Energy in our Lives:
Preparing middle school students
for our energy future
Susan E. Powers, PhD, PE
Sarah Scafidi McGuire
Clarkson University
Project-Based
Learning
Partnerships
Sponsored by:
National Science Foundation
GE Foundation
ASEE Teachers Workshop
June 17, 2006
Agenda

Background




What is important to teach about
energy?
Overview, Clarkson’s outreach program
Project-Based Learning
Middle School Energy Curriculum


Introduction
Example Activities
How much do we know?
In the past ten years, has the
average miles per gallon of gasoline
used by vehicles in the U.S. …
a)
b)
c)
d)
increased
remained the same
gone down, or
has not been tracked?
We don’t know much

In 2001 - 17% of 1500 American
adults chose correct answer regarding
gasoline mileage (National Environmental Education and
Training Foundation )


Only 12% considered to have a
passing knowledge about energy
But are we asking the right
questions?


None about relationship between fossil
fuel consumption and CO2 emissions
None about depletion of natural resources
Key issues in our current energy “crisis”

World demand for energy is growing

Supplies of fossil fuels are finite



Point at which rate of supply
decreases imminent
Carbon dioxide concentrations in
the atmosphere are increasing
above and levels seen in history
Climate is affected – polar ice caps
and glaciers
World Total Primary Energy Supply
(million tons - oil equivalents)
10000
8000
6000
4000
2000
0
1975
Coal
Hydro
1980
Oil
1985
1990
1995
Gas
Combustible renewables and wastes
2000
Nuclear
Hubbert’s Peak Oil Model
Contiguous USA, 1900 - 2004
10
Million Barrels per day
Hubbert’s prediction
5
Actual production
Price per Barrel
0
1900
1920
1940
1960
1980
2000
Consequences when pass the “peak”


Demand
exceeds supply
Prices for
energy and all
other goods and
services
Conflict
Demand
Production rate

Deficit
Supply
Year
~ now-30 yrs, oil
~20-50 yr, NG
Mauna Loa, Hawaii
Northern Hemisphere
Sea Ice Extent
(1979 versus 2003)
Image courtesy of NASA-Goddard Space
Flight Center
Our students will be
affected by energy in
their lives
Clarkson University Project-Based
Learning Partnership Program



Funded by GK-12 Program, NSF
Trained graduate and
undergraduate STEM majors work in
partnership with teachers
Bring relevant problem solving units
to students


engage and excite them about STEM
disciplines
increase science content knowledge
and literacy
Vision
Students will learn more and become more
interested in math, science and engineering if they:




understand the relevance of
what they are learning
are actively involved with the
learning process
understand that these subjects
will help them solve problems
that are import to their
community
work with MST mentors from
local Universities
Program Overview

GK-12 program,





6 years
11 school districts in rural
Northern NY
3-week summer training
16-19 Graduate and Advanced Undergraduate
MSE teaching fellows
Work in partnership with local MST teacher


Prepare standards-based, project-oriented curricular
materials – environmental engineering topics
Teach 2-3 x/week at local middle/high school
Why “Project-Based” ?




Engages students as
stakeholders in
learning
Enables student
learning in relevant
and connected ways
Challenges students to learn at deeper levels
More authentically employs the thinking skills
and methods required for MST careers
Torp and Sage, Problems as Possibilities, 2002
Ways to think about “literacy”
Capacity
Bloom’s Taxonomy
Application
Ways of
thinking
Knowledge
Knowledge
Comprehension
Analysis
Synthesis
Evaluation
Technically Speaking, Nat’l Academy of Engineers, 2002
Teaching / Learning Strategies
Lecture
Teacher – Expert, deliverer of information
Students – Inactive, receive knowledge, apply on test
Problem-Centered Learning
Moderately structured problem
Teacher – translates problem to student’s world, explicitly
teaches related content
Students – Active, evaluates resources, defines solutions
Teacher – Coaches students through ill-posed problem
Students – Active, investigates and solves the problem
Problem-Based Learning
Torp and Sage, Problems as Possibilities, 2002
Example Problem
Problem: Select an energy
solution to reduce home power
used from the grid
A systems-based approach




Energy in our lives
Energy sources
Energy systems
Design and
Communication
Problem Solving Approach
Design system
to reduce home’s grid
energy consumption
by 50%
Describe the
problem
1
Present results
Discuss/debate options
Tradeoffs/decisions
Describe the
results you want
Evaluate results and
make necessary
changes
2
7
Reenter the
design spiral at
any step to revise
as necessary
Implement the
solution
6
3
Gather
information
Design, build test
Physical models
5
Choose the best
solution
4
What is energy?
Energy consumption
Energy sources/
conversion
Think of solutions
Energy conservation,
Alternative energy systems
Energy Curriculum
Topics Addressed

The Energy Problem

Problem Solving

Energy Basics

Renewable vs.
Nonrenewable

Energy Conservation

Energy Forms, States,
and Conversions

Energy Sources and
Systems

Energy Efficiency
Curriculum includes:
 Units
 Lesson Plans
 Activities
 Assessment
Arranged for
 Science
 Technology
 Integrated ST
Major Concepts
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Laws of thermodynamics…
Energy needs to be converted to be useful
The environment will be impacted …
Design must take into account the efficiencies of the
process as well as impacts.
Slowing use of nonrenewable forms of energy…
Systems are designed from interrelated parts …
Energy systems have evolved…
The choice among energy systems requires trade
offs…
A problem solving method ...
There are several steps in a design process …
% students scoring 3-4 on NYS exam
Does it Work?
110
Math 8 - our classes
100
90
Math 8 - control
Science 8 - our classes
Science 8 - control
80
70
60
50
40
30
20
AY99
AY00
AY01
AY02
AY03
AY04
AY05
Understanding our current
Energy Situation
“The fact that [the fellows] were actually studying this stuff in
the field was good. It’s a different experience than just
reading from a textbook.”
“This project really opened my eyes to our energy problems.”
“I feel like I now have a basic understanding of the issues…
and would be able to make an intelligent, informed vote….”
“We weren’t just reading facts anymore, but instead putting
what we learned to use… not only did I just learn more, but
it also changed my opinions a bit and made me aware of
the damage we are doing to our environment.”
Passion in the classroom…
For more information…

Susan Powers



sep@clarkson.edu
315-268-6542
Office of Educational Partnerships


sscafidi@clarkson.edu
315-268-3791
Examples Covered Today

The Energy Problem


Forms, States and Conversions


Household items
Energy Conservation


Energy Choices game
Light bulbs
Energy Efficiency

Lego Energy Efficiency
Lesson Plan: The Energy Problem

Concepts
 Energy is a critical resource that is used in all
aspects of our daily lives.
 Currently, society depends upon nonrenewable
energy resources, mainly fossil fuels.
 The world’s supply of nonrenewable resources
is limited and their use can negatively affect
our environment and economy.
 Our personal choices will affect the future of
the world’s energy.
 Making smart energy decisions today will prove
beneficial later.
Lesson Plan: The Energy Problem

Key Questions
 How do our individual energy choices
affect the global energy problem?
 How would your life be different if the
amount of energy available for use is
drastically reduced?
 Is our supply of energy infinite or finite?
 What are some choices you can make
that help alleviate the energy problem?
“Energy Choices”
Patterned after game “Life”
House and car defined
Pay gasoline and home
energy bills
Choices made along way, e.g.,
• Add insulation
• Buy air conditioner
• Trade in car
Lesson Plan: Forms, States, and
Conversions

Concepts
 Energy can be neither created nor destroyed, but converted from
one form to another. This can be represented as the first law of
thermodynamics.
 Energy can be classified by its form or state.
 Energy is stored in a variety of ways and must be released to do
useful work
 The five forms of energy are: …
 The two states of energy are …
 Energy can be converted to useful forms by various means.
 Energy and its conversion between forms can be expressed
quantitatively.
 When converting energy, a significant fraction of that energy can
be lost from the system
Lesson Plan: Forms, States, and
Conversions

Key Questions
 Can energy be transformed/converted
from one form to another?
 What types of conversion processes can
be used to convert energy into a more
usable form?
 What forms of energy losses can occur
during an energy conversion?
 How is heat related to combustion?
 How can energy conversions be modeled
with block diagrams?
Lesson Plan: Energy Conservation

Concepts
 Energy conservation can be defined as the
protection, preservation, management, or
restoration of our energy resources.
 Conservation is one of the ways we can
reduce energy use, thus reducing … the
negative effects felt from the burning of
these fuels.
 Conservation methods include modifications
to our daily behaviors and choosing energy
conscious products.
Lesson Plan: Energy Conservation

Key Questions
 What appliances use the most energy in
the average home?
 What are some ways you can conserve
energy in your home?
 What are some examples of energy
conscious products?
Light bulb efficiency
Lesson Plan: Energy Efficiency

Concepts




The efficiency of a system is defined as the
ratio of the output energy (or power) to the
input energy (or power). These can be
measured and calculated.
The second law of thermodynamics can
describe the energy that cannot be captured
and used by humans.
The efficiency of a system will decrease as the
number of energy conversions increases.
A goal of technology is to increase efficiency
both directly and indirectly.
Lesson Plan: Energy Efficiency

Key Questions




What is the value in finding a use for energy
by-products and where might you find uses for
them?
If each energy conversion decreases the
efficiency, why do we convert the energy
several times before we use it?
What are the main causes of inefficiency?
How can we improve a system’s efficiency?