it can be released or converted when particles are rearranged in chemical reactions. Electrical energy is the result of the flow of an electrical charge through a conductor; it exists as a result of a chain of repulsive interactions between electrons within a metal wire conductor when voltage is applied. Electrochemical energy is also a form of potential energy, such as that stored in a battery. Electromagnetic energy can be described as the energy of "light," and it travels as both a particle, called a photon, and in different wavelengths that correspond to the colors of the spectrum. Sound energy travels as compression waves through the medium of air. Nuclear energy is the result of interaction within or among atomic nuclei; this form of energy becomes significant both within the unit discussion of the use of nuclear energy to produce electricity and beyond the unit when students study the energy created within stars as well as from the Earth's core.

Converting Units of Energy

Converting among different systems and units used to measure any quantity is an important science skill for students. The following table of Common Energy Unit Conversions will be useful as either background for the teacher, a resource for students, or both. ¹⁵

Common Energy Unit Conversions

Energy in the Earth System

Energy in the Earth system will receive a general overview for the purpose of returning to this theme in future units, and ensuring that students will have the same content background, regardless of prior knowledge and science instruction. The two sources of energy driving the systems and processes of Earth are the Sun and Earth's core.

The Sun produces its own energy and this energy radiates, or moves outward in all directions from the Sun. Collectively referred to as solar radiation, the energy produced by the Sun reaches Earth in the form of thermal, or heat, energy as well as electromagnetic energy including the visible spectrum and ultra-violet (UV) radiation. It may be helpful for student understanding to address misconceptions regarding the use of the term "radiation"; many students perceive this terms as indicative of something harmful, which is not necessarily the case. Rather, radiation is the process of emitting radiant energy or the energy itself that is being radiated. Solar radiation provides the energy for all processes and systems occurring within Earth's atmosphere and at Earth's surface.

The Earth's core produces is own heat energy which is converted from the nuclear energy of spontaneous radioactive decay of isotopes within the core. This heat energy is then conducted into the mantle where it is transferred via mantle convection to the overlying lithospheric plates. The internal energy from Earth's core may ultimately be harnessed as geothermal energy. The internal heat of the planet results in volcanic activity and areas of high subsurface temperatures that create reservoirs of steam and hot water that may be used to directly drive turbines and create electricity. This and other alternative and renewable energy resources are further discussed in the section below.

Energy Resources

A resource is a raw material obtained by humans to produce or achieve necessary or desired goods or results. Energy resources are utilized for generating the power for human infrastructure and technology and, in general, make possible our "ways of life"; energy resources are what we use to cook our food, make our clothing, listen to our music, and drive to work or school. Energy resources can be broadly categorized as renewable and nonrenewable. A renewable resource is one that can be replenished within a relatively short period of time, such as months, years or decades; a renewable resource is available, accumulates or grows in a useable or harvestable quantity within the timespan of sustained use. In contrast, nonrenewable resources take millions of years to form or accumulate ¹⁶; these resources exist or are available in limited supplies or reservoirs and can be exhausted through sustained use.

Hydrocarbon Energy Sources: Nonrenewable Resources

Students will receive instruction on petroleum energy sources. They will be given definitions for each of the following: Additionally, instruction will include how and where these energy sources are formed on Earth; the extraction methods and related hazards; the production and uses of energy from fossil fuels as well as the consequences involved in said production and use; and finally a discussion of the sustainability of these energy sources should be provided.

Fossil fuels are broadly defined as any hydrocarbon that may be used as a source of energy. Fossil fuels are named such because they form over millions of years. Because fossil fuels will not be replenished within a short amount of time (namely, a human lifespan), they are considered to be nonrenewable energy resources. This makes them a topic of considerable concern and conflict among human societies. Fossil fuels include coal, oil, and natural gas.

Coal is formed when decayed plant material accumulates, is buried under more material, and is subjected to continued heat and pressure within Earth's crust. Most power plants use coal to generate electricity by burning the coal. There four stages in the development of the type of coal that is generally used to create electricity in power plants. Each stage requires more heat and pressure to transform the plant material into a metamorphic rock, called anthracite. The coal contains a large amount of energy that is released in the form of heat when it is burned, which is used to create steam and piped at high pressure to turn turbines and produce electricity. Coal has a number of drawbacks, including the hazards of mining, as well as the air pollution and acid rain that result from the high sulfur content of coal.

Petroleum (simply called oil) and natural gas also form over millions of years from the decaying remains of plants and animals buried at the bottom of ancient oceans. Chemical reactions convert this solid matter into liquid and gaseous hydrocarbons which are gradually "squeezed" out of the sedimentary rocks that contained them; water is also forced out of the rock layers with the oil and gas. The oil and gas will continue to move up within permeable rock layers, and rise above the water due to their lower density. Oil and natural gas wells are drilled into a cap rock that stops the upward movement of these materials to the surface. Oil wells can be drilled into continental or oceanic crust, and the hazards of drilling include potential injury or death to workers, as well as spills and explosions from these highly flammable, pressurized, and explosive hydrocarbons.

Alternative and Renewable Energy Sources

The terms alternative and renewable are often used synonymously. However, the term alternative could include fossil fuels that have not been in conventional or widespread use; whereas, the term renewable would not include any type of fossil fuel. A renewable energy source is one that can be replenished, harnessed, or regrown over a relatively short period of time (usually years and decades, or within a human life time). Examples of renewable energy sources include solar, wind, hydroelectric, and geothermal. Tidal power and nuclear power are also alternative energy sources that will be introduced to students in this unit.

By employing the intelligence of natural systems, we can create industry, buildings, even regional plans that see nature and commerce not as mutually exclusive but mutually coexisting. – Brad Pitt ¹⁷

Instruction returns to the topic of solar energy here within the explicit context of renewable energy resources. Solar energy is the most abundant, although not the most accessible, energy resource in all regions of the world or United States. Solar power is collected by photovoltaic cells that convert the sunlight directly into electricity. Wind energy will receive attention within the local context (there are extensive wind farms across central California; many of which the students have seen, and that experience will lend relevance to this topic). Although wind looks promising, the current technologies are in need of improvement; there is public concern over noise pollution and harm to local bird species; and the cost and objections to use of large tracts of land in populated areas hinder development of this energy resource.

Although alternative energy sources to fossil fuels exist there are myriad obstacles to their wide spread use. While solar energy is "free" and nonpolluting, the equipment used to harness this energy can be quite costly and involve materials that are toxic and not easily disposed of or recycled. Wind is in need of technological and infrastructure development. Nuclear power has very evident drawbacks (such as the toxicity exposure threat to employees and disposal of waste) and safety hazards to surrounding communities (including evacuation and emergency response and the spread and persistence of contamination), as experienced in many examples throughout human history, including the recent disaster at Fukushima. There is not going to be a "one size fits all" solution to transforming the energy industry, but employing these alternatives in viable locations should become common policy and practice. The United States has some catching up to do compared to other countries such as china and India in use of renewable energy sources. ¹⁸

Human Energy Consumption: Trends and Habits

Human energy consumption will be examined next in the unit instruction. Students will be given statistical data and analyze graphical information about trends in human energy consumption. We will look at the various ways in which humans use energy and the sectors that consume the most energy. Energy consumption by source will also be studied. See the graphs included in Appendix B: Further Resources and Readings for Students and Teachers. Skills in basic graphical analysis such as identifying trends displayed by graphs could also be supported with content specific graphs. Side by side correlation of graphical data could lead students to develop their own questions and form hypotheses, such as in the relationship between world energy consumption ¹⁹ and population growth ²⁰ as shown below.

Energy Conservation and Efficiency

Why do we need to conserve our energy sources? Answers to this question may be generated by students or given as prompts in class discussion and debate. It may be useful at this point during instruction to define the terms conservation, efficiency, and sustainability, as these are often used in discussions relating to energy consumption but rarely defined or considered independently of one another. Among the reasons to promote energy conservation and efficiency is the fact that our reliance on nonrenewable fuels may not see an easy or fast end; and, carbon emissions leading to global warming and its consequences threaten human populations as well as other species inhabiting this planet. Additionally, fossil fuels need to be used sparingly due to pollution and the risks to human health, the hazards of extraction, and the potential of these limited resources to provoke more warfare. It would be compelling for students to explore how the world will change and what challenges and solutions will arise in the face of a population that is set to exceed 9 billion by 2045. ²¹ See Appendix B: Further Resources and Readings for Students and Teachers for a sample of the Consumption Cartogram and reference information.

What is energy efficiency? This question will be answered via direct instruction and will draw on the work of Maximillian Lackner (Energy Efficiency). Students will also be led to the answer to such questions as: Where do energy inefficiencies exist and what are some strategies at the personal, local, national, and global level that may reduce these inefficiencies?

What is energy conservation? Energy conservation will be compared and contrasted with energy efficiency. Again, the strategies that may achieve energy conservation at the personal, local, national, and global level will be explored. For specific personal and institutional strategies that the students may propose and carry out, see the section on Energy Conservation in Schools in Appendix B: Further Resources and Readings for Students and Teachers.

What are the prospects for achieving a sustainable energy future? What can individual changes in habits really accomplish? What are some of the success stories (case studies, models)? Further research questions will conclude the unit's instructional aims and guide the students in framing the culminating report of their School Energy Audit.