Energy in our Lives: Preparing middle school students for our energy future

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Energy in our Lives Preparing middle school
students for our energy future

• Susan E. Powers, PhD, PE
• Sarah Scafidi McGuire
• Clarkson University
• ASEE Teachers Workshop
• June 17, 2006

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Agenda

• Background
• What is important to teach about energy?
• Overview, Clarksons outreach program
• Project-Based Learning
• Middle School Energy Curriculum
• Introduction
• Example Activities

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How much do we know?

• In the past ten years, has the average miles per
  gallon of gasoline used by vehicles in the U.S.
• increased
• remained the same
• gone down, or
• has not been tracked?

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We dont know much

• In 2001 - 17 of 1500 American adults chose
  correct answer regarding gasoline mileage
  (National Environmental Education and Training
  Foundation )
• Only 12 considered to have a passing knowledge
  about energy
• But are we asking the right questions?
• None about relationship between fossil fuel
  consumption and CO2 emissions
• None about depletion of natural resources

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Key issues in our current energy crisis

• World demand for energy is growing
• Supplies of fossil fuels are finite
• Point at which rate of supply decreases imminent
• Carbon dioxide concentrations in the atmosphere
  are increasing above and levels seen in history
• Climate is affected polar ice caps and glaciers

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World Total Primary Energy Supply (million tons
- oil equivalents)
10000 8000 6000 4000 2000 0
1975 1980 1985 1990 1995
2000
Coal Oil
Gas Nuclear Hydro
Combustible renewables and wastes
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Hubberts Peak Oil Model Contiguous USA, 1900 -
2004
10 5 0
Hubberts prediction
Actual production
Million Barrels per day
Price per Barrel
1900 1920 1940 1960
1980 2000
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Consequences when pass the peak

• Demand exceeds supply
• Prices for energy and all other goods and
  services
• Conflict

Production rate
Supply
Year
now-30 yrs, oil 20-50 yr, NG
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Our students will be affected by energy in their
lives
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Clarkson University Project-Based Learning
Partnership Program

• Funded by GK-12 Program, NSF
• Trained graduate and undergraduate STEM majors
  work in partnership with teachers
• Bring relevant problem solving units to students
• engage and excite them about STEM disciplines
• increase science content knowledge and literacy

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Vision
Students will learn more and become more
interested in math, science and engineering if
they

• understand the relevance of what they are
  learning
• are actively involved with the learning process
• understand that these subjects will help them
  solve problems that are import to their community
• work with MST mentors from local Universities

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Program Overview

• GK-12 program,
• 6 years
• 11 school districts in rural Northern NY
• 3-week summer training

• 16-19 Graduate and Advanced Undergraduate MSE
  teaching fellows
• Work in partnership with local MST teacher
• Prepare standards-based, project-oriented
  curricular materials environmental engineering
  topics
• Teach 2-3 x/week at local middle/high school

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Why Project-Based ?

• Engages students as stakeholders in learning
• Enables student learning in relevant and
  connected ways

• Challenges students to learn at deeper levels
• More authentically employs the thinking skills
  and methods required for MST careers

Torp and Sage, Problems as Possibilities, 2002
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Ways to think about literacy
Capacity
Ways of thinking
Knowledge
Technically Speaking, Natl Academy of Engineers,
2002
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Teaching / Learning Strategies

• Lecture
• Problem-Based Learning

Torp and Sage, Problems as Possibilities, 2002
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Example Problem
Problem Select an energy solution to reduce home
power used from the grid
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A systems-based approach

• Energy in our lives
• Energy sources
• Energy systems
• Design and Communication

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Problem Solving Approach
Design system to reduce homes grid energy
consumption by 50
Present results Discuss/debate options Tradeoffs/d
ecisions
Design, build test Physical models
What is energy? Energy consumption Energy
sources/ conversion
Energy conservation, Alternative energy systems
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Energy Curriculum

• Topics Addressed
• The Energy Problem
• Problem Solving
• Energy Basics
• Renewable vs. Nonrenewable
• Energy Conservation
• Energy Forms, States, and Conversions
• Energy Sources and Systems
• Energy Efficiency

• Curriculum includes
• Units
• Lesson Plans
• Activities
• Assessment
• Arranged for
• Science
• Technology
• Integrated ST

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Major Concepts

• Laws of thermodynamics
• Energy needs to be converted to be useful
• The environment will be impacted
• Design must take into account the efficiencies of
  the process as well as impacts.
• Slowing use of nonrenewable forms of energy
• Systems are designed from interrelated parts
• Energy systems have evolved
• The choice among energy systems requires trade
  offs
• A problem solving method ...
• There are several steps in a design process

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Does it Work?
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Understanding our current Energy Situation

• The fact that the fellows were actually
  studying this stuff in the field was good. Its
  a different experience than just reading from a
  textbook.
• This project really opened my eyes to our energy
  problems.
• I feel like I now have a basic understanding of
  the issues and would be able to make an
  intelligent, informed vote.
• We werent just reading facts anymore, but
  instead putting what we learned to use not only
  did I just learn more, but it also changed my
  opinions a bit and made me aware of the damage we
  are doing to our environment.

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Passion in the classroom
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For more information

• Susan Powers
• sep_at_clarkson.edu
• 315-268-6542
• Office of Educational Partnerships
• sscafidi_at_clarkson.edu
• 315-268-3791

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Examples Covered Today

• The Energy Problem
• Energy Choices game
• Forms, States and Conversions
• Household items
• Energy Conservation
• Light bulbs
• Energy Efficiency
• Lego Energy Efficiency

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Lesson Plan The Energy Problem

• Concepts
• Energy is a critical resource that is used in all
  aspects of our daily lives.
• Currently, society depends upon nonrenewable
  energy resources, mainly fossil fuels.
• The worlds supply of nonrenewable resources is
  limited and their use can negatively affect our
  environment and economy.
• Our personal choices will affect the future of
  the worlds energy.
• Making smart energy decisions today will prove
  beneficial later.

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Lesson Plan The Energy Problem

• Key Questions
• How do our individual energy choices affect the
  global energy problem?
• How would your life be different if the amount of
  energy available for use is drastically reduced?
• Is our supply of energy infinite or finite?
• What are some choices you can make that help
  alleviate the energy problem?

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• Pay gasoline and home
• energy bills
• Choices made along way, e.g.,
• Add insulation
• Buy air conditioner
• Trade in car

Energy Choices Patterned after game
Life House and car defined
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Lesson Plan Forms, States, and Conversions

• Concepts
• Energy can be neither created nor destroyed, but
  converted from one form to another. This can be
  represented as the first law of thermodynamics.
• Energy can be classified by its form or state.
• Energy is stored in a variety of ways and must be
  released to do useful work
• The five forms of energy are
• The two states of energy are
• Energy can be converted to useful forms by
  various means.
• Energy and its conversion between forms can be
  expressed quantitatively.
• When converting energy, a significant fraction of
  that energy can be lost from the system

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Lesson Plan Forms, States, and Conversions

• Key Questions
• Can energy be transformed/converted from one form
  to another?
• What types of conversion processes can be used to
  convert energy into a more usable form?
• What forms of energy losses can occur during an
  energy conversion?
• How is heat related to combustion?
• How can energy conversions be modeled with block
  diagrams?

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Lesson Plan Energy Conservation

• Concepts
• Energy conservation can be defined as the
  protection, preservation, management, or
  restoration of our energy resources.
• Conservation is one of the ways we can reduce
  energy use, thus reducing the negative effects
  felt from the burning of these fuels.
• Conservation methods include modifications to our
  daily behaviors and choosing energy conscious
  products.

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Lesson Plan Energy Conservation

• Key Questions
• What appliances use the most energy in the
  average home?
• What are some ways you can conserve energy in
  your home?
• What are some examples of energy conscious
  products?

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Light bulb efficiency
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Lesson Plan Energy Efficiency

• Concepts
• The efficiency of a system is defined as the
  ratio of the output energy (or power) to the
  input energy (or power). These can be measured
  and calculated.
• The second law of thermodynamics can describe the
  energy that cannot be captured and used by
  humans.
• The efficiency of a system will decrease as the
  number of energy conversions increases.
• A goal of technology is to increase efficiency
  both directly and indirectly.

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Lesson Plan Energy Efficiency

• Key Questions
• What is the value in finding a use for energy
  by-products and where might you find uses for
  them?
• If each energy conversion decreases the
  efficiency, why do we convert the energy several
  times before we use it?
• What are the main causes of inefficiency?
• How can we improve a systems efficiency?