A teachers guide to
energy activities
Don’twaste
yourEnergy!
Don’t Waste
Your Energy
Contents
Energy & the Greenhouse Effect . ............ 3
Energy & Fossil Fuels .................................... 19
Energy & the Community ........................... 35
Renewable Energy ........................................ 57
Suggested Curriculum Links ................... 77
Teachers Guide to Answers . .................... 83
References ..................................................... 102
Glossary of Terms ....................................... 103
Contacts
Education Officer
The Energy Division — DTEI
energy.sa@state.sa.gov.au
www.energy.sa.gov.au
don’t waste
your energy!
Acknowledgements
The “Don’t Waste Your Energy” Resource has been developed to provide educators with a general background
to energy issues faced by today’s society. The resource explores the themes of energy use and its relationship
to; the greenhouse effect, fossil fuels, schools and the community and renewable energy sources. As a guide,
the content and activities are primarily aimed for teachers of students in years 4 - 7. For each activity there are
suggested curriculum links aligned with the South Australian Curriculum Standards and Accountability (SACSA)
Framework. It has been designed to compliment themes within the solar energy caravan but can also be used
independently as a stand-alone resource.
The Community Partnerships Team at the Energy Division for the Department of Transport, Energy and
Infrastructure would like to thank all those that contributed to the development of “Don’t Waste Your Energy A Teachers Guide To Energy Activities”.
The Department for Transport, Energy and Infrastructure (DTEI)
Research and Compilation
Louise Barnes
Kaylee Maitland
Gabrielle Faull
Technical and editing support
Richard Day
Daniel Eldridge
Jinny Pavanello
Mark Pedler
Paul Davies
Nick Branson
Michael Leane
Primary Industry and Resources South Australia (PIRSA)
Publishing Services
Marylou Powell
Jamie Williams
Chris Badenoch
don’t waste
your energy!
Energy & the
Greenhouse Effect
Teachers Notes .............................. 4
What is the greenhouse effect? ........................................................
How the greenhouse effect works . ...................................................
Introducing greenhouse gases .........................................................
Energy use and the greenhouse effect ..............................................
Climate change ..............................................................................
4
4
5
6
7
Activities . ...................................... 8
The Greenhouse At Work ................................................................ 8
The Greenhouse Game . ................................................................. 9
Cool Calculations ........................................................................ 10
Climate Capers ............................................................................ 12
Looking Back .................................. 16
Energy Mural ................................. 17
energy & the
greenhouse effect
Teachers Notes
What is the Greenhouse Effect ?
The greenhouse effect is a natural occurrence where gases in the atmosphere regulate the surface temperature
on earth. These greenhouse gases act like a blanket trapping heat from the sun’s energy that would otherwise
be lost in space. The greenhouse gases keep the temperature on earth at an average of 16°C. Without these
gases the earth’s surface temperature would be the same as on the moon, about -18°C, too cold to sustain life
on our planet.
How the Greenhouse Effect Works
The atmosphere is like an open window to the sun’s energy. When solar radiation reaches the surface of our
planet some of the radiation is reflected but most is absorbed by the land and ocean causing the earth to
warm. The warmth is then released back into the atmosphere in three ways;
1 By warming the surrounding air
2 Evaporating surface moisture
3 Reflecting infrared radiation back into the atmosphere.
The greenhouse gases in our atmosphere water vapour, Carbon dioxide, Methane, Chlorofluorocarbons and
Nitrous oxide also absorb the sun’s energy and re-emit it in all directions. The increase in gas emissions results
in more radiation being trapped and redistributed leading to an increase in the atmosphere’s temperature.
This is known as an enhanced greenhouse effect and is one factor contributing to global warming.
don’t waste
your energy!
Introducing the Greenhouse Gases
The greenhouse effect is enhanced by the emission of too many greenhouse gases. Although there are only
small amounts of such gases in the earth’s atmosphere, they trap a significant part of the heat that is radiated
from the earth’s surface. Water vapour, which is simply water that has evaporated, is the most abundant
and important greenhouse gas. It is responsible for about 60% of the total greenhouse effect. Most of the
remaining 40% of greenhouse gases build up and remain in the atmosphere for years after they have been
emitted. Some of them include;
Carbon dioxide (CO2) is produced when fossil fuels such as coal, petroleum and natural gas is burnt.
CO2 is also increased as more trees are cleared, this is because trees usually take up CO2 to produce
oxygen. CO2 accounts for about 73% of greenhouse emissions. Next to water vapour CO2 is the most
abundant greenhouse gas.
Methane (CH4) is released from biological processes such as the digestive systems of grazing animals,
bacteria in swamps, from rice paddies and even rubbish dumps. Methane accounts for around 22.9%
of emissions.
Chlorofluorocarbons (CFC’s) are gases that have been used for refrigeration, air conditioning and
propellants (aerosol cans). They have been banned from imports or production in Australia since 1995,
however they are still found in many older products. Although they only represent 0.6% of greenhouse
gas emissions, CFC’s trap the suns energy 10,000 more than CO2 and contribute to the depletion of
the ozone layer.
Nitrous oxide (NOX) is released from the use of nitrogen fertilisers, agricultural burning and chemical
reactions in car engines and power stations. There are a number of different forms of Nitrogen oxides
such as NO2, NO3, N2O so it is often written as NOX. NOX accounts for 3.1% of greenhouse gases.
energy & the
greenhouse effect
1 kilogram of greenhouse gas
Energy Use and the
Greenhouse Effect
The average Australian household
emits around
of
greenhouse gas per year. More
than half of this is produced from
energy use in the home.
would take up the space of a
family fridge.
15 tonnes
6%
a
would fill
ouse gas
h
n
e
re
g
f
o
o
r ne
the CO 2 fo
re
fo
re
e
h
me. T
.
family ho
fill
ld
u
o
w
ld
househo
1 tonne
15 homes
1 tree takes up approximately
268 kilograms of CO per
year therefore 1 home would
need to plant 56 trees every
56%
2
38%
The level of greenhouse gas
emissions varies depending on the
type of fuel that is being used. In
year
South Australia our main source of
electricity is supplied by natural gas. Natural gas has lower emissions of CO2 when burnt than coal. If you
use renewable resources the emissions can be even lower like in Tasmania where hydro is the main source of
electricity generation. The following list shows the fuel used and the average greenhouse gas emissions for
each state.
State
Main Fuel Sources
SA
NSW,ACT
VIC
QLD
WA
TAS
NT
Natural gas (54%), oil, low grade black coal
(and brown coal from Vic. during peak demand)
Black coal, hydroelectricity
Brown coal (lignite)
Black coal, natural gas
Natural Gas (28%), low grade black coal Hydroelectricity
Natural Gas
(96%)
Kilograms CO2
0.96
1.054
1.392
1.058
1.053
0.006
0.742
Source: AGO Factors and Methods Workbook, Australian Greenhouse Office, 2004.
How To Work Out Your
Greenhouse Gas Emissions
It’s quite easy to work out how much greenhouse gas is
emitted from the use of various fuels. Use the following
figures as an average coefficient for South Australia;
Electricity...........1kWh= 0.96 kg CO2
Gas.................1MJ= 0.07kg CO2
Transport..........1 litre petrol= 2.3 kg CO2
Example
1 bar radia
tor turned o
n for
one hour =
1000 W
(W/ 1000=
kWh)
= 1kWh
(kWh x 0.96
kg of CO fo
r
2
South Austra
lia)
= 0.96kg C
O2
don’t waste
your energy!
Climate Change
The global average temperature has increased by around 0.6°C during the past 100 years. The recent
warming trend is greater than any other 100 year change recorded in the past 1000 years. During the last ice
age sea levels were much lower as most of the water was contained in ice. This was a time when you could
walk from Victoria to Tasmania yet the temperature was only 5°C cooler!
If the amount of greenhouse gases currently released into the atmosphere are not significantly reduced,
scientists expect dramatic rises in temperature over the next century. It is projected that Australia’s average
temperature by 2070 will be between 1-6°C higher.
A warming of the worlds climate will have enormous consequences for humans, economies and the
environment. Some of the projected changes are;
• Continued melting of ice sheets- resulting in rising sea levels
• Change in ecosystems- plants and animals may become extinct
• Extreme weather patterns and events- more intense rainfall, floods, landslides and storm surges;
increased droughts and wildfires.
Many factors influence the earth’s climate however there is a lot of evidence to suggest that the more recent
warming is directly linked to human activities enhancing the greenhouse effect. Reducing greenhouse gas
emissions will help to minimise the extent of
.
climate change
Adapting To Climate Change
It is not clear how human and natural systems will adapt to climate change. Adaptation will depend on three
basic factors: the extent (how much), the rate (speed) of climate change and where it will occur. These factors
are going to vary from region to region.
In some regions of the world a small change in global warming may have little or even positive effects. Other
areas will experience significant impacts, particularly low lying coastal communities that will be threatened by
rising sea levels and increased storm surges. Plants and animals may also be displaced when they are unable
to move as habitats and niches change with the warming climate.
There is also a time lag between the actions that occur now and the effect they will have in the future. Even
if CO2 levels are stabilised in the next few years the concentrations already in the atmosphere will remain
there for between 50 - 200 years. Therefore it is important to plan now for the adverse effects and possible
benefits that projected climate change could have on our environment. Planning for climate change involves
looking at the way we use energy and resources in our environment and finding alternatives that limit the
increase of CO2 to our atmosphere. Changing behaviours and the way we live will be essential to achieve a
reduction in CO2 and cope with the projected changes brought on by global warming.
energy & the
greenhouse effect
Activities
The Greenhouse at Work
Aim
To observe the greenhouse effect at work.
Suggested Curriculum Links
Science - Life systems - 3.5
Mathematics - Exploring, analysing and modelling data - 3.1
Materials
A bright sunny day
A PET bottle
A nail
100mls of water
Two thermometers
The Greenhouse Game
Directions
•
•
•
•
Pour 100 mls water into bottlle.
Pierce the PET bottle with a nail.
Insert the thermometer into the hole.
Place the spare thermometer and the bottle in the sun and observe the temperatures.
What were the temperatures recorded on each thermometer after five minutes, ten minutes, thirty minutes?
Note: The climate inside the bottle provides a basic model of how the greenhouse effect works in our
atmosphere. Water vapour is one greenhouse gas that enhances the greenhouse effect it’s presence can be
observed as condensation on the inside of the PET bottle. A higher temperature recording will be another
measure of the greenhouse model at work!
•Creativity time!
• Imagine you were a greenhouse gas...
What greenhouse gas would you be?
•
What would you look like?
What kind of personality would you have?
Together with your greenhouse gas buddies you have been trying to dominate the earth.
What species will survive on your planet? Describe or draw what your new planet will look like...
The Greenhouse Gas Game on page 9.
Extra activities
• The term greenhouse is more often used when growing plants. These structures are usually made of
glass or plastic and allow us to maintain year-round growing conditions, even in very cool climates. The
earth’s atmosphere works in a very similar way. To compliment your greenhouse model why not visit a
real greenhouse such as the bi-centennial conservatory, a local nursery or even a community member
that is willing to host a school visit.
Note
See page 83 for an example of this activity.
don’t waste
your energy!
The Greenhouse Game
Step 1
Identify 2 major gree
nhouse gases such as
:
CO2 (Carbon dioxide)
and
CH4 (Methane).
2
p
e
t
hese
e to t
tribut
S
ouse
reenh
gases
g
on
ions c
t
c
a
t
ha
rs
ntify w gestions
e
d
i
s drye
e
h
t
g
o
u
l
s
Now
s, c
sh
Some
g, car
rubbi
n
,
i
s
k
e
o
i
CO 2 co s, rice padd
CH 4 cow
3
p
e
St
that
ctivities
a
o
w
t
te
the
Nomina
ction of
u
d
o
r
p
he
ses.
link to t
ouse ga
h
n
e
e
r
g
ows.
chosen
g and c
in
k
o
o
c
:
Such as
Step 4
Set up three bases
Methane
CH4
Carbon
Dioxide
Earth
5
Step Cal
l out “cooking” all children run to CO
CO2
2
e
Call out “cows” all children run to methan
th, and so on.
Call out earth and all children run to ear
ng direction.
Children are out when they run in the wro
energy & the
greenhouse effect
Activities
Cool Calculations
Aim
To calculate the greenhouse gas emissions from energy use in an average Australian home.
Suggested Curriculum Links
Science - Energy systems - 3.3
Society and Environment - Place, space and environment - 3.6
Materials
Worksheet A
Internet
Directions
Calculate the greenhouse gas emissions on Worksheet A
Extra activities
If you would like to know what your ecological footprint is or maybe how many cars your electricity bill is equal
to then some great websites to visit are;
www.greenhouse.gov.au
The Australian Greenhouse Calculator allows you to work out your own
households average greenhouse gas emissions. Using the bar graphs you can compare your use to the
average within your state or to green power alternatives. How much CO2 does your house produce?
Report on ways that you can reduce these emissions.
www.earthday.net/footprint/index.asp
Great on-line calculator to work out how big your footprint is
on the planet. How many planets will we need to all live like you? How much space does the planet have for
everyone? Find out the answers to these questions and more when you explore this great website.
www.greenpower.com
There is a greenhouse calculator on this site that looks at the energy use from your
electricity bill to calculate greenhouse gas emissions and depending on your electricity choice, the equivalent
number of cars that are taken off the road. You will need a past electricity bill to fill in all the relevant details.
www.greenfleet.com.au
This website has a greenhouse gas calculator that allows you to work out the
emissions generated from your car, office, home even air travel. The Tree Totaller then indicates the number
of trees you would have to plant to offset some or all of these greenhouse gas emissions!
www.transport.sa.gov.au
TravelSmart SA is a primary school program run by Transport SA that looks at
the way students travel to school and how more sustainable and healthier travel choices can be made.
For a fun hands on exploration of energy use in an average Australian house you can borrow
The Energy Division’s LED Solar House Model. The house is connected to photovoltaic (solar) and mains
electricity. The students are able to select the use of various appliances each adding to the total input watts
used by the house. If managed well, the house will only use solar power, however the more inefficient the
appliance choice the house will need to use power from mains electricity.
Contact The Energy Division on 8226 7769 for more information.
Note
See page 84 for an example of this activity.
10
don’t waste
your energy!
Worksheet A
A watt (W) is a unit of measurement used for calculating energy use.
To calculate the energy used in one kilowatt hour (kWh) the watts are
divided by 1000. For example if an appliance uses 2400W consistently
for one hour then the energy used is 2.4kWh. In South Australia for
every 1kWh of electricity used from burning fossil fuels around 1kg of
carbon dioxide (CO2) is released into the atmosphere.
What does 1kg of
CO2 look like?
This would b
e
enough CO
2 to fill
a family fridg
e
Part One:
Use the activity below to calculate how many fridges of CO2
would be filled by using these appliances for 1hr.
Electrical
Appliance
Watts
(W)
Stereo
60
Printer
(operating)
1000
Hair Dryer
1200
Spa (large)
Greenhouse Gas Total Greenhouse
Emissions
Gas Emissions
per kWh
(kg)
Kilowatt hour
(kWh)
x
1
=
1.0
x
1
=
1.2
x
1
=
3600
x
1
=
OIl Filled
Heater
2400
x
1
=
Oven
11000
x
1
=
Dishwasher
2200
x
1
=
Clothes Dryer
2400
x
1
=
Electric Hot
Water system
3600
x
1
=
R/C (3HP)
Air conditioner
3700
x
1
=
11
2.4
Draw the no.
Number of
Fridges
Figures based on Energy Friends- Home Energy Auditing Manual 2004.
Part Two:
Now look at different appliances in your home. How much CO2 do they produce every hour?
Electrical
Appliance
Watts
(W)
energy &
Greenhouse Gas Total Greenhouse
Emissions
Gas Emissions
per kWh
(kg)
Kilowatt hour
(kWh)
the greenhouse effect
x
=
x
=
x
=
Draw the no.
Number of
Fridges
11
Activities
Climate Capers
Aim
Research past and present concerns and the solutions to projected climate change.
Suggested Curriculum Links
Science - Earth and space - 3.1
Society and Environment - Time, continuity and change - 3.2
Materials
Access to newspaper articles, TV documentaries, news reports, the internet and library resources.
Directions
Students will need to research a past newspaper article, documentary or news program that relates to global
warming and projected climate change (past can be any article more than one year old). The ABC has many
great programs and websites with articles relating to global warming. Landline, News in Science and ABC
News are a few examples that can have archives dating back to 1996.
When reading or viewing the article address the following questions;
1. Reference the name of the article, the source, date and author (if present)
2. What are the key predictions, projections or concerns? Who will it most likely effect?
3. Is there a time frame for projected events?
4. What has caused the problem?
5. Is there any sense of urgency?
6. What are the solutions or suggestions offered to reduce the extent of global warming? If any
Research the present climate change scenarios (present relates to any time in the past year)
Some places to find information are;
www.ipcc.ch
The Intergovernmental panel on climate changes provides the latest updates on scientific papers,
reports, speeches and workshops.
www.csiro.au
Scientific climate modelling and the latest research on climate change will be found on this website.
www.greenhouse.gov.au
Scientific explanations, projections and information on global warming and climate change.
Note
See page 85 for an example of this activity.
12
don’t waste
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Example Articles
Find a way to present your own
information and solutions for
global warming and climate change
• poster awareness campaign
• debate
• survey
• letter of concern to local MP
• play or movie script
• fact sheet
• presentation
Note
See page 14 nd 15 for an example
of this activity.
energy & the
greenhouse effect
13
14
don’t waste
your energy!
energy & the
greenhouse effect
15
Looking Back
• Greenhouse gases keep the earth at the right temperature - without them the earth would be too cold
for us to live on.
• The greenhouse gases help to re-radiated the suns energy in our atmosphere. A build up of greenhouse
gases increases the amount of solar energy contributing to global warming.
• Some of the important greenhouse gases are Carbon dioxide, Methane, Chlorofluorocarbons, Nitrous
oxide and water vapour.
• Energy use in the average Australian home produces around 15 tonnes of greenhouse gas per year. This
can be even higher in some states because of the difference in emissions from different fossil fuels.
• It is projected that the global average temperature will be 1 and 6°C higher by 2100 leading to rising
sea levels, extreme weather patterns and a change in ecosystems.
• Humans will need to address the way energy and resources are used in the environment and act now to
prepare for the projected future climatic changes.
16
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t
c
e
f
f
E
e
s
u
o
h
n
e
Gre
Energy & the
18
your energy!
don’t waste
Energy & the
t
c
e
f
f
E
e
s
u
o
h
n
e
e
Gr
Energy &
fossil fuels
Teachers Notes ................................. 20
What is Energy? . ............................................................................... Sources of Energy .............................................................................. Fossil Fuels ........................................................................................ Energy Conversions ........................................................................... 20
21
22
23
Activities . ......................................... 24
Mapping Energy ................................................................................ 24
Fossil Fuel Flip Book . ......................................................................... 25
It’s A Gas........................................................................................... 28
Measuring Energy .............................................................................. 29
Looking Back ...................................... 32
Energy Mural ................................ 33
energy &
fossil fuels
19
Teachers Notes
What is Energy?
Energy is the ability to make something do work or change. Everything in the world involves the exchange of
energy. When we use energy we don’t create it or use it up, we convert one form of energy to make another.
The energy around us comes in many different forms:
Electrical
(electricity)
Fornmesrgy
of E
Mechanical
(motion)
Thermal
(heat)
Nuclear
(fission, fusion)
Radiant
(light)
All of these forms of energy are either
Chemical
(stored)
Sound
(motion)
potential or kinetic.
Potential energy is stored energy that has the ability to release into lower forms. When it is released this
is the kinetic or moving energy. There are many different ways to convert different sources of energy into
forms that are usable. For example when we burn a source of energy, such as wood, it generates heat.
This is a form of energy that we can use to keep us warm.
Fossil fuels take millions of years to form. The supply of fossil fuels is
limited and is not being replaced as quickly as we are using them, for this
reason we call them a non renewable resource.
We face two challenges when considering future energy use:
1. Conserve and efficiently use the remaining fossil fuel reserves
2. Find suitable alternatives of renewable energy sources.
20
don’t waste
your energy!
s
e
c
r
u
o
S ergy
of En
Sunlight
One of the most important sources of energy for us and our
planet is the sun. The energy from the sun is the source of
most of the energy found on earth. Here are some of the
many different sources of energy used today:
The light that comes to the earth from the sun is pure energy. Organic matter, such as plants,
convert solar energy into food to grow leaves, flowers and fruits. Animals that eat organic matter
convert the energy into body mass (helping them to grow). When plants and animals die the
stored chemical energy is is transformed into fossil fuels.
Food is the source of energy used by people and living things.
When the food humans eat is
digested the energy can be stored and later converted for the body to use. The body needs to eat
and process energy all the time so that it can continue working, playing and growing.
Vegetable and animal oils have played an important role in human history.
Olive, corn and
canola are some of the vegetable oils we commonly use for cooking. Jojoba oil, from the jojoba
bean is used for cooking, lubricating and also in lotions and soaps. Animal oils from whales,
seals and livestock were used in the past for lighting lamps, waterproofing and in cosmetics.
Today oils can even be used to power cars!
Wood is an organic plant material that has stored energy originally derived from sunlight.
When
trees are cut down and burned they release their energy in the form of heat. In the past wood
was predominantly used for cooking and heating. It continues to be used today as a heating
source for many homes and in some instances for making electricity.
Wind is an energy source originally generated from the sun.
As the sun heats up the earth the
warm air rises and cool air rushes in to fill the space. These currents circulate air masses around
the atmosphere. Wind turbines are used to harness this energy and convert it into electricity.
Wind is a great example of a renewable energy resource.
Water also originates from the sun. Through heating and cooling of air masses condensation
forms as clouds and is precipitated into our rivers, lakes and oceans. Wave, tidal and
hydropower are three different renewable technologies that put water to work to generate
electrical energy.
Uranium is used to generate electrical energy through a nuclear power plant.
Radioactive ore
is extracted from the ground as chemical energy then transformed to heat and electrical energy.
It is a highly efficient energy source however the radioactive waste is hazardous to living things.
The major problem with nuclear power is finding a suitable and safe method of disposing of the
toxic waste.
coal, oil and natural gas are sources of energy known as fossil fuels.
The stored chemical
energy is initially derived from plant and animal remains and the sun. When these fuels are
burnt at power stations they release carbon dioxide into the atmosphere. Carbon dioxide is a
major greenhouse gas and is contributing to global warming. Fossil fuels are a non-renewable
energy source. They take millions of years to form, and are not able to be replaced quickly.
energy &
fossil fuels
21
Fossil Fuels
Fossil fuels are found deposited in rock formations. They formed between 50 to 350 million years ago when
decayed remains of ancient plants and animals were buried by sediments. Over time heat and pressures
within the earth chemically altered the sediments and remains leaving behind the products of coal, oil, and
natural gas.
Stages of Coal Formation
Coal was formed from the remains of ferns, trees and grasses that grew in swamps around 345 million years
ago. The plant material continued to decay in layers forming beds of peat, a soft brown substance that is
up to 30% carbon. Peat is the earliest stage of coal formation. Later, shallow seas covered the swamps
depositing layers of sand and mud over the peat. These sediments exerted pressure and over thousands
of years the chemical changes transformed the peat into lignite or brown coal which contains around 40%
carbon. Millions of years later, increasing pressure and heat changed the lignite into bituminous or soft coal
which contains around 66% carbon. Finally anthracite or hard coal that has over 90% carbon. Coal is mainly
used to generate electricity at power stations, however it is also used to produce fertilisers, drugs, dyes, soap,
tar, disinfectant and pesticides.
Oil and Natural Gas are also found in beds of sedimentary rock.
These sediments were deposited by shallow
seas millions of years ago. The remains of plants and animals living in the sea settled to the bottom and were
buried under layers of sediment. These layers were also subjected to heat and pressure transforming into
beds of rock. The plant and animal remains went through a process of slow chemical change forming pockets
of oil and natural gas. Oil is mainly used to power motor vehicles and small amounts are used at power
stations. Other uses for refined oil are medicines, plastics, glues, detergents, cosmetics and paints. Gas is
also used to power vehicles and generate electricity. Many homes and industries use gas as their main source
of heating and cooking.
To use the energy stored in fossil fuels it must go through many stages of processing. First the fuel must
be extracted from rock deposits and transported to a processing station. The fossil fuels then need to be
converted into a form of energy that can be used. South Australia mainly uses natural gas to run its power
generators which then is delivered as electricity to our homes.
In South Australia around 98.5% of the energy use
comes from fossil fuels and approximately 1.5%
from renewable resources
22
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your energy!
Energy Conversions
When we use energy we often convert it or change it from one form to another. The energy in fossil fuels and
other sources of energy is not always in the form we need. The purpose of energy conversions is to change
energy sources into more usable forms.
wood, food, oil, coal
gas
Fuel sources such as
and
contain energy stored in chemical form. The energy is
packed into the chemical structure of the fuel and is released when we convert or change it. For example food
contains units of energy called calories. When we eat food our bodies convert the calories to release energy
in the form of motion and heat. It is actually the energy from our food that allows us to move and keeps our
bodies at a constant temperature. A similar process takes place when we burn other fuels. The chemical
energy stored in them is released when they are changed or broken down by a conversion device. We use
conversion devices such as car engines to change chemical energy into thermal and mechanical energy to
make the motor vehicle move.
Electricity is a common form of energy produced through turbines and generators. These conversion devices
use various sources of energy such as fossil fuels, hydropower, wind, uranium, sunlight, waves and the tide to
produce electricity. The electrical energy is then converted or changed into other forms of energy such as heat,
light or mechanical energy that is used at homes, in schools and at work.
No conversion device is 100% efficient. There is always a loss of energy through the conversion process. For
example when we turn on an incandescent light it provides us with 5% light and 95% heat. We don’t use lights
for keeping us warm so the heat is considered lost energy. The efficiency of conversion devices is important
in obtaining the most from an energy source, particularly when non-renewable sources such as fossil fuels are
being used.
energy &
fossil fuels
23
Activity
Mapping Energy
Aim
To identify different forms and sources of energy.
Suggested Curriculum Links
Science - Energy systems - 3.3, 3.4
Materials
Various craft supplies~ stiff card, textas, scissors, butchers paper etc.
Fossil Fuel Flip Book
Directions
• This is a great opportunity to brainstorm all the energy sources and forms discussed in the notes.
Students should identify and acknowledge the difference between an energy source and form of energy.
Using the table below fill in the missing information.
• Fossil Fuel Flip Book
Sources
Form
• Another way for students to
demonstrate their understanding
of energy maps is to design a
poster with the sun in the centre
(see example). Starting from the
sun branch out to the sources of
energy and then link to the forms
of energy they are converted
to. This could be presented as a
collage, written or graphed.
Conversion
Device
New Form
Motor
Mechanical
Coal, oil or natural gas
Food
Potential or
Kinetic
Chemical
Nuclear
Kinetic
Fission
reaction
Electrical
Sun, wind, water, wood,
coal, natural gas
Thermal (heat)
Potential
Light
Example
Activitiy Idea
Design a card game that demonstrates understanding
of energy sources and/or energy forms.
This could be a simple snap or memory game or even
‘Old Maid’ with the sun substituting as the maid!
The sky is the limit!
Students should design a game plan including
instructions, rules and the final product.
24
Note
See page 85 for an example of this activity.
don’t waste
your energy!
Fossil Fuel Flip Book
Coal, oil and natural gas are formed below the surface of the earth. These fossil fuels are made from dead
plants and animal remains and were deposited around the time when dinosaurs roamed the earth. To see
how fossil fuels were formed cut out the squares along the dotted lines and staple together in order.
energy &
fossil fuels
25
26
don’t waste
your energy!
Create your own flip books
Use another source of generating electricity to make your own moving picture book.
You could use waves, the sun or a wind turbine that will appear to move as you flip through.
energy &
fossil fuels
27
Activity
It’s a Gas
Aim
Stored chemical energy can be converted to do work - mechanical energy. Make your own energy
conversions with a practical experiment.
Suggested Curriculum Links
Science - Energy systems - 3.4
Mathematics - Measurement - 3.4
Here are so
conversions
Materials
www.csenerg
2 film roll containers
Vinegar
2 balloons
Paper towels
Bicarb soda
Teaspoon
Extra Ideas
me great w
ebsites for e
xploring en
in more deta
ergy
il. Generati
ng electricity
:
Coal and Gas
y.com
Solar www.energ .au/learning_centre/how_elec_
is_made.asp
ex.com.au/s
witched_on
/a
ct
ivities/index.
Wind www.w
html
*Visit a working indpower.org/en/kids/
*Contact Energy solar panel at the SA Museum
SA to borro
w the Solar
Explorer Kit
Directions
Divide the class into working groups of three to four. Follow the procedure below:
1. Fill a film container 3/4 full of vinegar.
2. Pour the vinegar from the film container into a balloon.
3. Repeat steps 1 and 2 to fill up the second balloon.
4. Dry the film container thoroughly with paper towels.
5. Put 1/4 teaspoon bi-carb soda into one film container and 3/4 teaspoon bi-carb soda into the other
container.
6. Stretch one balloon over the top of each container.
7. Once the balloon is attached firmly on the film container, empty the vinegar in. Watch what happens.
8. Draw a picture to record your results.
Discussion
stored
The bi-carb soda has
energy. When it reacts with the vinegar, this stored energy is released. The
energy does the work, making the balloon inflate. The more bi-carb soda you use, the more energy will be
released and the bigger the balloon will get. The stored energy released when the bi-carb soda reacts with
the vinegar is called
energy. The reaction makes Carbon dioxide gas. As the balloon fills up with
gas, the chemical energy is being converted to mechanical energy.
chemical
la
outside! 1/2 fil
the activity for
to
n
io
ns
te
ex
An
poon bir. Put 1/4 teas
ga
ne
vi
ith
w
r
film containe
lid on and
Quickly put the
.
lid
e
th
to
in
carb soda
-side-down.
on the floor – lid
it
e
ac
Pl
.
ht
tig
snap it
ack
*Be careful stand b
28
and watch!
don’t waste
your energy!
Activity
Measuring Energy
Aim
To measure the difference between work and power and compare the efficiency of different energy sources.
Suggested Curriculum Links
Science - Energy systems - 3.3
Mathematics - Measurement - 3.5
Materials
Worksheet A & B
Tape measure
Scales
Stop watch and calculator
Stair case
A collection of food wrappers/containers with a nutritional information table.
Directions
The body is a conversion device that transforms chemical energy into mechanical and heat energy. The aim of
this exercise is to measure the amount of work (joules) a persons body uses when climbing a stair case. The
power generated can then be compared to another source of power such as a light bulb.
1. Divide the class into groups of three to four and hand out Worksheets A & B.
2. One member of the group will need to record their weight in kg and convert it into Newtons.
3. Record the height of the stairs and measure the time taken for the weighed person to walk up the stairs,
and the time it takes to run.
4. Using the energy calculations on Worksheet A calculate the
the person has to do to climb the
stairs. Then calculate the
generated by walking and running.
5. Answer the remaining questions on the worksheet.
power
work
After students have completed the activity, compare different energy measurements.
Note
Each individual will convert energy at different rates.
See page 86 for an example of this activity.
energy &
fossil fuels
29
Work Sheet A
Energy Measurements
Kilojoule (kJ)
A unit of energy. One kilojoule equals 0.2388 calories or 0.948 Btu.
This is the amount of energy that is required to lift an object that weighs one Newton one metre in distance.
Calorie (Cal)
A unit of energy. One calorie equals 4.19 kilojoules or 3.97 Btu.
This is the amount of energy that is needed to raise the temperature of one gram of water by one degree
Celsius. One food calorie is equal to 1000 energy calories.
British Thermal Unit (Btu)
A unit of energy. One Btu equals 1,055 kilojoules, 252 calories and 0.293 Watt hours.
The amount of energy needed to raise the temperature of one pound of water by one degree farenheit
Watt (W)
A unit of power. One watt equals the production or use of one joule of energy per second.
Kilowatthour (kWh)
A unit of energy equal to 3,412 Btu or 3,600 kilojoules
An amount of energy that is produced from the production or consumption of one kilowatt of power for one
hour.
Newton (N)
A metric unit for weight. This is the measurement of the gravitational force 9.8m/s2 on an objects mass (kg).
Energy Formulae
Use the formulae below to calculate your energy!
Your Weight~ ........kg x 9.8 m/s2=
..........Newtons (N)
Work (kilojoules)~
your weight (N) x height of staircase (m) =
.........kilojoules (kj)
Power (watts)~
your weight (N) x height of stairs (m) /time (secs)=
30
.........(watts)
don’t waste
your energy!
Work Sheet B
Measurements
Use the
f
on works ormulae
to help w heet A
measure ith the
and calcu ments
lations
Weight.............................Newtons (N)
Height of stairs..................metres (m)
Walking............................time (secs)
Running............................time (secs)
Calculations
Here you need to calculate your work in kilojoules
and the power it generates in watts.
My work (kJ)
M
(W)
r
e
w
y po g)
in
(walk
My po
w
(runn er (W)
ing)
Questions
1. What are the sources of energy used by your body? What forms of energy are generated by your body?
What form of energy is lost during this conversion process? ......................................................................
..............................................................................................................................................................
..............................................................................................................................................................
2. Compare the energy you used to get up the stairs to the nutritional information on a food packet. What is
the kilojoule content for the food? If you ate this food item how much work would it give your body to do?
(ie.. How many times could you walk or run up the stairs?) .......................................................................
..............................................................................................................................................................
..............................................................................................................................................................
3. Now compare your power to the electrical power needed to light a globe. How many 100W light bulbs
could your body power when walking (slow) and running (fast)? . ..............................................................
..............................................................................................................................................................
4. If you were to run up the stairs for 10 hours per day for one week how many kilo-watt hours would you
produce? [(W x10 x7)/1000] ...................................................................................................................
..............................................................................................................................................................
..............................................................................................................................................................
energy &
fossil fuels
31
Looking Back
•
•
•
•
We rely on many sources of fuels to convert into forms of energy that can be put to work.
Almost all of the energy sources we use are originally derived from the sun.
There are differences in the availability, efficiency and conversion rates for each source of energy.
In today’s society there is a strong reliance on the use of fossil fuels to provide electrical and mechanical
energy, however there are numerous issues associated with the use of these fuels. Oil, coal and gas are
non-renewable resources, which limits the amount of the resource that can be used. Fossil fuels also
increase the levels of Carbon dioxide in the atmosphere which is enhancing the greenhouse effect.
The efficiency of fossil fuels is also an important factor to consider and compare when converting them
into other useful forms. No conversion device is 100% efficient, not even the human body.
• Some of the energy in fuels remains in chemical form and some energy is given off as waste heat.
• We need to look to ways that we can improve our use of energy in homes, schools and the community.
Some ways to achieve this will be explored throughout the resource.
32
don’t waste
your energy!
fossil fuels
energy &
s
l
e
u
F
l
i
Foss
Energy use &
s
l
e
u
F
l
i
s
Fos
Energy use &
34
fossil fuels
energy &
Energy &
the Community
Teachers Notes ............................ 36
Energy use at school ..................................................................... 36
Calculating Energy Use .................................................................
Investigating Energy Use ...............................................................
Measuring Energy Use ..................................................................
Energy Use at Home .....................................................................
Energy Efficient Homes . ................................................................
37
38
39
46
47
Activities . .................................... 40
Reading Electricity Meters ..............................................................
Class energy audit ........................................................................
Yesterday and Today .....................................................................
Insulation .....................................................................................
Light The Way . .............................................................................
Sustainable Shacks .......................................................................
40
41
48
52
53
54
Energy Mural ................................ 55
energy & the
community
35
Teachers Notes
Energy Use at School
If you have an environmental education program at school it may be an ideal
opportunity to look at your schools energy use; identify the areas where you waste
energy and the areas where you can save it.
In general, schools spend approximately 50% of their energy use on heating and
cooling, 23% on lighting and 17% on appliances such as computers, televisions,
videos and office equipment.
The most effective areas for reducing energy use at school are;
Heating agnd
coolin
School
Energy Use
Lighting
Appliances
O ther
8%
Applia nces
17%
H ea ting a nd
C ooling
52%
Lighting
23%
Take Actionn’!t have an environmental commitment then why not lookcherat surervadeyingon
student and tea
If your school does
use, conducting a
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m
d
ergy profile. Before
electricity meters an
your own school en
p
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ev
or
of
about energy
e are many areas
what people think
energy audit! Ther
ol
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th
be halfway
you know it, you’ll
ring activities.
clude these monito
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the curricu
36
don’t waste
your energy!
Calculating Energy Use
Would you like to know how much energy your school
uses? Establishing baseline data that you can continue
to add to over weeks, months and years will provide
you with enough information to determine the energy
use of your school.
1. Find your schools electricity bill
for the previous year or two.
Write down the:
• Total use per quarter
• Total cost per quarter
• Number of billing days
• Number of students and teachers at your school
2. With this information you can determine the past;
Daily use of energy
Total use per quarter/
number of billing days
(kWh/day)
Personal daily cost
Daily cost
Total cost per quarter/
number of billing days
($/day)
Daily cost/size of school
population ($/person)
Personal daily use of energy
Daily use/size of school population
(kWh/person/day)
Using your baseline data you can measure how effective an energy efficiency program is. Improving
energy efficiency will save your school money but it will also reduce your schools greenhouse gas
emissions! You may even be able to negotiate for the dollar savings to be reinvested in further energy
efficient initiatives for your school.
energy & the
community
37
Investigating Energy Use
A ceiling fan will use less energy than your air-conditioner. Can you use a fan for
cooling your room instead of the air-conditioner? Fans can also be used in winter
to help circulate the warm air. Switch it to reverse cycle mode for this added winter
benefit.
Do lights get left on at night or during recess and lunch? Can they be switched off if
the room is going to be vacated for more than 10 minutes?
How many computers does your school have? Do your computers have Energy Star
options? This allows you to set a time for your computers to go into ‘sleep’ mode when
they haven’t been used for a period of time.
Can you turn off the computers at the power point when you go home? Computers
left on at the power point consume about 70 kWh per year when they are not even
turned on! This is around 67kg of greenhouse gas emissions per year.
What kind of hot water service does your school have?
If they are under-bench heaters they are likely to be drawing power during the day,
and could be turned off overnight.
Office equipment now comes with Energy Saver modes which will power down
equipment after a period of no use. Do your photocopier, printer and fax have an
Energy Saver mode? Have you activated them?
Are there other types of equipment or machinery that get left on overnight or during the day that can be
switched off or put on a timer? Measuring your schools energy use over night will help you determine how
much energy is being used needlessly.
38
don’t waste
your energy!
Measuring Energy Use
Find your electricity meter and learn how to read it!
If you are not familiar with an electricity meter use the reading meter guide included on the following page.
When to take readings
The best time to take meter readings can be determined by you, however two key times are:
The beginning of the day – before the mad rush at school.
At the end of the day – when most people have left for the day.
These two times will allow you to work out your energy use during the day, as well as overnight. You might be
surprised how much energy gets used by appliances and lights that are left on.
With the whole school participating in an energy efficiency program, you can get real changes in behaviour
during recess, lunch and after school.
You can also measure your energy use through a Powermate on loan from The Energy Division 8226 7769.
A Powermate is plugged in between your appliance and the power point. This device puts a dollar cost to
running equipment such as televisions or computers and it also calculates the energy used and the green
house gas emissions.
Talking Up Your Success
There are many different factors that may influence your energy use at school. Seasonal influences can cause
the biggest increase. Your energy data collection will form a robust database of information allowing you to
compare between seasons and years. A simple plan and simple methods of collection are often best so that
data collection can be shared among students of varying age groups and skills. Changing peoples behaviour
to turn off lights, switch off monitors and shut doors and windows when heating or cooling are all simple ways
that can help to reduce the impact of your energy use.
If you do embark on an energy audit for your school, we’d love to hear about it!
energy & the
community
39
Activity
Reading Electricity Meters
Aim
To measure and compare energy using electricity meters.
Suggested Curriculum Links
Mathematics - Exploring, analysing and modelling data - 3.1
Directions
On each clock face, the pointer travels in the opposite direction to the one on the previous dial!
To read, stand directly in front of the meter.
Start reading from the
right hand dial!
Write down the numbers that each dial hand is pointing to – if the dial is pointing between two numbers, write
down the lower number. Example - if it points between 5 and 6, write down 5.
Give it a try!
1
5
5
1
8
———— ———— ———— ———— ———
40
1
4 9
8
0
———-— ——-—— ——-—— —-—— —-——
don’t waste
your energy!
Activity
Class Energy Audit
Aim
To investigate classroom energy use and research solutions for improving energy efficiency.
Suggested Curriculum Links
Science - Energy systems - 3.3
Mathematics - Exploring, analysing and modelling data - 3.1
- Measurement - 3.4
Materials
Worksheets A-D
Quick Quiz
Internet access
The Energy Division brochures
A compass, thermometer and tape measure.
Directions
Part One
Divide the class up into groups. Using the Worksheets A-D the groups can collect information for a classroom
in the school.
Part Two
After students have collected all their data they can research information on energy efficiency to determine
what elements of the classroom/ building are energy efficient and areas that need improvement.
This information can be found in The Energy Division brochures available at
www.sustainable.energy.sa.gov.au/pages/general/publications.htm#renew
- scroll down to Advisory-Residential.
Some other great websites for information on energy efficiency;
www.greenhouse.gov.au - energy and transport - your home - news/links Provides information in fact sheet style on energy efficiency principles for the home.
www.planning.sa.gov.au/energy efficiency
Provides fact sheets on energy efficiency principles for the home
www.urbanecology.org.au - projects - Christie Walk
Here you can look and read about an innovative energy efficient community housing project.
What are some of the great ways Christie Walk has used for conserving energy, waste and water?
After students have researched the basic concepts of energy efficiency they can report their suggestions to the
class including changes that can be made to improve the efficiency of the classroom.
Part Three
Now students are able to draw a plan or make a model of;
1. The existing building before energy efficient modifications.
2. The building after applying energy efficient principles.
Note
See page 87-90 for examples of this activity.
energy & the
community
41
Worksheet A
Name........
Date..........
................
Temperature
Building
........inside
....
°C
.......outside
Background
Carefully planning the position of a building will maximise the passive solar design advantages and energy
efficiency. Here are some of the important points to consider for the energy efficiency of a building;
1. Orientation - Choosing a north facing aspect will allow your building to take advantage of winter
sunlight particularly if the main windows face north.
2. Thermal mass - building materials such as bricks, masonry and concrete all have a high thermal mass
meaning that they can store large amounts of heat without a large temperature change.
2. Insulation - Slows the transfer of heat in or out of the building. It can make a building 10° cooler in
summer and 5° warmer in winter.
3. Landscaping - Trees can be important for providing shade in summer but can block too much sun in
winter. Plants are also good for cooling air around a building.
Measurements
Use the compass to work out the orientation of the classroom.
Sketch below the direction it faces.
What material is the building made of?
Is it in good condition - are there any cracks or gaps?
Interesting Fact
If you combine the gaps
and
cracks in a typical living
room,
the hole would be large
enough
to pass a footbal throu
gh!
Is there any insulation in the walls or ceiling?
Are there any trees or structures that shade the classroom in summer or winter?
Sketch a rough design of the building indicating surrounding
trees or buildings.
N
42
....
................
don’t waste
your energy!
Worksheet B
Windows
Name........
Background
Date..........
................
................
....
....
The sun’s rays pass easily through normal windows with every square
Temperature
°C
metre of un-shaded glass letting in as much radiant heat as a single bar
........inside
.......outside
electric radiator. This can provide welcome heat in winter, but can lead
to overheating in summer. Ideally all north facing windows should be full
length, so when the winter sun is low in the sky, the heat will penetrate well
into the room. The east and west sides of the building should have minimal
glass or even no windows, and only small glass areas on the south side. The total window area should be
less than 25% of the total floor area of the building. If windows are made too large they can make the house
uncomfortably hot in summer and hard to keep warm in winter.
The most effective way to keep summer heat out of the house is to use adequate external shading. North
facing windows can be easily shaded with eaves, awnings or pergolas however it is important that they allow
the sun in during winter. Shading east and west facing windows is also important while south facing windows
generally do not need any shading. Internal shading such as curtains and blinds are important but are not
as effective as external shading because the radiant heat from the sun has already passed through the glass.
To get the best performance from curtains and blinds you need to ensure that they are opaque and light in
colour, to maximise the reflection of sunlight.
Measurements
Measure the floor area of the classroom? (LxB=Area)
How many windows are there on each side of the building?
North
West
East
South
What is the total area of windows? (LxB=Area)
Are there any cracks or broken windows?
Can the windows be opened?
Do the windows have blinds or curtains?
Are the windows glazed or tinted?
Is there a pergola, eave or shading provided for the window in summer? What type?
energy & the
community
43
Worksheet C
Heating and cooling
Name........
Date..........
................
....
................
Temperature
........inside
....
°C
.......outside
Background
Buildings can be designed to use passive cooling and heating. Passive cooling is achieved through design
features that minimise the heat getting in and maximise the air movement such as cool breezes and
evaporation. Passive cooling uses minimal energy and has the lowest environmental impact. Passive heating
is also achieved using similar principles. Some of the design features that need to be considered to achieve
passive cooling or heating in a building include: orientation, natural ventilation, fans, zoning, windows and
glazing, shading, insulation, thermal mass and light coloured roofs and walls.
Measurements
Cooling
What kind of cooling system is used for the building?
Sketch where the cooling system or duct is located in the room?
Are there adjustable temperature and thermostat settings?
Are there any passive design features used to cool the building?
Heating
What kind of heating does the building use?
Sketch where the heater or heater duct is located in the room ?
Are there adjustable thermostat or temperature settings?
Are there any passive design features used to cool the building (such as external shading or louvers)?
44
don’t waste
your energy!
Worksheet D
Lighting
Background
Natural lighting is free, so the more you utilise, the less artificial (electric lighting) you’ll need.
Windows, skylights and roof lights can all be used to let natural light into a building, but they need to
be cleaned regularly for best performance. Saw-tooth roofs with south facing windows let in light, but not
radiant heat, during summer. Placing desks and work stations near to windows will also take advantage of the
natural light. If lighting is required fluorescent tubes are one of the more energy efficient options. Keep lights
clean and if possible zone the lights so that areas that don’t always require lighting can be turned off.
Always make sure to turn the lights off when you leave the room!
Measurements
Are there any natural light or skylights? Sketch their location.
What kind of lighting is used in the building?
How many lights are there inside?
Name........
Date..........
................
Temperature
........inside
....
°C
.......outside
Are all the lights operated by a single switch?
Are there any outside lights? What type? How many?
Is the outside light on a timer or sensor?
Sketch the floor plan of the classroom including windows,
desks and lights.
N
energy & the
community
....
................
45
Energy Use at Home
Energy used in households account for around 55% of total
greenhouse gas emissions in Australia. This figure can be reduced
by being more energy efficient at home. For every kilowatt hour
(kWh) of energy generated at a power station, 0.96 kg of Carbon
dioxide (CO2) is released as greenhouse gas.
Energy use can be broken down to specific areas within the home.
As this graph shows water heating, heating & cooling and
refrigeration & freezing are the largest users of energy in the home.
However all energy use in our home contributes to the cost of
energy bills and greenhouse gas emissions.
Energy use in
a typical SA
household.
Lighting
9%
Sta ndby
Power
8%
H ea ting &
C ooling
30%
Applia nces
11%
Fr idges &
Fr eezer s
12%
Household energy use is dependent on many factors including; the types
of fuels used, the number of people living in a house and the number of appliances.
By taking a closer look at how we use energy, it can help us understand how we can conserve our
precious energy resources.
W a ter H ea ting
30%
The three key areas for reducing energy in the home are;
• Hot water; reducing the amount of water used and the temperature it is set at
• Heating and cooling
• Refrigeration and freezing
Other areas such as lighting and appliances, cooking and stand-by power are still important areas for energy
reduction. Significant savings can be made in all of these areas in many households.
Tips on reducing ener
gy use at home
1. Turn off light
s and appliances
when not in use.
2. Take shorte
r showers.
3. Don’t open
the fridge door
frequently.
4. If cold put on
a jumper before
turning on the he
5. When heatin
ater.
g or cooling a ro
om
make sure door
6. Keep curtain
s and windows
s closed to keep
are shut.
the winter heat
7. Use compa
in
and the summer
ct fluoro light gl
sun out.
obes.
8. Wash clothe
s in cold water.
9. Use the mic
rowave instead
of the stove and
10. Ride or wal
oven.
k before taking
the car.
46
don’t waste
your energy!
Energy Efficient Homes
For a house to be really energy efficient you need to have all the right elements of design.
These include a consideration of;
• orientation and siting,
• layout and zoning,
• insulation,
• heating and cooling,
• lighting and appliances.
Siting
By carefully considering the position of your house on your chosen block, you can maximise the passive solar
design advantages which will make your home more comfortable all year round.
Home orientation
Facing a house and planning its windows to maximize solar heat gain in winter and minimize it in summer is
part of orientation. The ideal home is sited with the living areas facing north and the long axis of the house
running east-west. Large windows on the north side of the house let the sunshine in during winter, but can be
easily shaded from the summer sun. This will make the house warmer in winter and cooler in summer.
Layout and zoning
Locate the living areas and lounge windows facing north to capture the winter sunlight. Bedrooms and utility
areas should be located on the south side. Generally smaller rooms such as toilets, bathrooms or laundry are
better suited for the west of the home. Kitchen areas are great for the eastern side of the home to utilise the
morning sun. The floor plan should allow natural light to penetrate easily and air to circulate freely around the
home.
Insulation
The single most important measure to make your house energy efficient is the addition of insulation to the
walls and ceilings. Insulation is a material that slows down heat transfer through the external surfaces of the
home. It can make your home up to 10°C cooler in summer and 5°C warmer in winter.
Heating and cooling
South Australian homes generally require more energy for heating than cooling. The amount of energy
needed to heat and cool living spaces will vary from home to home. Oportunities for energy saving can
be made through more passive design, zoning, reducing/increasing thermostat settings, choosing the right
appliance and electrical maintenance.
Lights and appliances
Most appliances and lighting in a home are powered by electricity, however some cooling, hot water and
heating appliances can be powered by gas. There are some simple tips to consider when purchasing
appliances such as, the energy efficiency rating, the location and positioning of appliances and the ways in
which they are used and maintained. All these factors effect the energy related costs of using appliances at
home.
Borrow the Energy Division’s Sample Kit for more information on ways to make your home more energy
efficient.
energy & the
community
47
Activity
Yesterday and Today
Aim
To compare past and present energy use and categorise appliances into wants v’s needs.
Suggested Curriculum Links
Science - Energy systems - 3.3
Society and environment - Time, continuity and change - 3.2, 3.6
Materials
Worksheet E
Worksheet F
Directions
•
•
•
•
•
What electrical appliances do use use around the home?
List these appliances into three categories
1. Fun and entertainment
2. Comfort
3. Helpful
Which of these appliances were around when your grandparents were your age?
What did they use instead of these appliances?
Interview an older person on the ways they would get jobs done around the house and present your
findings in a poster, report, video, tape recording, play or newspaper article.
Look at the pictures below. Circle the way you choose to do these tasks.
Write a short explanation why you choose to do your tasks in this way?
To dry
your hair
To clean
the floor
To warm up
To dry your
clothes
To cool down
How did your grandparents do these tasks? Write down how they got the same task done.
Fill in the table on Worksheet E to compare the electricity use between three family generations.
Note
See page 91 for an example of this activity.
48
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Worksheet E
Instructions:
This is a list of electric appliances found in many homes today. Electricity is measured in kilowatt hours (kWh),
just as petrol is bought by the litre. The average number of kWh each appliance uses in a month is given.
Write the number of kWh for each appliance your family uses in the column.
Do the same for your parent’s family and your grandparent’s family.
Add the kWh for each column to compare the use of electricity from the past to the present.
Extension:
Calculate and compare the difference in greenhouse gas emissions between generations!
Electrical
Appliance
Average electricity
used in one month
(kWh)
Dishwasher
46
Microwave oven
23
Electric stove
100
Blender
1
Toaster
6
Fridge/ freezer
100
Vacuum cleaner
2
Washing machine
13
Clothes dryer
50
Electric hot water
360
Colour TV
30
Stereo
24
Electric blanket
5
1 Bar radiator
150
Air-conditioner
72
Fan
12
Hair dryer
10
Electric toothbrush
1
Total
1005 kWh/ month
YOur Family
Your Parents Family
Your Grandparents
Family
Figures based on the Energy Friends Home Auditing Manual, 2004
energy & the
community
49
Worksheet F
Are you an Energy Bandit?
Use the questions below to determine who is the most energy efficient person in your class.
1. Get your students to stand up.
2. Read out the questions below (use the explanations).
3. Students must answer truthfully and sit down if they are energy wasters.
4. The last person standing is the most energy efficient!
1. Do you leave the lights on when you leave a room?
Sit down if you don’t turn off lights
A 100 watt globe will cost approx. 2 cents an hour.
Lighting for an average Australian home generates about two-thirds of a tonne of greenhouse gas
emissions per year.
2. Do you use a clothes dryer for drying your clothes?
Sit down if you dry your clothes with a clothes drier
A
n average clothes dryer can cost $150 per year to run and can produce one tonne of greenhouse
gases per year. Drying clothes in the sun is free.
3. Do you put on extra clothes before turning on the heater?
Sit down if you don ‘t do this
Heating and cooling is a big user of energy in the home. Only heat the room you are using and put
on a jumper before turning on the heater.
4. Do you mainly use a microwave to cook your food?
Sit down if you don’t use a microwave
A microwave uses less energy than the oven does; producing less greenhouse gas.
5. How many times a day do you open your fridge?
Sit down if you open the fridge door more than 6 times in one day
Constantly opening a fridge door uses more energy because when the temperature within the fridge
increases it has to work harder to cool it down again.
6. Do you wash your clothes with cold or warm water?
Sit down if you wash your clothes in warm water
W
ater heating is the biggest user of energy in the home. If you wash with cold water you can reduce
the energy use in your home.
50
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Worksheet F
continued
7. Do you have more than one refrigerator or freezer at your home?
Sit down if you have more than one fridge or freezer
A second fridge that might only be used for drinks can cost around $150 per year and produce
approximately an extra 1 tonne of greenhouse gas per year.
8. In the summer does your house have the curtains open or closed?
Sit down if your curtains are left open
Closing the drapes and putting up shades keeps the sun and the warm air from getting into your
house, keeping your house much cooler. Remember that the sun’s path varies throughout the year.
In mid summer the sun is overhead at noon. In winter it follows a much lower path to the north.
9. What do you use to cool your home? Fans, natural breezes evaporative or reverse cycle air conditioners?
Sit down if you use a reverse cycle airconditioner for cooling your whole house
Evaporative air conditioning is the cheapest form of cooling for your home after fans. Using a fan or
natural breezes reduces your energy use and costs much less than air-conditionong.
10. How long are your showers?
Sit down if you have showers longer than 5 minutes
Each South Australian household uses an average of 55,000 litres of water per year for showering.
Shorter showers and more efficient showerheads can reduce this water use by more than half while
also reducing the use of energy for hot water.
11. How do you turn off your television with the remote, on the TV or at the switch?
Sit down if you turn off the TV with a remote
Some appliance around the home use energy even if they are not being used. This is called ‘standby
mode’ and leads to more greenhouse gases unnecessarily being emmitted into our atmosphere. We
can stop this extra use of energy simply by turning off certain appliances at the power point.
12. Do you have a pool?
Sit down if you have a pool
P
ools are very heavy users of energy. Energy is used to filter, clean and sometimes even heat pools on
a daily basis. Using a pool cover can help to keep the pool cleaner, warmer and reduce water loss
due to evaporation.
The last person standing is
the most energy efficient!
energy & the
community
51
Activity
Insulation
Aim
To evaluate the effectiveness of insulation for energy efficiency in buildings.
Suggested Curriculum Links
Science - Energy Systems - 3.4
Materials
1 x 2 litre cardboard juice container
2 x 375ml aluminium can
2 x thermometers
rubber bands
water
shredded paper or wool
Sunlight
Borrow the Energy Division’s Sample Kit to discover different types of insulation.
Directions
• Open the juice container so the can and insulation material can be placed inside.
• Arrange the insulation around the can packing it reasonably tightly but so the can is still removable.
• Fill both cans with water of the same temperature.
• Place the thermometers inside the cans. Use the rubber bands to hold the thermometers at the same
depth making sure that they are not touching the edges of the can.
• Place more insulation on top of the can.
• Place both cans in direct sunlight.
• Every five minutes for twenty minutes check the temperatures of both thermometers and record the
information in a table.
Discussion
Insulation is any material used to slow heat transfer creating a stable comfortable climate inside a building.
The important component of good insulation materials is stationary air because air is a poor conductor of
heat. Most insulation contains millions of tiny air spaces which slows heat passing through. Insulation is rated
for its resistance to conducted heat flow and is known as the insulation’s R-value. The greater an insulation’s
R-value, the more effective the insulation is at resisting conducted heat flow into your house in summer, and
out of it in winter. For more information on the minimum insulation standards in SA visit
www.energy.sa.gov.au
Note
See page 93 for an example of this activity.
ExtraTrIdy theae sexperiment again using hot water or diffeil! rent
ials like
insulation mater
52
ium fo
wool or alumin
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Activity
Light the Way
Aim
To compare the efficiency of different forms of lighting
Suggested Curriculum Links
Science - Energy systems - 3.3
Materials
Incandescent light bulb
generate 5% light and 95% sheat
when switched on
Compact Fluorescent (CFL) globe and its package
Incandescent globe and its package
An old energy bill
Directions
Explore the information on the lighting packages
Package 1: Incandescent
Package 2: Compact Fluorescent
Light output (lumens)............(approx 10 lumens/W)
Power (watts)........................
Life (hrs.)............................(approx 1000hrs)
Cost ($)...............................
Light output (lumens)............(approx 50 lumens/W)
Power (watts)........................
Life (hrs).............................(approx 6-10 000 hrs)
Cost ($)...............................
What forms of energy are used to produce light? When a light bulb is turned on we pay for the total energy
used - this includes light and heat, however we really only want to use the light!
Step 1
Using the package information how many incandescent bulbs
would you have to buy to last the same length of time
as one compact fluorescent (CFL)?
Step 2
Multiply this with the total incandescent globe cost, including
electricity. You will find the tarrif rate on your old energy bill.
Step 3
Take away the total CFL cost and this will be the amount
you will save for the period of the CFL life.
How many incandescent globes in your house?
How much could you save if you replaced them with CFL’s?
Step 4
For every kWh of electricity used 0.96 kg of CO2 is produced.
How much CO2 do the two globes produce over their life?
How much more CO2 is produced when using an incandescent?
What are the advantages of using CFL globes?
Pick Me
Light Bulb Calculations
• 1 kWh = 1000 watts
• watts/1000 = kWh
• kWh x life of bulb
= total electricity consumed
• Total electricity x cost per kW
h
= cost of electricity for the life
of the globe
• Add the cost of the globe
for total cost.
2
Note
No! Pick Me
See page 94 for an example of this activity.
energy & the
community
53
Activity:
Sustainable Shacks
Aim
To design and construct a house model based energy efficient principles.
Suggested Curriculum Links
Design and Technology - Making - 3.5
Society and Environment - Place, space and environment - 3.4
Materials
The Energy Division’s Sample Kit.
Construction materials ie. lego, foam, styrofoam, blocks etc..
Directions
• Describe your home - Where is it located? Do you live near the beach or in the hills? Is it cold in winter?
Hot in summer? Is there any parks or forests nearby? Are there many other buildings close by?
• Draw a plan of your home and garden and put in a direction arrow indicating north.
• Talk through the Sample Kit. Using the information on energy efficient principles write a list of things that
you could do to make your home more energy efficient.
• You have inherited some property from your “greenie” grandmother who recently passed away. She
also left you a large sum of money, enough to build the house of your dreams. The only condition that
your environmentally conscious gran asked was that you include sustainability principles throughout the
designing and building of your home.
Considering one of the scenarios below, design a house that incorporates your gran’s wish for energy efficient,
sustainable living. Important things to include are; orientation and siting, layout and zoning, insulation,
windows, shading, landscaping, ventilation and the thermal mass.
Scenario One:
Is a small block of land 700m2 close to the beach. There is a large block of flats to the south of your land, and
two neighbours on the east and west. The block faces north to a road. You have access to mains water, natural
gas, electricity and the council sewerage system.
Scenario Two:
A large open grazing property in the outback. At present there is only a shed, large rainwater tank and a house
site. There is one large gum tree to the west of the house site and a dam with an attached bore to the north.
There is a run down diesel generator that provides power to the shed and bore but is in need of maintenance or
replacement. The rainfall is between 250-350mm per year but you have access to underground water supplies.
Scenario Three:
A hills property approximately 1400m2 with an surrounding native scrub. There is access to electricity but there
is no natural gas or water supplied to the site. Most of the 900mm of annual rainfall occurs during winter. The
hill faces northeast with road access from the south.
Note
See page 95 for an example of this activity.
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Energy use &
Our Community
energy & the
community
O
y
t
i
n
u
m
m
o
C
ur
Energy use &
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Renewable
Energy
Teachers Notes ............................ 58
Definition ..................................................................................... 58
Energy resources .......................................................................... 59
Renewable resources ................................................................. 59
Non-renewable resources .......................................................... 60
Activities . ..................................... 61
Energy Time Line ..........................................................................
Charter for Fossil Fuels . ................................................................
Super Solar ..................................................................................
Solar Fact Sheet ..............................................................................
Windy Ways .................................................................................
Wind Fact Sheet ..............................................................................
Hydromania .................................................................................
Hydro Fact Sheet .............................................................................
61
63
66
67
69
70
72
73
Energy Mural ................................ 75
renewable
energy!
57
Teachers Notes
Definition
The energy resources in our environment can be classified as renewable or non renewable.
Non renewable resources
Non-renewable resources take millions of years to be made
and replaced. Oil, coal and gas are examples of nonrenewable resources that are being used more quickly than
they are being formed. These resources are therefore limited
in supply, that is there is not enough to continue using them
indefinitely. In fact we are able to calculate an estimate for
the time left using these reserves. The estimations of time
vary around the world as developed countries on average
use more fossil fuels and at a faster rate. In response to the
limitations on our use of fossil fuels there has been more
research on ‘alternative’ or renewable energy sources to
replace the traditional oil, coal and gas fuels.
Renewable resources
Renewable sources of energy are
those that can be made and replaced
quickly such as solar, hydro and wind
energy. The time it takes for the energy
to bereplaced varies from seconds for
solar, hours for wind and up to months
or years for crops or plantation forests.
The continual replacement of these
energy sources means that for human
use they are unlimited in supply.
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Energy Resources
Renewable Resources
Wind
Wind has been used for many centuries around the world to power machinery for pumping water,
grinding grain and sailing ships. Wind is now used to generate electricity. When the blades turn a
rotor in the generator the spinning action of the turbine generates electricity that can be stored in
batteries or connected to an electricity grid. Australia’s first wind farm was established in 1998 near
Esperance in Western Australia.
Biomass
Biomass is biological material (plant or animal) that can be used to generate electricity as fuel for
powering vehicles, machinery or to produce heat energy for cooking or electricity. Bio-fuels like
ethanol are produced from the fermentation of crops such as canola or sugar. Bio-gas is produced
when decaying materials at the rubbish dump break down. The release of the gas can be burnt to
heat water, generate steam, spin a turbine and produce electricity.
Solar
The sun provides the earth with heat and light energy everyday. We can use this energy for heating
water and generating electricity. Photo-voltaics (PV) or solar cells generate electricity directly from
solar radiation. The photons in the sunlight excite the electrons in the solar cell. The electrical
current is produced when the electrons from the negative side of the cell flows to the empty spaces
on the positive side of the cell. The electrical energy can be used immediately or stored in batteries.
There are many other ways the sun’s energy can be used to generate electricity …solar thermal,
a solar collector and solar ponds.
Water
The energy in water can be found on land or at sea. Electricity can be generated from the ocean’s
wave, tidal or thermal energy. It can also be generated using hydroelectric schemes on rivers, lakes
or dams.
Hydro
When water stored in dams or lakes is released it passes through a pipe system and a turbine to
generate electricity. Hydropower is an effective way to generate large amounts of clean electricity.
Wave
The wind blowing across the surface of the ocean creates waves. There are a number of schemes
used to capture or channel this energy to drive a turbine and produce electricity. A contouring raft and
salters duck are two examples of floating wave powered buoys.
Tidal
The tidal rise and fall of the ocean is caused by the varying gravitational pull of the sun and the
moon. Larger and smaller tidal ranges occur in different seasons and at different times of the year.
The coastline and sea floor topography can also affect the tidal range which can sometimes be more
than 15 metres. Tidal energy can be harnessed by trapping water in an enclosed basin during high
tide and allowing it to pass through turbines while the basin is emptying at low tide. The expansion on
this technology has been limited by many factors including the small variation in tidal height for many
locations, suitability of sites for channelling the tide and transportation viability.
renewable
energy!
59
Geothermal
Geothermal energy is heat energy generated from the earth’s core. It originates from the radioactive decay
of elements in the earth’s crust, from heat conducted at the molten core of the earth and from the sun’s solar
radiation. Some of this heat finds its way to the surface in the form of hot springs
or geysers. This energy can be used for space or water heating, cooking or even
electricity. The Hot Dry Rock (HDR) method involves pumping water through hot
rocks to produce steam that is then used to drive turbines and generate electricity.
The main barriers to geothermal electricity production include; the cost of
exploration, building and operation of the plant, and transportation of electricity
compared to other methods; and the large amounts of water required for
processing. However Australia has some promising sites particularly in the
Great Artesian Basin that could see the expansion of this industry.
Non renewable Resources
Fossil fuels
Oil, coal and gas were formed millions of years ago when living
organisms became trapped in rock sediments. Humans have
discovered that when these fuels are burnt the heat energy produced
can be used to generate steam and spin a turbine. Some of the
problems with using fossil fuels are:
1. They are limited in supply – we are using them quicker than
they are being formed
2. When burnt harmful particles are released into our
atmosphere including the greenhouse gas, carbon dioxide.
Uranium is used to produce electricity at nuclear power stations.
It is found in the minerals of igneous rocks that formed millions of
years ago. Although uranium is considered non-renewable it is not
limited in supply like fossil fuels. This is because the spent or used
uranium can be recycled until 80% or more of the energy from the
original uranium has been used. Uranium is a very efficient source
of energy to use for generating electricity because it only takes a
small amount of uranium to produce lots of energy. Unfortunately
the by-product of processing uranium is toxic radioactive waste which
takes millions of years to break down.
60
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Activity
Energy Time Line
Aim
To demonstrate an awareness between renewable and non-renewable resources.
Suggested Curriculum Links
Mathematics - Measurement - 3.4
Society and Environment - Place, space and environment - 3.4, 3.5
Materials
Worksheet A
Tape measure
Chalk, string, roll of butchers paper, textas
Directions
1. Discuss the different examples of energy sources used to generate electricity. Have the students class
them into categories of renewable and non-renewable.
2. Complete Worksheet A
3. Based on the following diagram and the list of energy source examples students can design and
construct a time line that reflects the time taken for different resources to be made. The project can
incorporate collage, colour, props with people etc.
4. Following the time line construction students should nominate one resource to research in detail and
present a report on their findings. Some points to include
What am I? How do I work? Am I renewable or non-renewable?
My advantages and disadvantages, location-where can you find me at work? My future?
Discussion
• What is the one element all of these resources have in common?
• Explain why it takes some resources longer to form than others.
Note
See page 96 for an example of this activity.
Minutes
Hours
Wind
Days to weeks
Hydropower
Months to years to decades
Millions of years
renewable
energy!
Direct
solar heat
Renewable
Sun
Photovoltaic
electricity
Biomass
Coal, oil
and
natural gas
NonRenewable
Seconds
61
Worksheet A
The table below has eight different ways to make elecricity. Some of these energy sources are renewable
and others are non-renewable. They are all generated in slightly different ways with various advantages and
disadvantages.
Lightly colour each box to match the name of the electricity source, how it generates electricity, whether it is
renewable or non-renewable and its advantages and disadvantages.
What is it?
How does it work?
Renewable/
Nonrenewable
Advantages
Disadvantages
Coal
Gas or vegetable matter is burnt
to heat water. The steam spins a
turbine generating electricity.
R
No CO2 emissions, instant
electricity
Needs sunlight
Has to be stored in batteries if not
used immediately
Natural Gas
Water is heated over hot rocks
deep underground. The steam
generated is used to drive a
turbine to generate electricity.
R
No Co2 emissions, can be used
with minimal disturbance to
surrounding activities, instant
electricity
Requires mining, thermal heat
pollution, radiation, radioactive
waste, requires lots of water
Hydro
Biomass
Solar
Uranium is split by a process of
nuclear fission. The heat is used
to produce steam, to drive a
turbine and generate electricity.
Under high pressure the gas is
burnt producing a hot stream of
gas that spins a turbine to
generate electricity.
When the blades spin they turn a
shaft leading to a rotor inside a
generator. This generates
electricity.
NR
Lower greenhouse emissions than
coal, easy to transport and store
R
No CO2 emissions, efficient
NR
No CO2 emissions,
inexpensive to produce and no
limit to supply
Can effect natural river flow and
fish movements, tidal basins can
silt up, wave stations are subject to
corrosivity and expensive
Needs consistent wind supply, can
interfere with bird/bat movement,
low frequency noise emission,
some TV/ radio interference
Often in remote areas requiring
lots of infrastructure in
development and to connect to the
electricity grid
Nuclear
The coal is burnt to heat water .
The steam spins a turbine,
generating elecrtricity.
R
Reduces waste of organic
material and landfill, helps to
reduce CO2 emissions
Requires suitable land and water
resources to grow crops.
Geothermal
Water movement is channelled
past a turbine, spinning it to
generate electricity.
NR
Australia has large reserves of
coal, cheap to produce
Requires mining, produces sulphur
dioxide when burnt and CO2
emissions. Limited in supply.
Wind
The solar cells change the
sunlight into electricity.
R
No CO2 emissions,
Not limited by supply
Is limited in supply, difficult and
costly to drill to find explosive,
requires lots of water for cooling
Did you know
A turbine is the opposite of a motor. A motor uses electrical energy
to make parts spin. A turbine spins to make electrical energy.
62
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Activity
Charter for Fossil fuel reserves
Aim
Explores issues surrounding the continued use of non-renewable resources.
Suggested Curriculum Links
Science - Earth and space - 3.1 and Energy systems - 3.3
Mathematics - Exploring, analysing and modelling data - 3.1
Society and Environment - Place, space and environment - 3.4
Materials
Stop watch
Bluetak or cellotape
Graph paper
Worksheet B (You will need approximately one sheet per student)
Worksheet C
Directions
1. Prior to the class, cut out and hide all of the fossil fuel cards from Worksheet B around the classroom.
Around one third should be hidden in obvious locations and the remaining two thirds in more obscure
spots (alternative to you doing all the work – divide the class in 2 groups (half hide/half find) then swap).
2. Hand out Worksheet C to students. The experiment will consist of four trials each for a period of thirty
seconds. Students need to locate as many cards in each time trial as possible. At the end of each trial,
record on the worksheet the total number of cards found.
3. Students can now graph their results and answer the questions on the worksheet.
Discussion
• What do the results show about the availability of non-renewable resources?
• Is there any great need to have renewable technologies? Why?
• What are some of the major renewable resources used in Australia?
• What are the advantages of using renewable resources?
• What are some solutions to these issues? How can we use fossil fuels more efficiently?
• Are there any other environmental issues associated with using fossil fuels? (mining, habitat loss, waste)
• Research and debate the pros and cons of using fossil fuels. Consider having a panel of community
representatives from an area to be mined for coal and a panel representing the mining company.
• Ask students to research any past examples of the history of a mining site in Australia ie: mining for
fossil fuels or another resource.
Note
See page 97 for an example of this activity.
renewable
energy!
63
Worksheet B
Fossil fuel cards
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Worksheet C
Part A .......... Fossil fuel hunt
Exploration
Time (30sec)
Number of cards
1
....................
....................
2
....................
....................
3
....................
....................
4
....................
....................
Total
....................
....................
Part B .......... Graph your results below
Part c .......... Questions
What do we use fossil fuels for?.........................................................................................................
Why did the search become more difficult?.........................................................................................
.......................................................................................................................................................
What is likely to happen as these fuel reserves become more scarce?...................................................
.......................................................................................................................................................
What can people do to reduce the amount of fossil fuels being used?...................................................
.......................................................................................................................................................
Does this mean fossil fuels are renewable or non-renewable?..............................................................
renewable
energy!
65
Activity
Super Solar
Aim
Students will measure and compare thermal radiation
using different materials, then design a solar cooker
using the most efficient design and construction materials.
Suggested Curriculum Links
Design and Technology - Designing - 3.3
- Making - 3.5
Science - Energy Systems - 3.4
Mathematics - Measurement - 3.1
Materials
Black, white and green coloured paper
Silver foil
2x 2L PET bottles cut in half lengthways
5 thermometers
Various craft supplies such as glue, cello tape, scissors, string and skewers
Solar Fact Sheet
Worksheet D
Solar Explorer Kit - to see a working solar panel contact Energy SA to borrow a kit for your school.
Directions
Record Sheet
Cut the PET Bottles in half. Line each half with a different
colour paper and one with foil. Record the temperature
outside then lay a thermometer in each model and place
it in direct open sunlight. Record the temperature of each
thermometer after fifteen minutes, thirty minutes and one hour.
Discussion
Outside temperature
temperature after
15 mins
30 mins
60 mins
Red
Green
White
Foil
• In the classroom discuss what materials are likely to
* Note - smooth out the foil to improve it’s reflective value
produce the most radiant heat.
• When standing in the sun, ask students how they feel when wearing dark clothing compared to light clothing.
• After the table is complete students can graph the results.
From these findings which model would be best used for a solar cooker?
Are there any other design elements that would increase the performance of the cooker?
• Draw a plan for a solar cooker.
Ask students to explain their design; why have you chosen this shape? what materials did you use? why?
will your cooker face in a certain direction? why? any other elements of design to be justified.
• In preparation for the next lesson students will need to list all materials needed to make their cooker.
• As a class discuss different foods that could be used in the cooker eg. hot dogs, an egg or a potato.
The next lesson can be used for constructing and cooking.
Note
See page 99 for an example of this activity.
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Solar Fact Sheet
What is solar power?
Packed into every centimetre ray of sunshine, for every minute that the sun is shining is 1.94 calories. 1.94/
min x 60mins x 12hours = 1,396.8 calories/ cm2 in one day of sunshine! This energy can be used to
generate electricity through a photovoltaic (PV) panel, to heat hot water or even to cook food.
A PV panel what’s this?
Photo -’light’ and volt-a measurement of electricity
A PV panel is made up of lots of cells joined together by silicon. Silicon is
the second most abundant element found all around the earth, it is even
found in sand. The cells in the PV panel can convert light energy into
electrical energy. The amount of electricity produced depends on how
much light falls on the cell. The voltage or force of the electricity depends
on the temperature of the cell and what the cell is made from.
How Does It Work?
“N”type layer
“P”type layer
A photovoltaic cell has two layers: a top
and a bottom
. The area between
the two layers is known as the junction. When sunlight falls onto these cells it excites the electrons to move
around and find an empty space amongst the protons. This movement of atoms form the electrical current
known as the direct current (DC) and is conducted by metal strips that connect each cell. Each cell also has an
electrical field, this causes the voltage. When there is a current and voltage the result is POWER.
What can we do with the power?
There are many ways that solar energy is used in our community. Photovoltaic panels can be used to generate
electricity for houses, street lighting or to sell to energy suppliers. Solar power can even be used to run some
cars. The more common kinds of solar electricity used by people is in small electrical items like watches and
calculators. Thermal solar energy is also commonly used to heat hot water for the home.
Can you make a solar cell? Match the text boxes to the pictures on Worksheet D
renewable
energy!
67
Worksheet D
One way a solar cell can be made
Each box below matches a picture above.
Cut and paste the correct box to match the picture.
The top of the slice is
covered with a coating
and is called the 'N'
side. This is the side
that will face the sun.
Fine metal strips
(contacts) are added to
each side of the cell.
A cell is made of
silicon. Quartzite is a
common mineral that
contains silicon. First it
is melted at very high
temperatures.
First the bottom of the
slice is treated. This is
called the 'P' side and
will be atteched to the
backing.
The melted quartzite is
made pure through
further heating and
cooling.
A large silicon crystal is
eventually made. It can
be up to 12cm wide
and 12m long.
68
The crystal is cut into
thin slices using a
diamond saw. It is then
inspected and polished.
Finally the cell is
covered in a clear
coating.
don’t waste
your energy!
Activity
Windy Ways
Aim
To observe the energy of wind
through a working model
Suggested Curriculum Links
Design and Technology - Designing - 3.3
- Making - 3.5
Science - Energy Systems - 3.4
Materials
Wind fact sheet
Worksheet E
1 Litre plastic water bottle
Square pieces of card
Pins, corks, straws, Pop-Top lids, pencils and Plasticine
Cotton thread or string
Ten gram weights
masking tape
rubber bands
stop watch
sand
fan, hair dryer or a breezy day
Directions
• Wind is one type of renewable energy that has been used to do work for many centuries. Use the fact
sheet to discuss the different ways that we use wind power.
• Students can now construct their own wind turbine.
Worksheet E provides a guide on how to construct one type of wind turbine.
Strongly encourage the students to design a working wind turbine demonstrate how wind can generate
power. String and weights or a motor can be attached to the turbine to show this power at work.
• There are some great animated and interactive websites that show a wind turbines in operation.
Check them out
Wind with Miller: www.windpower.org/en/kids/index.htm
A working turbine: www.eere.energy.gov/windandhydro/wind_animation.html
• South Australia has many wind farms that could provide a great excursion opportunity.
Following a visit to a wind farm, even if it is just web based, students can present a fact file of
information on the current wind farms in SA and future proposed sites. Maybe they would like to focus
on one wind farm and present a report on its location; type, size and number of turbines, how much
electricity it generates, environmental considerations and any other points of interest.
renewable
energy!
69
Wind Fact Sheet
Wind Power
The original source of wind energy comes from the sun. When the sun heats up the earth the warm air rises
and cool air moves in to replace it. This circulation of air produces wind energy. The wind has been used
for centuries around the world to sail ships, pump water and grind grain, however more recently it has been
used to generate electricity. It is estimated that of the 1- 2 % of sunlight that is converted into wind energy,
harnessed efficiently it could produce more than ten times the electricity used by people in one year.
Working a Wind Turbine
A wind turbine is made up of two or three blades
called the
. The rotor moves to face the wind
and is attached to a tall tower which stands in an
open area that is subject to winds. As the wind blows
it spins the rotor which drives a generator inside the
Large wind farms can generate from 50 kW
to 7 MW and are connected to a main grid that feeds
into the normal electricity supply. A single turbine
generates up to 50 kW of electricity and is used for a
house or to pump water. The electricity generated by
a single turbine is often used to charge a battery that
then
the energy so that it can be used when
rotor
nacelle.
stores
there is a shortage of wind.
How do we measure wind energy?
anemometer
The winds speed and direction is measured using an
. The most common types of
anemometers have three or four cups. When the wind spins these cups they turn a shaft. The number of
rotations the shaft spins is recorded as a wind speed reading. The wind speed is then categorised into one
of 12 categories in the Beaufort wind scale. To find out the different categories visit www.bom.gov.au/info/
weatherkit/section2/beau.shtml A wind turbine starts operating at wind speeds of 4-5 metres per second
(around 16 kilometres per hour). The most ideal wind speed is around 15 metres per second or 53 kilometres
per hour. The wind turbines will close down in wind conditions above 25 metres per second, 90 kilometres
per hour to avoid damaging the equipment.
Wind Farms at work
There are many sites around Australia that suitable for developing wind farms. In South Australia the “Starfish
Hill Wind Farm” at Cape Jervis is capable of producing 34.5 MW of electricity which is enough electricity to
provide 18,000 South Australian homes with power. For other proposed wind farm sites in South Australia
visit www.auswea.com.au/projects/sa.htm
70
don’t waste
your energy!
Worksheet E
This is just One idea for designing the rotor blades.
Cut along the lines then line up the circles and pin to a cork.
Hint: A large piece of cardboard will provide a strong and powerful base for the rotor blades
Using the materials provided students can design
a model turbine that generates power by lifting a
ten gram weight.
renewable
energy!
71
Activity
Hydromania
Aim
To explore water at work through research, design and measurement.
Suggested Curriculum Links
Design and Technology - Designing - 3.3
- Making - 3.5
Science - Energy Systems - 3.4
Materials
Hydropower Fact Sheet
Internet
Library Resources
Worksheet F
Bucket
Clock or watch with a second hand
Various craft supplies (corks, plastic lids, thumbtacks, tape, string, pencils, nails, PET bottles etc)
Directions
• Water is another example of a renewable energy resource. For centuries water has been used by people
to do work for them. Ancient Egyptians used water as transportation corridors later, water wheels were
developed to generate mechanical power for grinding flour and then during the industrial revolution it
was discovered to be useful for generating electrical energy.
• Use the Hydropower Fact Sheet to discuss how hydropower stations generate electricity. Investigate
•
a current hydropower station, outlining how the system works, the location, advantages and
disadvantages, community benefits and concerns, environmental impacts and any other issues. Now
develop a proposal for a water power generation scheme. The proposal could be used as the base for
a panel debate, power point presentation, radio talk back or even a TV interview to communicate the
issues.
T
here are some great websites for information on the workings of a hydropower station and other water
schemes. Check them out.
Hydro Tasmania:
How it works:
www.hydro.com.au/Home/Education/
http://people.howstuffworks.com/hydropowerplant.htm
http://www.eere.energy.gov/windandhydro/hydro_technologies.html
http://www.energyquest.ca.gov/story/chapter12.html
• Worksheet F - Students will now have enough background information to construct their own water
turbine to demonstrate how water generates power.
Note
See page 101 for an example of this activity.
72
don’t waste
your energy!
Hydropower Fact Sheet
What is hydropower?
Hydro - is the Greek word for water. Hydropower is electricity that has been generated from water.
How does water make electricity?
Hydropower can be generated using water either stored in dams, lakes or rivers; ocean waves, through
water moving in and out of tidal basins or even through thermal heat. Around 20% of the worlds electricity
is produced from hydropower stations. The water at these stations is usually stored in lakes or dams at high
elevation. Under high pressure the water is channelled through pipes to lower elevations. At high speed it
passes through a turbine that spins a connecting shaft turning the generator. The generator is connected to
transmission lines which carry the electricity to our homes. After the water has passed through the turbine it
continues to flow downstream.
Take a look inside this
power station
potential
The energy stored in the lakes is
energy. When it flows through the penstock
and turbine it is
energy. The kinetic
energy is then converted into
energy for us to use.
kinetic
electrical
How much electricity
does water produce?
This is dependant on the volume of water
flowing past the turbine and the distance
the water falls. It is usually measured as
litres per second, one litre per second falling a distance of 150 metres generates approximately one kilowatt
of electricity. A large volume of water falling a short distance can produce the same amount of electricity as a
small volume of water falling a long distance.
Types of Hydro systems
large hydro electric schemes
Australia’s main
have been built in the Snowy Mountains, Tasmania,
and Victoria. These systems require large areas for water storage and account for around 10 percent of
Australia’s hydroelectric power.
operate on the surface of existing water bodies
such as a lake or river. Generally these smaller systems produce less than 30 Megawatts of electricity but can
be a good supplement to an existing dam or water supply.
work by using the
energy of falling water to drive a turbine and generator. Water is pumped and stored as potential energy it is
often released to produce electricity during peak load periods.
Small scale hydro systems
Pumped storage systems
renewable
energy!
73
Worksheet F
Students will design a water turbine and measure the power of water.
You will need
Funnel and length of hose
Bucket
Clock or watch with a second hand
Various craft supplies (corks, plastic lids, thumbtacks, tape, string, pencils, nails, PET bottles etc)
One
Attach the hose to the funnel. Turn on the tap and adjust the flow so it runs through the funnel and hose
without overflowing. Mark the tap’s position so you know where to turn it to.
Two
Now you can measure the tap’s flow rate.
To do this turn the tap on and run the water through the funnel and hose into a bucket for 10 seconds.
Measure the amount of water and divide by ten. This will give you the tap’s flow rate in litres/second.
Three
Using the crafty bits and pieces students can construct a water wheel. Attach the water wheel to a small motor
and voltmeter or a weighted string so the output of power can be observed and measured.
Now the students can run the water through the funnel and hose onto the water wheel.
Do some wheels turn faster than others? If connected to a weighted string - did it lift the weight? If using a
voltmeter - how many volts were generated?
Four
Calculate the power of the water available
Watts = 10 x flow rate (L/sec) x head (metres)
The power of
water (wat
ts)
10 x flow rat
e l/sec= ) x he
ad (metres)
The head is the vertical distance the water falls to the turbine. It is measured in metres from
the water wheel up to the point that water enters the pipe (in this instance the hose).
But,
In any energy system there are always energy losses. The power available from the water is not the actual
power available to the turbine. Some energy is lost before it reaches the water wheel.
Where is the energy lost?
There are small losses in each stage of the hydro system. Some typical figures suggest that pipes are around
90% efficient, the turbine 75% and the generator approximatley 80% (Victorian Solar Energy Council)
The overall efficiency is obtained by multiplying these percentages together(0.8 x 0.75 x 0.9)=0.54 or 54%
To determine the systems overall power
Watts = Power of water x System efficiency
Five
How much power does the mini hydro scheme produce? Is this enough to run a light globe or appliance?
If not how long would the system have to be running to produce enough power?
How could the system produce more power?
74
don’t waste
your energy!
y
g
r
e
n
E
e
l
b
a
w
e
Ren
Energy use &
Energy use &
y
g
r
e
n
E
e
l
Renewab
Suggested Curriculum Links
The Greenhouse At Work
Learning Area
Strand
Science
Life Systems
Key Ideas
Standard 3 Outcomes
Students develop a shared
3.5 Explains the interrelatinships
undersatanding of the characteristics
between system s within living things,
and behaviour of living things and how
and between living things in ecological
they are interrelated and
system s. They relate these ideas to the
interdependent. They appreciate and
health of individuals and to threats to
report on the place of humans in the
the sustainability of ecological system s.
earth's ecology, and develop their
F • Id • In • KC2
understanding of, explore future
possibilities for, and act to contribute to,
sustainable environments.
F • In • KC1• KC2 • KC3
Mathematics
Exploring,
Students engage with data by
3.1 Poses questions, determ ines a
Analysing &
formulating and answering questions,
sam ple, collects and records data
Modelling
and collecting, organising and
including related data, represents
Data
representing data in order to investigate
sam ple data in order to investigate the
and understand the world around them.
world around them .
In • T • C • KC2 • KC6
In • T • C • KC1 •KC6
Cool Calculations
Learning Area
Strand
Key Ideas
Standard 3 Outcomes
Science
Energy
Students collect data about, and
3.3 Investigates and reports on patterns
Systems
critique, their own patterns of energy
of energy use in the hom e, school and
use in terms of its environmental
other places.
impact. F • Id • C • KC1• KC5
F • Id • C • KC1 • KC2 • KC5
Society and
Place, space
Students discuss environmental,
3.6 Identifies factors affecting an
Environment
and
conservation or resource issues, and
environm ental issue, and reports on
environment
individually and/or in teams
ways to act for sustainable fu tures.
collaboratively develop strategies to
F • In • T • KC1 • KC2
bring about positive change in the local
community. F • In • T •KC2 •KC4 •KC6
Climate Capers
Learning Area
Strand
Key Ideas
Standard 3 Outcomes
Science
Earth &
Students investigate, through fieldwork
3.1 D escribes the characteristics that
Space
and research, the central importance of
sustain life on the earth and changes to
the earth's role in sustaining life and
these characteristics and their im pact
how changes impact on life; and
over tim e.
understand the interaction of the
F • In • T • KC2
atmosphere, the oceans and the earth's
surface. F • In • T • KC1• KC3
Society and
Time,
Students gather, research, analyse,
Environment
continuity
evaluate and present information from
3.2 Researches and discusses the
im portance of understanding events and
and change
a variety of sources to show
ways of life of som e past periods, using
understanding of particular times or
prim ary and secondary sou rces.
events, from a range of perspectives.
T • C • KC1 • KC2
T • C • KC1 • KC2
curriculum
links
Place, space
Students access, investigate, interpret
3.5 Interprets and represents data
and
and represent information from
about natural and built environm ents,
environment
fieldwork, electronic systems and other
resources, system s and interactions,
research, in order to explain local and
both global and local, using m aps,
global interactions and relationships
graphs and texts.
between people and environments.
In • T • C • KC1 • KC2 • KC5
In • T • C • KC1 • KC2
77
Mapping Energy
Learning Area
Strand
Key Ideas
Standard 3 Outcomes
Science
Energy
Students collect data about, and
3.3 Investigates and reports on patterns
Systems
critique, their own patterns of energy
of energy use in the hom e, school and
use in terms of its environmental
other places.
impact. F • Id • C • KC1• KC5
F • Id • C • KC1 • KC2 • KC5
Students use the concepts of force,
3.4 U ses the idea of force to describe
energy and transfer of energy to
and explain different ways of
investigate and explain phenomena and
transferring energy.
changing patterns of events in the
In • T • KC2
natural world.
In • T • KC1• KC2
It's A Gas
Learning Area
Strand
Key Ideas
Standard 3 Outcomes
Science
Energy
Students use the concepts of force,
3.4 U ses the idea of force to describe
Systems
energy and transfer of energy to
and explain different ways of
investigate and explain phenomena and
transferring energy.
changing patterns of events in the
In • T • KC2
natural world.
Mathematics
Measurement
In • T • KC1• KC2
Students understand attributes, units
3.4 Selects appropriate attributes and
and systems of measurement. They
system s to m easure for a variety of
research and report on how
purposes and reports on how
measurement is used in the home,
m easurem ent is used in social practice.
community and paid workforce, and
In • T • C • KC1 • KC2
recognise transferability between these
and other contexts.
In • T • C • KC1• KC2 • KC6
Measuring Energy
Learning Area
Strand
Key Ideas
Standard 3 Outcomes
Science
Energy
Students collect data about, and
3.3 Investigates and reports on patterns
Systems
critique, their own patterns of energy
of energy use in the hom e, school and
use in terms of its environmental
other places.
impact.
F • Id • C • KC1 • KC2 • KC5
F • Id • C • KC1• KC5
Mathematics
Measurement
Students recognise and develop and
3.5 U ses a range of standard tools to
report connections between
m easure relationships between distances
mathematical ideas and representations.
and other m easurable attributes to
They employ logical strategies to solve
calculate size. T
problems in measurement situations,
and reflect on the reasonableness of
their answers.
T • KC1• KC2 • KC6
Reading Electricity Meters
78
Learning Area
Strand
Key Ideas
Standard 3 Outcomes
Mathematics
Exploring,
Students engage with data by
3.1 Poses questions, determ ines a
Analysing &
formulating and answering questions,
sam ple, collects and records data
Modelling Data
and collecting, organising and
including related data, represents sam ple
representing data in order to investigate
data in order to investigate the world
and understand the world around them.
around them .
In • T • C • KC2 • KC6
In • T • C • KC1• KC6
don’t waste
your energy!
Class Energy Audit
Learning Area
Strand
Science
Mathematics
Key Ideas
Standard 3 Outcomes
Energy
Students collect data about, and
3.3 Investigates and reports on patterns
Systems
critique, their own patterns of energy
of energy use in the hom e, school and
use in terms of its environmental
other places.
impact. F • Id • C • KC1• KC5
F • Id • C • KC1 • KC2 • KC5
Exploring,
Students engage with data by
3.1 Poses questions, determ ines a
Analysing &
formulating and answering questions,
sam ple, collects and records data
Modelling
and collecting, organising and
including related data, represents
Data
representing data in order to investigate
sam ple data in order to investigate the
and understand the world around them.
world around them .
In • T • C • KC2 • KC6
In • T • C • KC1• KC6
Students understand attributes, units
3.4 Selects appropriate attributes and
and systems of measurement. They
system s to m easure for a variety of
Measurement
research and report on how
purposes and reports on how
measurement is used in the home,
m easurem ent is used in social practice.
community and paid workforce, and
In • T • C • KC1 • KC2
recognise transferability between these
and other contexts.
In • T • C • KC1 • KC2 • KC6
Yesterday and Today
Learning Area
Strand
Key Ideas
Standard 3 Outcomes
Science
Energy
Students collect data about, and
3.3 Investigates and reports on patterns
Systems
critique, their own patterns of energy
of energy use in the hom e, school and
use in terms of its environmental
other places.
impact. F • Id • C • KC1• KC5
F • Id • C • KC1 • KC2 • KC5
Learn
Society and
Time,
Students gather, research, analyse,
3.2 Researches and discusses the
Environment
continuity
evaluate and present information from a
im portance of understanding events and
variety of sources to show
ways of life of som e past periods, using
and change
understanding of particular times or
prim ary and secondary sources.
events, from a range of perspectives.
T • C • KC1 • KC2
Scien
T • C • KC1 • KC2
Mathe
Students discuss environmental,
3.6 Identifies factors affecting an
conservation or resource issues, and
environm ental issue, and reports on
individually and/ or in teams
ways to act for sustainable fu tures.
collaboratively develop strategies to
F • In • T • KC1• KC2
bring about positive change in the local
community.
F • In • T • KC2 • KC4 • KC6
Light The Way
Learning Area
Strand
Science
curriculum
links
Key Ideas
Standard 3 Outcomes
Energy
Students collect data about, and
3.3 Investigates and reports on patterns
Systems
critique, their own patterns of energy
of energy use in the hom e, school and
use in terms of its environmental
other places.
impact. F • Id • C • KC1• KC5
F • Id • C • KC1 • KC2 • KC5
79
Insulation
Learning Area
Strand
Key Ideas
Standard 3 Outcomes
Science
Energy
Students use the concepts of force,
3.4 U ses the idea of force to describe
Systems
energy and transfer of energy to
and explain different ways of transferring
investigate and explain phenomena and
energy.
changing patterns of events in the
In • T • KC2
natural world. In • T • KC1• KC2
Sustainable Shacks
Learning Area
Strand
Design and
Making
Technology
Key Ideas
Standard 3 Outcomes
Students apply their knowledge of the
3.5 Investigates the characteristics of
characteristics of materials and
m aterials and equ ipm ent u sed in design
equipment when creating solutions and
and produ ction in order to achieve
designing to meet criteria related to
su stainability.
function, aesthetics, sustainability and
F • In • KC7
production. F • In • KC3 • KC6
Society and
Environment
Place, space and
Students analyse spatial associations in
environment
Australian and other regions, according
3.4 Identifies and describes significant
resou rces, explains the threats which
to such factors as location, natural and
endanger them , and su ggests strategies
built features, changing populations,
to com bat threats.
employment, resources, transport and
F • In • T • KC1 • KC2 • KC6
government decisions. They consider
critically the differentials in power and
access of individuals and groups in
relation to valued community resources.
F • In • T • KC1 • KC5
Energy Timeline
Learning Area
Strand
Mathematics
Measurement
Key Ideas
Standard 3 Outcomes
Students understand attributes, units
3.4 Selects appropriate attributes and
and systems of measurement. They
system s to m easure for a variety of
research and report on how
purposes and reports on how
measurement is used in the home,
m easurem ent is used in social practice.
community and paid workforce, and
In • T • C • KC1 • KC2
recognise transferability between these
and other contexts.
In • T • C • KC1 • KC2 • KC6
Society and
Environment
Place, space
Students analyse spatial associations in
and
Australian and other regions, according
3.4 Identifies and describes significant
resources, explains the threats which
environment
to such factors as location, natural and
endanger them , and suggests strategies
built features, changing populations,
to com bat threats.
employment, resources, transport and
F • In • T • KC1 • KC2 • KC6
government decisions. They consider
critically the differentials in power and
access of individuals and groups in
relation to valued community resources.
F • In • T • KC1 • KC5
Students access, investigate, interpret
3.5 Interprets and represents data about
and represent information from
natural and built environm ents,
fieldwork, electronic systems and other
resources, system s and interactions,
research, in order to explain local and
both global and local, using m aps,
global interactions and relationships
graphs and texts.
between people and environments.
In • T • C • KC1 • KC2 • KC5
In • T • C • KC1 • KC2
80
don’t waste
your energy!
Charter for Fossil Fuel Reserves
Learning Area
Strand
Key Ideas
Standard 3 Outcomes
Science
Earth &
Students investigate, through fieldwork
3.1 D escribes the characteristics that
Space
and research, the central importance of
sustain life on the earth and changes
the earth's role in sustaining life and
to these characteristics and their im pact
how changes impact on life; and
over tim e.
understand the interaction of the
F • In • T • KC2
atmosphere, the oceans and the earth's
surface. F • In • T • KC1• KC3
Mathematics
Society and
Environment
Energy
Students collect data about, and
3.3 Investigates and reports on patterns
Systems
critique, their own patterns of energy
of energy use in the hom e, school and
use in terms of its environmental
other places.
impact. F • Id • C • KC1• KC5
F • Id • C • KC1 • KC2 • KC5
Exploring,
Students engage with data by
3.1 Poses questions, determ ines a
Analysing &
formulating and answering questions,
sam ple, collects and records data
Modelling
and collecting, organising and
including related data, represents
Data
representing data in order to investigate
sam ple data in order to investigate the
and understand the world around them.
world around them .
In • T • C • KC2 • KC6
In • T • C • KC1 • KC6
Place, space
Students analyse spatial associations in
3.4 Identifies and describes significant
and
Australian and other regions, according
resources, explains the threats which
environment
to such factors as location, natural and
endanger them , and suggests strategies
built features, changing populations,
to com bat threats.
employment, resources, transport and
F • In • T • KC1 • KC2 • KC6
government decisions. They consider
critically the differentials in power and
access of individuals and groups in
relation to valued community resources.
F • In • T • KC1 • KC5
Super Solar
Learning Area
Strand
Design and
Designing
Technology
Key Ideas
Standard 3 Outcomes
Students use a full range of
3.3 Selects appropriate com m unication
communication skills and techniques in
form s and technologies to docum ent
the design field, including information
and convey clearly design ideas,
and communication technologies, to
thinking and organisation.
document and communicate effectively
T • C • KC2
their design thinking, ideas and
proposals. T • C • KC2 • KC7
Making
Students apply their knowledge of the
3.5 Investigates the characteristics of
characteristics of materials and
m aterials and equipm ent used in design
equipment when creating solutions and
and production in order to achieve
designing to meet criteria related to
sustainability.
function, aesthetics, sustainability and
F • In • KC7
production. F • In • KC3 • KC6
Science
Energy
Systems
Students use the concepts of force,
3.4 U ses the idea of force to describe
energy and transfer of energy to
and explain different ways of
investigate and explain phenomena and
transferring energy.
changing patterns of events in the
In • T • KC2
natural world. In • T • KC1• KC2
Mathematics
Exploring,
Students engage with data by
3.1 Poses questions, determ ines a
Analysing &
formulating and answering questions,
sam ple, collects and records data
Modelling
and collecting, organising and
including related data, represents
Data
representing data in order to investigate
sam ple data in order to investigate the
and understand the world around them.
world around them .
In • T • C • KC2 • KC6
In • T • C • KC1• KC6
curriculum
links
81
Windy Ways
Learning Area
Strand
Design and
Designing
Technology
Key Ideas
Standard 3 Outcomes
Students use a full range of
3.3 Selects appropriate com m unication
communication skills and techniques in
form s and technologies to docum ent
the design field, including information
and convey clearly design ideas,
and communication technologies, to
thinking and organisation.
document and communicate effectively
T • C • KC2
their design thinking, ideas and
proposals. T • C • KC2 • KC7
Making
Students apply their knowledge of the
3.5 Investigates the characteristics of
characteristics of materials and
m aterials and equipm ent used in design
equipment when creating solutions and
and production in order to achieve
designing to meet criteria related to
sustainability.
function, aesthetic, sustainability and
F • In • KC7
production. F • In • KC3 • KC6
Science
Energy
Students use the concepts of force,
3.4 U ses the idea of force to describe
Systems
energy and transfer of energy to
and explain different ways of
investigate and explain phenomena and
transferring energy.
changing patterns of events in the
In • T • KC2
natural world. In • T • KC1• KC2
Hydromania
Learning Area
Strand
Design and
Designing
Technology
Key Ideas
Standard 3 Outcomes
Students use a full range of
3.3 Selects appropriate com m unication
communication skills and techniques in
form s and technologies to docum ent
the design field, including information
and convey clearly design ideas,
and communication technologies, to
thinking and organisation.
document and communicate effectively
T • C • KC2
their design thinking, ideas and
proposals. T • C • KC2 • KC7
Making
Students apply their knowledge of the
3.5 Investigates the characteristics of
characteristics of materials and
m aterials and equipm ent used in design
equipment when creating solutions and
and production in order to achieve
designing to meet criteria related to
sustainability.
function, aesthetic, sustainability and
F • In • KC7
production. F • In • KC3 • KC6
Science
Energy
Students use the concepts of force,
3.4 U ses the idea of force to describe
Systems
energy and transfer of energy to
and explain different ways of
investigate and explain phenomena and
transferring energy.
changing patterns of events in the
In • T • KC2
natural world. In • T • KC1• KC2
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Teachers Guide
to Answers
This section has been included to provide a working guide to the activities.
Please note that your answers will vary to those provided.
font
A different
has been used to distinguish the answers from the text provided on the worksheets.
Example
4. What has caused the problem?
Human’s emission of gases that are enhancing the greenhouse effect.
Activity
The Greenhouse at Work (from page 8)
Temperature
Outside:
5minutes:
10 minutes:
30 minutes: 21°C
35°C
37.3°C
37.3°C
40
Graph Results
Temperature
(°C)
35
30
25
20
15
10
5
0
Outside
5 minutes
10 minutes
30 minutes
T ime
Discusson
The temperature in the bottle increases dramatically once placed in the sun. It eventually
peaks then stabilises at around 37°C. Although the outside temperature is only 21°C the
temperature in the bottle demonstrates how gases in the atmosphere also act as a greenhouse
making the temperature on earth just right for plants and living things. The more greenhouse
gases that are added to the atmosphere the more solar radiation (thermal heat) is radiated and
reflected around, making it too warm.
teachers guide to
answers
83
Activity
Worksheet A
Cool Calculations (from page 10)
Part One:
Use the activity below to calculate how many fridges of CO2 would be filled by using these
appliances for 1hr.
Greenhouse Gas Total Greenhouse
Emissions
Gas Emissions
per kWh
(kg)
Electrical
Appliance
Watts
(W)
Kilowatt hour
(kWh)
Stereo
60
0.06
x
1
=
0.06
Printer
(operating)
1000
1.0
x
1
=
1.0
Hair Dryer
1200
1.2
x
1
=
1.2
Spa (large)
3600
3.6
x
1
=
3.6
OIl Filled
Heater
2400
2.4
x
1
=
2.4
Oven
11000
11
x
1
=
11
Dishwasher
2200
2.2
x
1
=
2.2
Clothes Dryer
2400
2.4
x
1
=
2.4
Electric Hot
Water system
3600
3.6
x
1
=
3.6
R/C (3HP)
Air conditioner
3700
3.7
x
1
=
3.7
Draw the no.
Number of
Fridges
Figures based on Energy Friends- Home Energy Auditing Manual 2004.
Part Two: Use this as a guide - your results will be different.
Now look at different appliances in your home. How much CO2 do they produce every hour?
Greenhouse Gas Total Greenhouse
Emissions
Gas Emissions
per kWh
(kg)
Electrical
Appliance
Watts
(W)
Kilowatt hour
(kWh)
Computer
350
0.35
x
1
=
0.35
Television
190
0.19
x
1
=
0.19
Games
Console
250
0.25
x
1
=
0.25
Draw the no.
Number of
Fridges
Figures based on Energy Friends- Home Energy Auditing Manual 2004.
84
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Activity
Climate Capers (from page 12)
1. R eference the name of the article, the source,
date and author (if present).
“Rising Damp”, from The Advertiser on 27/01/2001.
2. What are the key predictions, projections or concerns?
Projections
Rising sea level between 0.09 and 1.8 metres.
Beach erosion, flooding as a result of melted ice caps,
shifting of the Goyder (rainfall) line, retreat of horticulture
and increased pests, algal blooms and diseases.
Effects
Social, environmental and economic factors such as housing, agricutlture, businesses and
recreation activities such as fishing.
3. Is there a time frame for projected events?
Over the next 100 years. The 21st century. Maybe specific details like 0.3m sea rise by 2050.
4. What has caused the problem?
Human’s emission of gases that are enhancing the greenhouse effect.
5. Is there any sense of urgency?
No, there is a sense of optimism that it’s not too late but also that there is plenty of time to
address the major issues.
6. What are the solutions or suggestions offered to reduce the extent of global warming?
A suggestion that governments need to ratify the Kyoto protocol to reverse the greenhouse
effect.
Mapping Energy (from page 24)
Sources
Form
Conversion
Device
New Form
Potential or
Kinetic
Coal, oil or natural gas
Chemical
Motor
Mechanical
Kinetic
Food
Chemical
Body
Mechanical
Kinetic
Uranium
Nuclear
Fission
reaction
Thermal (heat)
and light
Potential
Sun, wind, water, wood,
coal, natural gas
Electrical
Oven
Thermal (heat)
Potential
Sun, wind, water, wood,
coal, natural gas
Electrical
Light
Radiant
Potential
teachers guide to
answers
85
Activity
Work Sheet B
Measuring Energy (from page 29)
Measurements
Weight........Sally weighs 30kg...
30kg x 9.8 = 294 Newtons (N)
0.66 metres (m)
Height of stairs......
3 (secs)
Walking................
1.5 (secs)
Running...............
Calculations
Sally’s work (KJ)
194
)
(W
ower
’s p king)
y
l
l
a
S
al
(w
64
Sally’s
power (
(runnin
129
g)
W)
Questions
Sun, food, vegetable and animal oils and water.
Heat, chemical and mechanical.
Heat.
1. What are the sources of energy used by your body?
What forms of energy are generated by your body?
What form of energy is lost during this conversion process?
2. Compare the energy you used to get up the stairs to the nutritional information on a food packet.
What is the kilojoule content for the food? If you ate this food item how much work would it give your body
to do? (ie. How many times could you walk or run up the stairs)?
The answer is variable depending on the food. Example: Sally eats a snack bar that contains
532 kj. This would provide enough work (energy) to get to the top of the stairs 23/4 times
(532kj/194=2.72).
The energy used is the same if Sally is walking or running however the amount of power
generated is different.
3. Now compare your power to the electrical power needed to light a globe. How many 60W light bulbs
could your body power when walking (slow) and running (fast)?
Sally’s could power 1 globe walking and 2 globes running.
4. If you were to run up the stairs for 10 hours per day for one week how many kilo-watt hours would you
produce? [(W x10 x7)/1000]
Sally would produce 9kWh every week.
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Activity
Worksheet A
Class Energy Audit (from page 41)
Building
Measurements
Use the compass to work out the classroom’s orientation.
Sketch below which direction the it faces.
Tin
What material is the building made of?
Is it in good condition - are there any cracks or gaps?
Name ....Z.
Smart. ........
Date ....14th
April, 2005
.
Temperature
..23°.insid
e..29°.outsid
e
Yes, there are no obvious gaps or cracks
Is there any insulation in the walls or ceiling?
Walls, No. Ceiling, Yes
Are there any trees or structures that shade the classroom in summer or winter?
Yes, one tree in the western corner of the building. The tree shades the building in summer, but
is desiduous so it loses leaves in winter allowing the sun to reach the classroom.
Sketch the classroom. Indicate any outside structures; includ
ing surrounding trees or buildings.
N
teachers guide to
answers
87
Worksheet B
Windows
Measurements
Measure the floor area of the classroom? (LxB=Area)
9 x 12 = 108m2
How many windows are there on each side of the building?
North
West
East
South
2
0
0
3
What is the total area of windows? (LxB=Area)
1 window = 2.5 x 3m = 7.5m2
Total 7.5 x 5 = 37.5m2
Are there any cracks or broken windows?
1 window is cracked
Can the windows be opened?
Yes
Do the windows have blinds or curtains?
No
Are the windows glazed or tinted?
Yes, the windows have a slight tint
Is there a pergola, eave or shading provided for the window in summer? What type?
No pergola
A grated eave sits above the windows, it filters the sunlight in Spring and Autumn and blocks
the sun in Summer.
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Worksheet C
Heating and cooling
Measurements
Cooling
What kind of cooling system is used for the classroom/ building?
R/C Airconditioner
Sketch where the cooling system or duct is located in the room?
The unit sits through part of the window
R/C
AIR
Are there adjustable temperature and thermostat settings?
Yes
Are there any passive design features used to cool the classroom?
Desiduos tree outside
Louvered Eaves
Cross ventilation can be used by opening windows
Heating
What kind of heating does the building use?
R/C Airconditioner
Sketch where the heater or heater duct located in the room ?
As above
Are there adjustable thermostat or temperature settings?
Yes
Are there any passive design features used to keep the building warm?
The eaves provide shade in winter but allows the winter sunlight in.
teachers guide to
answers
89
R/C
AIR
Worksheet D
Lighting
Measurements
Are there any natural light or skylights? Sketch their location.
No
What kind of lighting is used in the building?
Fluoroscents, long single tubes
How many lights are there inside?
7
Are all the lights operated by a single switch?
No, there are 3 switches that operate the lights.
Are there any outside lights? What type? How many?
Is the outside light on a timer or sensor?
No
and lights.
indows, desks
w
g
in
ud
cl
in
classroom
or plan of the
Sketch the flo
R/C
AIR
N
90
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Activity
Yesterday and Today (from page 48)
Directions
•
•
What electrical appliances do use use around the home?
List these appliances into three categories
1. Fun and entertainment
2. Comfort
3. Helpful
Fun & Entertainment
Comfort
Helpful
stereo
electric blanket
microwave
games console
heater
computer
DVD
fan
hairdryer
video
air-conditioner
lamp
TV
fridge
milkshake maker
washingmachine
popcorn maker
oven
• Underline the appliances that were around when your grandparents were your age?
• For all of the appliances not underlined what did your grandparents use instead?
stereo/ radio, electric blanket/ blankets, popcorn maker/ saucepan &oven
hairdryer/ sun, microwave/ oven, computer/ typewriter or hand,
games console, DVD, video, TV/ board games, books, cricket etc,
Look at the pictures below. Circle the way you choose to do these tasks.
Write a short explanation why you choose to do your tasks in this way?
To dry
your hair
To clean
the floor
To warm up
teachers guide to
answers
To dry your
clothes
To cool down
91
Worksheet E
Fill in the table to compare the electricity use between three family generations.
Electrical
Appliance
Average electricity
used in one month
(kWh)
YOur Family
Your Parents Family
Your Grandparents
Family
Dishwasher
46
-
-
-
Microwave oven
23
-
23
23
Electric stove
100
100
-
-
Blender
1
1
1
-
Toaster
6
-
6
6
Fridge/ freezer
100
100
100
100
Vacuum cleaner
2
2
2
2
Washing machine
13
13
13
13
Clothes dryer
50
-
50
-
Electric hot water
360
-
360
-
Colour TV
30
30
30
-
Stereo
24
24
24
24
Electric blanket
5
-
5
-
1 Bar radiator
150
-
-
-
Air-conditioner
72
-
72
-
Fan
12
12
12
12
Hair dryer
10
10
10
-
Electric toothbrush
1
-
-
-
Total
1005 kWh/ month
292
708
186
Figures based on the Energy Friends Home Auditing Manual, 2004
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Activity
Insulation (from page 52)
Use this as a guide - your results will be different.
Temperature
Outside 21°C
Water 19°C
No Insulation
5 minutes
10 minutes
30 minutes
21.5°C
23°C
27°C
Insulation
5 minutes
20°C
10 minutes
19°C
30 minutes 21°C
Graph results
No Insulation
Insulation
Temperature
(°C)
30
25
20
15
10
5
0
Outside
5 minutes
10 minutes
30 minutes
Time
Discussion
The bottle with no insulation is more affected by thermal heating processes than the
bottle with insulation. By using insulation you can reduce the amount of heat gain (in this
experiment) or heat loss. Without the insulation the temperature of the water inside the
bottle rises exponentially when placed in the sun.
The water in the bottle with insulation has a cooling effect and a slower rate of
temperature increase.
Would the temperature in the insulated bottle continue to increase after 30 minutes? Yes,
but not as rapidly as the the bottle with no insulation. The key to maintaing a consistent
temperature is using the right insulation material and installing it properly.
teachers guide to
answers
93
Activity
Light the Way (from page 53)
Package 1: Incandescent
60
Light output (lumens).... ....(approx 10 lumens/W)
Power (watts)..... ...............
Life (hrs.).......
.............(approx 1,000hrs)
Cost ($).........
...............
60
1,000
0.75
Package 2: Compact Fluorescent (CFL)
600
Light output (lumens)....
...(approx 50 lumens/W)
Power (watts)...... ................
Life (hrs)......
...............(approx 6-10,000 hrs)
Cost ($)........
................
11
8,000
$5.92
Electrical and Radiant
What forms of energy are used to produce light?
When a light bulb is turned on we pay for the total energy used - this includes light and heat, however we
really only want to use the light!
Step 1
Using the package information how many incandescent bulbs would you have to buy to last the same length
of time as one compact fluorescent (CFL)?
8,000 (life hrs CFL)/ 1,000 (life hrs Incandescent) = 8
Step 2
Multiply this with the total incandescent globe cost, including electricity. You will find the tarrif rate on your old
energy bill.
8 x 0.75 (globe cost) x 0.19 (tarrif rate) = $1.14
Step 3
Take away the total CFL cost and this will be the amount you will save for the period of the CFL life.
$5.92 minus $1.14 = $4.78 Total Savings
How many incandescent globes in your house?
How much could you save if you replaced them with CFL’s?
No. of Incandescent globes x Total Savings
Step 4
For every kWh of electricity used 0.96 kg of CO2 is produced.
How much CO2 do the two globes produce over their life?
Incandescent: 6 0W/1,000 = 0.6 kWh
(0.6kWh x 0.96kg) x 1,000 life hrs = 576kg CO2
576 kg x 8 globes = Total 4,608kg CO2
CFL: 11W/1000 = 0.1 kWh
(0.01kWh x 0.96kg) x 8,000 life hrs = 76.8kg CO2
How much more CO is produced when using an incandescent? 4,608 minus 76.8 = 4531kg more
2
What are the advantages of using CFL globes?
Reduced Cost, packaging, inconvienience and greenhouse gases
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Activity
Sustainable Shacks (from page 54)
Scenario 1
Passive design - including orientation and siting, layout and zoning (see Energy Efficient Housing Brochure)
Insulation - use the appropriate ratings for Adelaide Plains - min. roof R3.0, walls R1.5 (see Insulation
Brochure)
Hot Water - gas boosted solar
Cooling - fans throughout with windows designed for cross ventilation
Heating - high thermal mass building materials such as rammed earth, mudbrick, strawbale or sandstone.
Landscape-positioning plants around the home to shade from heat in summer and provide natural cooling.
Windows - glass are should be less than 25% of the house’s total floor area - minimal east/ west windows.
Rainwater Tank
Recycled grey water
Choose green power electricity
Scenario 2
Passive design - including orientation and siting, layout and zoning (see Energy Efficient Housing Brochure)
Insulation - use the appropriate ratings for outback SA - min. roof R3.5, walls R2.0 (see Insulation Brochure)
(check Insulation brochure for exact standards)
Hot Water - solar electric boosted
Cooling - fans throughout with windows designed for cross ventilation
Heating - high thermal mass building materials such as rammed earth, mudbrick, strawbale or sandstone.
Landscape-positioning plants around the home to shade from heat in summer and provide natural cooling.
Windows - glass are should be less than 25% of the house’s total floor area - minimal east/ west windows.
Rainwater Tank (another)
Recycled grey water
Solar electricity
Wind pump/turbine or solar electric pump
Scenario 3
Passive design - including orientation and siting, layout and zoning (see Energy Efficient Housing Brochure)
Insulation - use the appropriate ratings for Adelaide Hills - min.roof R3.5, walls R2.0 (see Insulation Brochure)
Hot Water - gas boosted solar
Cooling - fans throughout with windows designed for cross ventilation
Heating - high thermal mass building materials such as rammed earth, mudbrick, strawbale or sandstone.
Landscape-positioning plants around the home to shade from heat in summer and provide natural cooling.
Windows - glass are should be less than 25% of the house’s total floor area - minimal east/ west windows.
Rainwater Tank
Recycled grey water
Choose green power electricity
It would be great to see some pictures
of your school’s energy efficient models.
Please send images to energy.sa@saugov.sa.gov.au
teachers guide to
answers
95
Activity
Energy Time Line (from page 61)
Directions
1. Renewable: solar, wind, water (wave, tidal, hydro), biomass, geothermal,
Nonrenewable: coal, oil and gas
2. See attached table
What is it?
How does it work?
Renewable/
Nonrenewable
Advantages
Disadvantages
Solar
The solar cells change the
sunlight into electricity.
R
No CO2 emissions, instant
electricity
Needs sunlight
Has to be stored in batteries if not
used immediately
Wind
When the blades spin they turn a
shaft leading to a rotor inside a
generator. This generates
electricity.
R
No Co2 emissions, can be used
with minimal disturbance to
surrounding activities, instant
electricity
Needs consistent wind supply, can
interfere with bird/bat movement,
low frequency noise emission,
some TV/ radio interference
Hydro
Water movement is channelled
past a turbine, spinning it to
generate electricity.
R
Biomass
Gas or vegetable matter is burnt
to heat water. The steam spins a
turbine generating electricity.
R
Reduces waste of organic
material and landfill, helps to
reduce CO2 emissions
Requires suitable land and water
resources to grow crops
R
No CO2 emissions,
inexpensive to produce and no
limit to supply
Often in remote areas requiring
lots of infrastructure in
development and to connect to the
electricity grid, lots of water needed
NR
No CO2 emissions, efficient
Requires mining, thermal heat
pollution, radiation, radioactive
waste, requires lots of water
NR
Australia has large reserves of
coal, cheap to produce
Requires mining, produces sulphur
dioxide when burnt and CO 2
emissions. Limited in supply.
NR
Lower greenhouse emissions than
coal, easy to transport and store
Is limited in supply, difficult and
costly to drill to find explosive,
requires lots of water for cooling
Geothermal
Nuclear
Coal
Natural Gas
Water is heated over hot rocks
deep underground. The steam
generated is used to drive a
turbine to generate electricity.
Uranium is split by a process of
nuclear fission. The heat is used
to produce steam, to drive a
turbine and generate electricity.
The coal is burnt to heat water .
The steam spins a turbine,
generating elecrtricity.
Under high pressure the gas is
burnt producing a hot stream of
gas that spins a turbine to
generate electricity.
No CO2 emissions,
Not limited by supply
Can effect natural river flow and
fish movements, tidal basins can
silt up, wave stations are subject to
corrosivity and expensive
Discussion
• What is the one element all of these resources have in common?
The sun
• Explain why it takes some resources longer to form than others.
The suns energy can be instantly converted to electricity
96
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Activity
Charter for Fossil fuel reserves (from page 63)
Discussion
• What do the results show about the availability of non-renewable resources?
Continued use of nonrenewable resources leads to scarcity. They become harder to find
because the easy and most accessible stores are discovered first. Because there are
fewer stores, left we have to look harder.
• Is there any great need to have renewable technologies? Why?
Fossil fuels are limited and prices will rise as they become more scarce. Nonrenewable
fossil fuel
resources are contributing to increased CO2 levels. Renewable technologies often low to
no emissions.
• What are some of the major renewable resources used in Australia?
Solar, wind, hydro and biomass. Wave and geothermal resources are still being trialled.
• What are the advantages of using renewable resources?
No greenhouse gases, not limited by supply.
• What can we do to overcome these issues? How can we use fossil fuels more efficiently?
We need to conserve energy use at home, school and work.
Continue to research and improve the efficiency of renewable technologies and appliances
that use fuels.
• Are there any other issues associated with using fossil fuels?
Mining, habitat loss, waste.
• Research and debate the pros and cons of using fossil fuels. Consider having a panel of community
representatives from an area to be mined for coal and a panel representing the mining company.
• Ask students to research any past issues relating to the mining of fossil fuels.
teachers guide to
answers
97
Worksheet C
Part A..........Fossil fuel hunt
Exploration Time (30sec)
Number of cards (out of 200)
1
.......30.........
2
.......60.........
........52........
3
.......90.........
........26........
4
.....120.........
........11........
Total
........81........
.....120.........
......170........
Part B..........Graph your results below
90
Number of Cards (200)
80
70
60
50
40
30
20
10
0
0:30
1:00
1:30
2:00
Time (mm: ss)
Part c..........Questions
Electricity, driving engines, heating, cooking and many other examples.
What do we use fossil fuels for?
Why did the search become more difficult?
The easy cards were found first, the more difficult the search got the fewer cards were found. As
the search progressed there were fewer and fewer cards available to find and no more being replaced.
What is likely to happen as these fuel reserves become more scarce?
The cost to find and recover the fuels will increase leading to an increase in consumer prices.
Other renewable alternatives will need to be found.
What can people do to reduce the amount of fossil fuels being used?
Explore the numerous possibilities for transport, energy use in the home or renewable energy
alternatives.
Does this mean fossil fuels are renewable or non-renewable?
Nonrenewable.
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Activity
Super Solar (from page 66)
Discussion
After the table is complete students can graph the results.
Record Sheet
Temperature Outside
Red
Green
White
Foil
Temperature after
27°C
15 mins
30 mins
60 mins
50 0C
55°0C
47°0C
47°0C
53°0C
56°0C
52°0C
59°0C
53°0C
55°0C
50.5°0C
50.5°0C
70
Temperature (0C)
60
50
40
red
green
white
foil
30
20
10
0
0
15
30
60
Time (mins)
From these findings which model would be best used for a solar cooker?
The darker green or the reflective foil would be the best choice of materials for a solar cooker.
Are there any other design elements that would increase the performance of the cooker?
Three suggestions to consider are; Shape: parabolic design is best, Angle: 47°C for Adelaide metro
and Aspect: north facing.
teachers guide to
answers
99
Worksheet D
One way a solar cell can be made
100
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Activity
Worksheet F
Hydromania (from page 72)
Use this as a guide - your results will be different.
One
Attach the hose to the funnel. Turn on the tap and adjust the flow so it runs through the funnel and hose without
overflowing. Mark the tap’s position so you know where to turn it to.
Two
Now you can measure the tap’s flow rate.
To do this turn a tap on and run through the funnel and hose into a bucket for 10 seconds.
Measure the amount of water and divide by ten. This will give you the tap’s flow rate in litres/second.
After 10 seconds, 2litres was measured and recorded. Therefore the Flow rate = 2/ 10 = 0.2 l/sec
Three
Using the crafty bits and pieces students can construct a water wheel/ turbine.
Attach the water wheel/ turbine to a small motor and voltmeter or a weighted string so the output of power can
be measured and/or observed.
Now the students can run the water through the funnel and hose onto the water wheel/ turbine.
Do some wheels turn faster than others? If connected to a weighted string - did it lift the weight? If using a
voltmeter - how many volts were generated?
The power
Four
of water (
watts)
=
10 x flow r
ate l/sec)
x head (me
tres)
Watts = 10 x 0.2 x 0.06m = 0.12
Calculate the power of the water available
The head is the vertical distance the water falls to the turbine.
It is measured in metres from the water wheel/ turbine up to the
point that water enters the pipe (in this instance the hose).
But,
In any energy system there are always energy losses. The power available from the water is not the actual
power available to the turbine. Some energy is lost before it reaches the water wheel/ turbine.
Where is the energy lost?
There are small losses in each stage of the hydro system. Some typical figures are that pipes are around 90%
efficient, the turbine 75% and the generator approximatley 80% (Victorian Solar Energy Council)
The pipes, turbine, and generator.
The overall efficiency is obtained by multiplying these percentages together(0.8 x 0.75 x 0.9)=0.54 or 54%
To determine the systems overall power (Watts = Power of water x System efficiency)
Watts = 0.12 x 0.54 = 0.06
Five
0.06W/sec
How much power does the mini hydro scheme produce?
Is this enough to run a light globe or appliance?
If not how long would the system have to be running to produce enough power?
No
0.06W/sec x 60 secs = 3.6W/minute x 15mins = 54 W
Approx 15 minutes to run a 50W light globe
How could the system produce more power? Faster flow, larger and shorter pipes.
teachers guide to
answers
101
References
Australian Greenhouse Office, 2004,
AGO Factors and Methods Workbook,
Australian Greenhouse Office,
Canberra.
Mignone, J., J. Walsh, A. Colliver & D. Crossing, 1996,
Working for the Right Balance,
Adelaide Institute of TAFE,
Adelaide.
Sustainable Energy Development Authority (SEDA), 2002,
Solar Explorer - A Teaching Resource,
New South Wales Government,
Sydney.
Pavanello, J, 2002, Energy Managers Bulletin,
Department of Primary Industries and Resources,
Adelaide.
Department of Education and Children’s Services (DECS), 2003,
South Australian Curriculum Standards and Accountability Framework,
DECS, Hindmarsh
Adelaide.
Hydro Tasmania, 2003,
Hands On - Energy Discovery Centre:
Integrated Teacher Resource Grade 5 to 8,
Hydro Tasmania,
Hobart.
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Glossary
of Terms
Alternating Current (AC):
an electric current that changes direction from positive to negative at regular intervals.
ammeter:
an instrument for measuring electric current in amperes.
anemoter:
an instrument for measuring the force or speed of the wind.
aspect:
a position facing a certain direction.
atmosphere:
the whole mass of air surrounding the earth.
audit:
a careful check or review.
awnings:
a cover, such as canvas that shades or shelters windows or walls.
biological:
of or relating to biology or to life and living things.
calorie:
the heat energy required to raise the temperature of one gram of water one degree Celsius.
carbon dioxide:
a heavy colorless gas also called CO2, is exhaled by humans and animals and is absorbed by the
chlorophyll in plants and by the sea.
chlorofluorocarbons:
a compound that contains carbon, chlorine, fluorine, and sometimes hydrogen. It is used to help
refrigerate things, dissolve other compounds, or make aerosol sprays work and is believed to cause
ozone depletion in the stratosphere.
glossary of
terms
103
climate modelling:
a technical and theoretical perspective on calculating the temperature changes that might occur in 50-100
years. The ABC model commonly used by scientists:
Climate = (A) Atmosphere + (B) Biosphere + (C) Cryosphere + (G) Geosphere + (O) Oceans)
combustion:
the process of burning a fuel to release heat energy - any substance that can be burned to produce heat.
conversion:
the changing of a substance or the energy in it from one form to another.
conversion loss:
the amount of energy lost in the changing of one form of energy to another form. Much of this energy loss is
in the form of waste heat.
Direct Current (Dc):
an electric current flowing in one direction only.
DECS:
Department of Education and Children Services.
Double glazing:
windows having two sheets of glass with an airspace between.
eave:
the lower edge of a roof that sticks out beyond the wall of a building.
ecological footprint:
the biologically-productive area required to continuously provide resource supplies and absorb wastes of a
particular population given prevailing technology. A calculation that can measure humans dependance on
nature. (Source: Ecological Footprints of Nations, M Wackernagel 1997)
efficiency:
the ratio of the useful energy delivered by a machine to the energy supplied to it
Calculation: (Energy output / Energy input) x 100.
electrons:
a particle that has a negative charge of electricity and travels around the nucleus of an atom.
emission:
an act or instance of emitting.
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emitt:
to throw or give off or out, to send out.
energy saver mode:
a power mode option on some appliances that uses less energy.
ESD:
Ecological Sustainable Development.
Evaporate:
to pass off or cause to pass off into vapor from a liquid state.
fission:
the splitting of an atomic nucleus resulting in the release of large amounts of energy.
fluorescent:
a bulb that radiates fluoresce from the phosphorus, uv and mecury vapour on the inside.
generator:
a machine where mechanical energy is changed into electrical energy.
glazing:
a covering of transparent or translucent material (typically glass or plastic) used for admitting light.
greenhouse effect:
the warming effect on the earth’s atmosphere that occurs when the sun’s radiation of short wavelength
passes through the atmosphere, is absorbed by the earth, and is given off as radiation of longer
wavelength that can be absorbed by carbon dioxide and water vapor in the atmosphere.
incandescent bulb:
a filament that gives off light when heated by an electrical current.
insulation:
material used in insulating to prevent transfer of heat, electricity or sound.
joule:
a unit of work or energy equal to the work done by a force of one newton acting through a distance of
one meter.
kilojoule:
1000 joules.
kilowatt:
1000 watts.
glossary of
terms
105
kilowatt hour:
a unit of work or energy equal to that expended by one kilowatt in one hour and equal to 3.6 million joules.
kinetic energy:
energy associated with motion/movement.
lumens:
a unit of light quantity equal to the light on a unit surface all points of which are at a unit distance from a point
source of light having a strength of one candle.
Megawatt:
one thousand kilowatts (1,000 kW).
methane:
a colorless, odorless flammable gas that consists of carbon and hydrogen and is produced by decay of
organic matter.
monitor:
to watch, observe, or check for a special purpose.
motor:
a machine that produces motion or power for doing work.
nacelle:
an enclosed shelter for an engine ie in aircrafts, wind turbines.
newton:
the unit of force in the metric system that is of such size that under its influence a body whose mass is one
kilogram would experience an acceleration of one meter per second per second.
nitrogen oxide:
formed by the reaction of nitrogen with oxygen, by the reaction of nitric acid with another substance or by the
breaking down of compounds containing nitrogen.
nonrenewable:
not restored or replaced by natural processes.
orientation:
to set or arrange in a definite position especially in relation to the points of the compass
passive solar design:
making use of the sun’s heat and light usually without the aid of mechanical devices.
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penstock:
a gate or valve for regulating a flow or a pipe for carrying water.
pergola:
an often paved and covered recreation area next to a dwelling.
photosynthesis:
the process by which green plants use solar energy to convert simple substances into complex ones
that contain chemical energy. Carbon dioxide and water are combined, in the presence of sunlight and
chlorophyll, into carbohydrates such as sugars, starches, and cellulose.
photovoltaic (PV):
a semiconductor that converts light directly into electricity.
potential energy:
the amount of ‘stored’ energy a thing has because of its position or because of the arrangement of its parts
(such as: a weight raised to a height or a coiled spring).
power:
ability to act or do something. The force or energy that can be applied to work.
prediction:
a forecast based on observation, experience, or reasoning.
projection:
to plan, figure, or estimate for the future based on simulations of scenarios.
protons:
an atomic particle that occurs in the nucleus of every atom and carries a positive charge equal in size to the
negative charge of an electron.
radiant:
giving out or reflecting light.
radiation:
energy radiated in the form of waves or particles.
reflection:
the return of light or sound waves from a surface.
renewable:
capable of being replaced by natural ecological cycles.
glossary of
terms
107
rotor:
a part that rotates in a machine or stationary casing.
R-Value :
a unit of thermal resistance used for comparing insulating values of different material. It is basically a measure
of the effectiveness of insulation in stopping heat flow. The higher the R-value number a material has, the
greater its insulating properties and the slower the heat flow through it.
sediments:
material like stones, sand or plant matter that is deposited by water, wind, or glaciers.
thermal mass:
a material used to store heat, slowing the temperature variation from one area to another. Typical thermal
mass materials include concrete, brick, masonry, tile and mortar, water, and rock or other materials with high
heat capacity.
thermostat:
a device that automatically controls temperature.
topography:
features of a place such as the shape, height and depth.
turbine:
an engine with a series of blades spun around by the pressure of a fluid such as water, steam, or air.
ventilation:
a system or means of providing fresh air.
voltmeter:
an instrument for measuring in volts the difference in potential between different points of an electrical circuit.
waste to energy facility:
a power generation plant that converts waste to electricity.
water vapour:
water in a gaseous form that is spread through the atmosphere.
watt:
the metric unit of power equal to the work done at the rate of one joule per second.
watt watcher:
a device used to measure the average input watts used by an appliance. It also indicates the average cost to
run the appliance based on the local tariff rate.
zoning:
to divide into zones.
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