Teaching Materials for Key Stage 3 (age 11-14)
Teaching Materials for Key Stage 3 (age 11-14)
These teaching materials are designed to support the use of the Carbon Detectives
website. They provide a foundation for understanding how energy use, travel and
food can impact on climate change and suggest ways for reducing such impact by
reducing the school’s carbon footprint.
They are mainly targeted at young people but as with all curriculum materials
teachers will have to determine how best to use the resources in relation to the age
and ability of their students.
Contents
SECTION 1
Weather & Climate
SECTION 2
Climate Change
SECTION 3
Energy & Energy Conservation
SECTION 4
Ways out of the Climate Crisis
SECTION 5
Travel
SECTION 6
Food & Nutrition
Intelligent Energy
Europe
Carbon Detectives is supported by the Intelligent Energy Europe Programme and is active across Europe.
The sole responsibility for the content of this publication lies with the authors. It does not necessarily reflect the opinion of the European Communities. The European Commission is not
responsible for any use that may be made of the information contained therein.
Teaching Materials for Key Stage 3 (age 11-14)
Story
- A version in play format has been provided at the end of this section for you to use in role playing activities.
C
ool! I think it looks really beautiful – like a piece of modern art!” Viktoria exclaims with glee and amazement at once, as she
collects her ‘Earth City Lights’ image from the printer. Her new artwork is actually a compilation of photos taken by satellites high
above the planet and showing the Earth aglow at night.
Peter is quick to notice the obvious. “I bet even an alien could tell that Europe and North America use an especially high amount of
energy.”
Viktoria seems to be in general agreement. “Yeah. Or at least that they need a lot of electricity to power all those lights. But an alien
wouldn’t really have any idea about the other forms of energy use – I mean, for traffic, heating and such – now would he?”
Peter retorts impatiently, “Yeah, yeah, I know that. But at least we agree that it shows a high degree of energy use. Whatever the case, I think it’s the
perfect photo for our ‘24 Hours without Electricity’ initiative.”
“Wow, 24 hours without electricity,” Feli can’t help but scoff at Peter. “What do you think that’s going to bring? There are 365 days in a year, so how is
one day without electricity going to help protect the climate?”
An obviously irritated Peter snaps back, “Haven’t you ever heard of awareness training? If we manage to go a full day without power at school, I think a
lot of us will become more intelligent about using electricity, at least for a while to come.”
OK I can see your point,” Feli replies, “but then we should also discuss how electricity is produced. I mean things like do we use green electricity at
school and do we even have the possibility of conserving energy at school over the long run?”
Viktoria is already planning for the day in her head. “24 hours without electricity at school means no use of computers, copiers, printers, video
recorders… Oh! And no charging of mobile phones!”
Peter adds, “And no cold drinks out of the vending machines, no warm slices of pizza at the school buffet…”
But Tom doesn’t let him finish. “Awesome! Physics and Biology by candle light. Now that sounds romantic!” A flirtatious wink at Feli accompanies Tom’s
last comment.
Link: Earth City Lights http://visibleearth.nasa.gov
“
Teaching Materials for Key Stage 3 (age 11-14)
What is Energy?
We use energy in countless different ways, such as to light up and heat our homes, to transport
ourselves and goods, to manufacture products, etc. Although we generally don’t take much
notice of it, energy is around us all the time. Indeed, we often encounter its different forms in our
daily lives, be it the warmth of a fire, the light of the Sun, the power of the wind, etc. On the other
hand, energy is not something we can see, hear, taste, smell or feel so we can only witness
signs of it – like seeing a streak of lightning in the sky or perspiring during sport.
What is the meaning of “Watt” and “kiloWatt-hour?”
Electricity is able to perform work, such as heating water. To do so it requires a certain amount
of time and power. It should be fairly obvious that a device which heats water quickly delivers
more power than one which takes longer. The standard unit for measuring power is the “watt.” Of
course, we must pay the power company for the energy it delivers to us. As a result, each home
is equipped with an electricity meter which indicates how much electrical power (in watts) we
use during the time that our devices are running (in hours, or “h” for short). This measurement of
power over time is most commonly expressed in terms of a “kilowatt-hour,” or kWh for short, with
one kWh = 1000 watt-hours.
What are energy carriers?
Energy is neither created nor destroyed, instead it only changes in form – e.g., from electrical
energy to kinetic (motion) or heat energy. Thus, it is not actually energy that we are using, since
we always need it in its converted form: e.g., electricity for lighting, power to drive machines,
heat to warm a room or cook, power to transport us faster than on foot, etc. These uses are all
referred to as energy services. Energy services involve the conversion of “higher energy forms”
into “lower energy forms,” usually ambient heat. For example, the operation of a car does not
“use up” energy, since the chemical energy stored in petrol is instead being fully converted into
heat energy that is dissipated by the tyres, the road, the brake pads, the air, etc.
Human activities are made possible, or fed, by a number of energy sources. The only source of
energy that is virtually unlimited over time is the solar energy delivered to us by the Sun. Its daily
work capacity (potentially available power) is 178,000 terawatts.
However, our modern industrial society, with its high work capacity and great ability to create
added value, is mostly due to the exploitation of energy from fossil fuels. The latter became
stored in the Earth over a period of millions of years, in so-called “energy carriers”: coal, oil and
natural gas.
Coal, oil and natural gas are non-renewable energy carriers.
Energy units and conversion factors
Energy
…is the ability to do work. Energy can be used to heat water, light a light bulb or propel a
vehicle. The unit of measure for energy is the joule (J).
Power
…is the amount of work over time. The unit of measure for power is the watt (W).
Non-renewable energy carriers
Non-renewable energy carriers can only be used once (we cannot replenish them). Because
their supply is limited, we can assume that all currently known non-renewable energy carriers
will be used up in the near term – or at least that remaining reserves will be very difficult to
use. Non-renewable energy carriers have a second disadvantage which is even more serious:
All of them emit exhaust gases (e.g. CO2) when used and thus harm the climate, since the
atmosphere and environment cannot adequately remove these gases. For this reason the
burning of coal, oil and natural gas (fossil fuels) is the main cause of the greenhouse effect.
Watt
Fossil energy carriers:
Kilowatt-hour
•
The unit of measure for power (abbreviation: W). Power is frequently indicated in kilowatts (kW).
An indication of power (in watts) expended over time. Hour is abbreviated “h.” For example, a
light bulb rated at 100 watts of power and burning for 10 hours uses up 1000 Watt-hours, or 1
kWh.
Crude Oil was made by the remains of tiny plants and animals which deposited on
the floor of the Earth’s ancient seas. Bacteria decayed the remains and the plant and
animal “waste products” ultimately turned into crude oil over millions of years. Today,
crude oil is not only used to make petroleum (for vehicles),
but it is also a common primary material for the
manufacture of plastics, skin creams, shampoos
and many other products.
Teaching Materials for Key Stage 3 (age 11-14)
Activity: The Use of Petroleum in Our Daily Lives
Consider how often each day you use petroleum - include all petroleum-based products and not
just fuels used to power vehicles.
The list on this website will help you:
http://www.saveandconserve.com/2007/05/petroleum_based_
products_a_long_list.html
As the most important raw materials in our industrial society, oil and natural gas have grown
in importance far beyond that of energy and fuel sources alone. In fact, the number of
petrochemical products we use on a daily basis continues to expand, including synthetic fibres
and plastics, the basic materials in medical and cosmetic products, many types of waxes,
detergents, colours and paints, etc.
•
•
Coal was created over a period of several hundred million years from the remains of
dead plants in sunken forests.
Natural Gas also formed long ago, together with crude oil. When burned, natural gas
emits fewer pollutants and less CO2 than do fuels made from crude oil or coal.
Ultimately, oil, natural gas and coal were all created thanks to the power of the Sun millions
of years ago, since it was the Sun’s energy that fuelled plant growth. Then as now, the Sun
delivered the energy needed for plants to grow tissue from CO2 and water. In fact, almost every
energy source on Earth traces its existence to the Sun. The only sources of energy used by
human beings today and not coming from the Sun are geothermal (or earth energy), tidal power
and atomic power.
The Special Case of Atomic Energy (Nuclear Energy)
Atomic energy is produced by the fission of nuclear fuels (usually uranium). Nuclear fuels are
not renewable. Although the impact of atomic energy on the world’s climate isn’t as negative as
oil, coal or natural gas, atomic power plants produce very dangerous nuclear waste. The risk
of an atomic reactor accident and its consequences (radioactive contamination of wide areas)
is also a key factor with the use of atomic energy. Atomic energy can additionally be used for
military purposes, which is also a big danger for mankind.
Renewable Energies
To effectively protect the Earth’s climate we need to replace coal, natural gas and crude oil
(petroleum) with energy from renewable sources such as the Sun, wind, water, geothermal and
biomass, in addition to conserving all of the energy we use. Renewable energy carriers can
be used indefinitely since they will essentially never run out (or, in the case of biomass, can be
easily reproduced). Indeed, nature provides everything we need for generating environmentally
friendly energy; we simply need to use what’s there.
Sun (Solar) Energy:
Life on Earth would be impossible without the Sun. Almost all forms of energy on Earth are
available thanks to the Sun’s own inexhaustible supply. The Sun not only delivers light and heat,
but also helps maintain the water cycle and regulates the weather and climate. The Sun also
delivers the energy needed for plant growth, and thus for all life on Earth.
Each and every day, the Sun delivers many thousand times the energy needed to supply the
entire world. Solar energy is clean and safe, at the same time it will be available for several
billion more years. Best of all, the Sun’s energy can easily be “tapped into” using photovoltaic
systems which convert sunlight directly into electrical current. The Sun’s heat can also be used
directly: Solar collectors are able to capture the Sun’s thermal energy and heat water – for
example, for heating or showering.
Teaching Materials for Key Stage 3 (age 11-14)
Activity: Build a solar shower
You will need:
•
•
•
A clean, black rubbish bag (not too large)
Some string or a cord
A sunny day
Instructions:
Fill the rubbish bag with water and tie it shut (on top) so that no water can leak out.
Now hang the bag in direct sunlight.
After 3-4 hours, carefully cut away a corner of the bag or make little holes to enjoy a warm
shower or splash. Caution: The water may get hot!
Activity: Build a solar-powered potato oven
You will need:
•
•
•
A large salad or baking bowl
Aluminium foil
Lots of sunshine
Instructions:
Line the inside of the bowl with aluminium foil and put several potatoes in the middle. Place the
bowl in direct sunlight. Your potatoes should be done in about an hour, but use a fork to check
them. Caution: hot!
Wind Energy:
The Sun’s radiation heats the Earth’s atmospheric layers, which causes the deflection of “air
parcels.” The resulting air flows can be converted into electrical energy by a wind turbine. Wind
turbines vary in size, ranging from micro turbines which can be erected on buildings to large
turbines which are often grouped together in onshore and offshore wind farms.
Activity: Carry out a wind audit of your school
site
You will need:
•
•
•
A record book
An anemometer
A compass
With your classmates, decide where the windiest sites are around your school. Jot these down
in your record book. Taking the anemometer and compass, walk around your school, and
measure the wind speeds with the anemometer and the wind direction with the compass for
each area of the school. Record your findings in your record book. Were you correct with your
original prediction?
Biomass
refers to renewable energy carriers such as wood and straw. Like fossil energy carriers (coal, oil
and natural gas), biomass can be used to generate both heat and electrical energy.
Biomass is chemical energy that is stored as a result of photosynthesis. The latter is the
process in which plants absorb carbon dioxide (CO2) from the atmosphere, which they convert
to organically bound carbon (in sugar) – thereby releasing oxygen. Thus, in the course of
their growth, plants make the greenhouse gas CO2 “harmless” – meaning they counteract the
greenhouse effect – by binding CO2 as part of their growth.
The burning of biomass releases the chemically bound CO2 to the atmosphere. The unique
characteristic with the technical use of biomass is that a closed cycle is formed. The time
needed from the initial binding of CO2 until it is released in the burning process and then
again bound by plants is “manageable” for human beings. This is the fundamental difference
compared to burning fossil resources, since the CO2 in fossil energy carriers was bound millions
of years ago.
Teaching Materials for Key Stage 3 (age 11-14)
Biogas:
Biogas is produced by fermenting organic waste or slurry in a large, airtight tank. Bacteria inside
the tank convert the waste or slurry into methane gas and fertiliser. The methane gas can be
used to provide electricity and heat.
See http://www.ashdenawards.org/biogas for examples of how
biogas is used in developing countries.
Activity: Make your own biogas
You will need:
•
•
•
•
A see-through plastic bowl
Plastic wrap
Rubber bands
Organic household waste (biowaste)
Instructions:
Fill the bowl halfway with biowaste (e.g., fruit peels, vegetable remains, etc.) and cover the bowl
tightly with plastic wrap (cling film). The wrap needs to form an airtight seal, so make sure to use
the rubber bands!
Place the sealed bowl in a warm location and regularly observe it over the next several days.
Note any changes in the waste material and write them down in a notebook or on a large poster.
What do you notice about the plastic wrap? Normally the wrap should bulge upwards due to
the formation of biogas inside the bowl. If you puncture the plastic wrap with a needle, the gas
will escape and you should be able to smell it. The wrap will also resettle (sag downward) when
punctured. Caution: The escaping gas is flammable. It is best to poke small holes into the foil
and to keep the bowl away from open flames.
Tip: Open the window!
Water (Hydro) Power:
In a hydropower plant, flowing water drives a turbine which subsequently turns a generator to
produce electricity. Among all environmentally friendly energy sources, hydropower is currently
the one used most. However, hydropower plants are invasive to ecosystems. Building river
power stations, for example, interrupts the natural flow of rivers, which in turn causes the loss of
vital habitats and the symbiotic community of plants and animals that live there.
The power of the Earth’s oceans can also be used as an energy source. Tidal power plants, for
example, use the change of tides to generate electricity, while the power of waves and currents,
too, can be converted to electrical energy.
Activity: Build a water wheel
You will need the following (for each water wheel):
•
•
Two long skewers or similar wooden sticks
Eight short skewers or toothpicks
• A cork
• Three empty milk or fruit juice
cartons
• Scissors
• A tap or hose pipe
Stick one of the long skewers, or one of
the long sticks, into the centre of the cork
(where a wine opener would normally go
to open a wine bottle). Do the same on
the other side of the cork, making sure
that the two skewers form a straight line
(when finished, it should look like a single skewer has been stuck through the centre of the cork,
and this will be the axle of the water wheel).
Cut four rectangular pieces out of the carton, such that each is approximately the same length
and width as the longitudinal side of the cork. Using two short skewers or toothpicks for each,
attach the four pieces to the longitudinal side of the cork at equal intervals.
Next, punch a hole in the upper portion of each of the two remaining cartons (at an equal
height). Fill the cartons roughly half way with water and stick the ends of the water wheel axle
into the two holes. To see it work, hold the water wheel under running tap water, or run water
from a hose pipe, over the blades of the wheel. See if you can use the water wheel to power a
small motor and light up a LED.
Teaching Materials for Key Stage 3 (age 11-14)
Geothermal Energy:
This is the natural heat energy that is stored deep inside the Earth. To utilise geothermal energy
for heating or to produce electricity, the heated water or steam must be brought to the Earth’s
surface. Sometimes, water is first pumped deep underground to be heated and then pumped
back up to the surface for use.
For more information about the use of renewable energies in the UK have a look
at http://www.energyzone.net/aboutenergy/renewable_energy.asp
For more activities such as video clips, quizzes and cartoons on renewable
energy sources visit www.ourplanet.org.uk
Saving Energy
Energy that isn’t used doesn’t need to be produced in the first place! Though more and more
renewable energy sources – such as wind and solar power plants – are being produced in
Europe, this is not enough to meet the growing energy demand. That’s why conserving energy,
as well as using energy more efficiently, is a vital first step; while switching to renewable energy
sources is the second.
F
Fresh air: Fully air out rooms for a few minutes instead of leaving windows ajar for long
periods.
G
Generally speaking, people do not spend much time in hallways. Therefore, make sure
to always keep the heat low in hallways.
H
I
Heating is more efficient when radiators are fitted with thermostatic valves.
J
Just think about this when cooking: For each centimetre that a pot extends beyond the
hot plate, 20-30% more heating energy is consumed!
K
Keeping the refrigerator next to a stove/oven is a bad idea! Also make sure freezers are
located in an unheated location.
L
Labels provide energy efficiency information on white goods such as washing machines,
fridges and freezers.
M
Making use of pressure saves energy when cooking! A pressure cooking pot cuts the
required energy in half and also saves lots of time. When the interior of the pot reaches
the needed pressure, you can turn the heat down to a minimum.
N
Night time room temperatures should be turned down low, and the same applies
whenever spaces aren’t occupied. Note: Don’t let rooms cool down all the way, for a cold
room requires lots of energy to heat back up to a comfortable level.
O
P
Organically farmed fruits and vegetables, and seasonal ones at that, help save energy.
Energy Saving ABCs
There are many ways to save energy. The following are just a few of them:
A
Always turn off lights that aren’t being used. Also, reduce standby power consumption
by using multiple socket outlets that can be turned off with a single switch. This cuts the
electrical power source to the plugged in devices. The latter also helps save over £100
annually in power costs (depending on the number of devices).
B
Buying local food and seasonal products means shorter transport routes (food miles) and
reduced packaging.
C
Check for potential energy savings in all possible areas – e.g., using the Energy Checklist
(see below).
D
Don’t forget to cover pots with a lid! Cooking without a lid wastes about 3 times the
energy used.
E
Energy saving light bulbs should be used instead of ordinary light bulbs!
Q
R
Information, such as energy saving tips, is readily available and should be kept handy at
all times.
Producing goods of all kinds requires energy! Try to purchase only products that have a
long lifetime, and always make sure the product is really needed before buying it.
Quality products last longer and therefore won’t wind up as waste so quickly.
Room temperatures: Try to maintain room temperatures one degree below normal, as
this saves at least 6-7% in heating costs.
Teaching Materials for Key Stage 3 (age 11-14)
S
Stop energy vampires! Unplug your electrical devices when not in use, since computers,
TVs, DVD players, etc., consume power even when turned off. Only by unplugging them
can you be sure that devices can’t draw power from the mains! This can be made easier
by using a multiple socket outlet, which lets you pull only one plug to cut power from all
attached devices.
T
U
Try using a clothesline to dry your clothes. Electric clothes driers consume lots of power!
4) When preparing a hot drink, make sure to boil only as much water as you actually need.
Filling the kettle too full is a waste of energy.
Use climate-friendly transport means. Ride your bike or take public transportation to go
places instead of driving by car, or walk if it’s not too far.
5) Conserve warm water by showering instead of taking a bath, as a shower generally requires
four times less energy.
V
Very important: Make sure curtains, chests, cabinets, tables, etc., are not directly in front
of a radiator/heater, as this blocks the flow of heat in the room.
W
Wireless electricity monitors calculate consumption from electrical appliances in the home
and at school. They are a useful tool for identifying energy wastage and assessing the
impact of switching things off.
7) Unplug the battery charger once your mobile phone or games console is fully charged.
A charger that is left plugged in continues to draw power even if the phone has been
disconnected.
X
Xtras: Many small measures together can lead to significant energy savings. The
important thing is to always be aware of them. Make your own note cards with energy
saving reminders and hang them up where they are needed: by light switches, computer
monitors, etc.
Y
Youtube, Facebook, Google, etc. – In the USA, internet use already accounts for one
tenth of all electrical power consumption. Computers and monitors guzzle the lion’s share
of power, while most computers consume power even when turned off. That’s why it’s
important to unplug devices when not in use.
Z
Zero paper waste: Print on both sides of paper and use only recycled paper.
Here are a few more tips:
1) Start recycling. Recycling an aluminium can requires only a tenth of the energy that it
would take to manufacture an entirely new one. And, paper factories use far less energy
to manufacture paper from old newspapers than manufacturing virgin paper, i.e. paper
which has no recycled content.
2) Avoid food products that require lots of energy to produce and/or transport, such as
meats and ready meals.
3) Avoid bottled water as much as possible. For one, it is a thousand times more expensive
than tap water. Most importantly, bottled water uses up lots of energy for its production and
marketing/distribution, while, in some countries, plastic water bottles frequently wind up as waste
instead of being recycled.
6) Private motor vehicles account for 24% of all domestic CO2 emissions within the UK. Using
public transportation, riding a bike and walking are all cheaper and healthier alternatives.
Activity: Devise Your Own ABCs
Devise your own Energy Saving ABCs by coming up with ideas together. Write them on a large
poster and hang one up in the classroom and corridor.
Activity: Energy Detectives in Search of Energy
Guzzlers
Form a small group of energy detectives and search your school for energy guzzlers (devices
that use lots of energy) and practices that waste energy!
A worksheet has been provided at the end of this section, record anything you find.
You will need:
•
•
a thermometer, pencil or pen, paper
the energy guzzler worksheet at the end of this section
Teaching Materials for Key Stage 3 (age 11-14)
Examples of what to look for:
What else can we do with 1 kiloWatt-hour?
•
•
•
•
•
•
•
•
•
•
Are windows left open (with heat running)? That’s bad, because it wastes lots of energy!
It’s better to periodically open all windows wide for five minutes to air out a room.
Are heaters turned up too high?
Are lights turned on even when there is enough sunlight?
Are computers left on when not being used?
The Carbon Detectives action planning tool can help you
www.carbondetectives.org.uk
Source: AK-Energie Sparren
Heat Insulation
Activity: Identifying Energy Guzzlers
What electrical devices does the school use on a daily basis?
•
•
•
•
Lift one tonne of steel to 367 metres
Drive a car for 1.5 km
Light a 60-Watt light bulb for 17 hours
Light a 12-Watt energy saving lamp for 83 hours
Cook 249 eggs
Toast 133 pieces of bread
Find out how many watts of power they use. (The rated power can often be found
directly on the device, or check the operating manual)
Make a list of all devices and indicate how long they are used for each day (on
average).
Calculate the daily kWh that these devices consume based on the average time of use.
Which devices consume an especially large amount of power?
Device
Watts
Hours in operation
Watts - Hours
kWh
LCD Television
200
3
600
0.6
This has been provided as a separate worksheet at the back of this section
Human Power:
The work performed by the human body during normal (continuous) activity amounts to roughly
100 W per hour. Thus, 10 hours of normal physical activity corresponds to approximately 1 kWh,
or the amount of energy needed to cook lunch.
When a building such as your school or home is insulated well, you don’t need to turn up
the heat as high in the winter! Think of insulation as warm clothes for a building, because
that’s pretty much how insulation works. Just like a thick coat helps keep your body heat from
escaping in winter, insulation helps trap warm air inside the building so that it can’t escape to the
outside. As a result, you can use less heating and save energy.
The Passive House
A “passive house” is a good example of what optimal insulation can achieve. The combination
of superior insulation and controlled ventilation means that a traditional, active heating system
is not needed. Indeed, the name “passive house” refers to the fact that heating is accomplished
through passive means: e.g. using sunlight, as well as heat radiated by human bodies,
appliances and other powered devices. In most cases where heating equipment is not required
electricity generated by a wind turbine or photovoltaic panels, or solar collectors are used to heat
water.
Activity: Design the future yourself – creating a
vision
How could one run a household or school without using energy from a power plant that burns
climate-damaging coal or natural gas, or atomic power for that
matter?
Teaching Materials for Key Stage 3 (age 11-14)
How might the task be accomplished using only renewable energy sources, using them as
efficiently and effectively as possible?
What might the world look like in another 50 years?
What inventions are we still lacking? What lifestyles changes are possible?
Imagine the following:
You and several friends receive a plot of land as a gift.
•
•
•
•
How will you use it?
What will you build on it?
What materials will you use?
What type of energy will you use to power equipment and appliances?
Write a story, paint a picture, come up with a theatre play, build a model, etc.
Present your ideas to other students.
Have a look at www.renewableworld.org.uk for more ideas. Also you may want to
visit www.logicity.co.uk to play a computer game to find out how the way we live our
lives now impacts on our climate and our planet in the future.
Also have a look at www.enercities.eu where you can build your own sustainable city.
Teaching Materials for Key Stage 3 (age 11-14)
Role play:
Viktoria:
Cool! I think it looks really beautiful – like a piece of modern art!
Viktoria exclaims with glee and amazement at once, as she collects her ‘Earth City Lights’ image from the printer. Her new artwork is actually a compilation
of photos taken by satellites high above the planet and showing the Earth aglow at night.
Peter is quick to notice the obvious.
Peter:
I bet even an alien could tell that Europe and North America use an especially high amount of energy.
Viktoria seems to be in general agreement.
Victoria:
Yeah. Or at least that they need a lot of electricity to power all those lights. But an alien wouldn’t really have any idea about the
other forms of energy use – I mean, for traffic, heating and such – now would he?
Peter retorts impatiently.
Peter:
Yeah, yeah, I know that. But at least we agree that it shows a high degree of energy use. Whatever the case, I think it’s the perfect
photo for our ‘24 Hours without Electricity’ initiative.
Feli:
Wow, 24 hours without electricity,
Feli can’t help but scoff at Peter.
Feli: What do you think that’s going to bring? There are 365 days in a year, so how is one day without electricity going to help protect
the climate?
An obviously irritated Peter snaps back.
Peter: Haven’t you ever heard of awareness training? If we manage to go a full day without power at school, I think a lot of us will become
more intelligent about using electricity, at least for a while to come.
Teaching Materials for Key Stage 3 (age 11-14)
Feli:
OK I can see your point, but then we should also discuss how electricity is produced. I mean things like do we use green electricity
at school and do we even have the possibility of conserving energy at school over the long run?
Viktoria is already planning for the day in her head.
Viktoria:
24 hours without electricity at school means no use of computers, copiers, printers, video recorders… Oh! And no charging of
mobile phones!
Peter adds.
Peter:
And no cold drinks out of the vending machines, no warm slices of pizza at the school buffet…
But Tom doesn’t let him finish.
Tom: Awesome! Physics and Biology by candle light. Now that sounds romantic! A flirtatious wink at Feli accompanies Tom’s last
comment.
Teaching Materials for Key Stage 3 (age 11-14)
Energy Guzzler Worksheet
Do rooms have blinds or curtains and, if so, when are they drawn?
which room
___________
Walk around your school and answer the following questions:
when drawn?
___________
Do curtains cover radiators/heaters?
Lighting
Are lights turned off when a room is empty? (yes / no)
Can radiators/heaters be controlled individually?
Is it possible to turn on lights separately within the classroom?
(yes / no)
How many, and what kind of, lights/lamps are used in the classroom? __________
yes
when
Are the light covers dirty? (yes / no)
Are lights left on in the corridors and toilets during class time? (yes / no)
Are the lights in the sports hall turned off when there is enough
natural light? (yes / no)
Classrooms
Corridors
Meeting Room(s)
Sports Hall(s)
Stairways
Toilets School Office (s) Cloakrooms Store Cupboards
Other ___________
___________
___________
___________
___________
___________
___________
___________
___________
___________
___________
___________
___________
___________
___________
___________
___________
___________
___________
Heating and ventilating of Rooms
What is the average temperature in various school rooms?
Classrooms
Corridors
Meeting Room(s)
Sports Hall(s) Stairways Toilets School Office(s)
Cloakrooms
Store Cupboards
Other
_______________
_______________
_______________
_______________
_______________
_______________
_______________
_______________
_______________
_______________
Are rooms being heated even when not in use?
yes
when
Classrooms
___________
___________
Corridors
___________
___________
Meeting Room(s) ___________
___________
Sports Hall(s) ___________
___________
Stairways
___________
___________
Toilets ___________
___________
School Office(s) ___________
___________
Cloakrooms ___________
___________
Store Cupboards ___________
___________
Other
___________
___________
Are room thermostats being turned down as needed and is the heating switched off when
not required?
On weekends
In the evenings
During holidays
Turned Down (yes / no)
___________
___________
___________
Switched Off (yes / no)
___________
___________
___________
Could thermostats be turned down in parts of the school (e.g. in the afternoons)?
(yes / no)
If yes, where?
yes
no
Are windows being left open for long periods?
___________
___________
Are classrooms ventilated? ___________
___________
Are doors being left open? ___________
___________
Teaching Materials for Key Stage 3 (age 11-14)
Power Consuming Devices
What are the major energy guzzlers and where are they located?
______________________________________________________
Are electrical devices turned off over the weekend?
Computers
Photocopiers
Televisions
Vending Machines
Projectors
Video Recorders / DVD Players
Whiteboards
Other
yes
___________
___________
___________
___________
___________
___________
___________
___________
no
___________
___________
___________
___________
___________
___________
___________
___________
How much current do the devices use in standby?
How long do computers and photocopiers remain switched on or in standby, and how
long are they actually in use?
Which devices could be fitted with a time switch?
Who might be available to turn devices off and when could this be done (e.g. overnight)?
Warm Water
When and where is warm water needed /used?
How is water heated?
What happens during holidays and at weekends when warm water is not needed?
Teaching Materials for Key Stage 3 (age 11-14)
Device
Watts
Hours in operation
Watts - Hours
kWh
LCD Television
200
3
600
0.6