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Post-Activities
 

Post-Activities

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    Post-Activities Post-Activities Document Transcript

    • theHoustonMuseumofnaturalscience Wiess Energy Hall Curriculum Underwritten by Devon Energy Corporation 8th Grade Post field trip activities: Have students combine their study of chemistry with their study of the Wiess Energy Hall by using the following illustration. They can research each element and find its uses in industry today. Eight elements, (see chart on left below), make up 99 per cent of the Earth’s crust. Note how rare many industrial metals are. At the Discovery Place you observed the torsional wave. How do you think this concept of movement is used in seismic exploration for oil? Alternative Energy Sources The Wiess Energy Hall showed you how petroleum products are found and created into many products that have become essential to our lives today. Petroleum is non renewable. It is imperative that our nation develop renewable forms of energy as fast as possible. 1 5/19/2010 Developed by the Houston Museum of natural science. All rights reserved
    • As a class discussion, create a list of criteria that can be used to evaluate an energy source. Be sure to discuss problems such as availability of resources needed, pollution and costs. The students then research different types of energy and choose which one they feel would be the most efficient. Then form groups with other students who chose the same type of energy source. The groups can continue their research and create a presentation for the class to convince them to choose their type of energy as the best. The students can create an imaginary company to sell that energy, or contact a company already developing that source and see how it is marketed. The students may evaluate each other’s marketing to determine the validity of the information presented by that company. The students may combine this assignment with their English, Language Arts class in order to practice giving effective presentations. The Web sites below are an excellent source of information. http://library.thinkquest.org/20331/types/ http://www3.iptv.org/exploremore/energy/ http://www.eia.doe.gov/kids/energyfacts/sources/whatsenergy.html http://www.uwsp.edu/cnr/wcee/keep/Mod1/Syllabus.htm http://www.fi.edu/guide/hughes/renewables.html The charts below can be used by the students to observe where our energy comes from and where it is used. Have the students create fractions out of the per cents given. 2 5/19/2010 Developed by the Houston Museum of natural science. All rights reserved
    • The graph below shows U.S. energy consumption: http://www.eia.doe.gov/emeu/mer/pdf/pages/sec2_2.pdf The following site has a great deal of information about energy. The students can use the information to compare types of fuel, consumption by state and environmental effects and forecasts. http://www.eia.doe.gov/ The following site has a lesson using a candy bar, gum, and Twizzlers, to demonstrate the effects of deformational forces on the earth's crust. http://www.uen.org/Lessonplan/preview?LPid=1113 3 5/19/2010 Developed by the Houston Museum of natural science. All rights reserved
    • Map Study Have the students evaluate the map, Oil And Natural Gas Production in the United States to answer questions below: 1. Name the areas in the U.S. where the most oil and gas are found. 2. What body of water do you think is explored the most for oil and gas? 3. Throughout most of time, Texas was underwater. How can you determine this from the map? 4. About what percent of the wells drilled do not produce oil or gas? 5.Compare this map to the movie you saw at the Museum, Texas: The Underground Story. Does this map reinforce what you saw in the movie? Why or why not? Energy Conservation Have students research the recycling opportunities available in your community. The local recycling center may have information sheets to give to the students. Encourage the students to recycle at home. Create a bulletin board for the school that shows a variety of ways to conserve energy. 4 5/19/2010 Developed by the Houston Museum of natural science. All rights reserved
    • Have an Energy Watch Team that observes energy use in your school and makes suggestions for conserving. A team could make surprise visits wearing gear that they created to make themselves very noticeable. Create a survey to evaluate the energy use at home. Then create solutions to energy waste. Conserve Gas Create a walk only day where students walk to school if possible. Another day can be to form school carpools. Create a carpool bulletin board. Survey the teachers and see if any of them can be encouraged to carpool. Create a prize for those who do. Have students observe the bicycle racks at the school. Are there enough? If not, implement a program to create more. Create posters, videos etc to encourage students to ride their bikes to school. Create an award procedure for those who walk or ride their bikes to school. Create posters to show the personal health benefits. Challenge the students to calculate how much gasoline they use getting to and from school, then determine how much would be saved if the school district had a 4 day week. No Petroleum Day Declare a day when everyone wears clothing that does not contain petroleum products. Create posters to put around the school announcing the day and giving enough information that the students know what to wear No Electricity Day The next day, discuss the effects of not using electricity. Discuss its importance in our lives. Observe where energy could be conserved. Design a solar powered anything. Encourage the teachers and students to use both sides of the paper. Do research and create a visual to show the benefits. If your community does not have a recycling program and yard waste recycling program, encourage your civic leaders to create one. Observe if there are enough bike paths in your community. If not, encourage your community government to build more. Write, illustrate and publish a pamphlet on easy energy conservation tips to distribute in your community. Have your school participate in a local Adopt a Highway program. What would be the effects if we reversed our lives to be awake in nighttime and asleep all day? Have the students write stories. 5 5/19/2010 Developed by the Houston Museum of natural science. All rights reserved
    • Have students create a time line of oil from its formation in the Earth to being sold to them in the form of plastics in their entertainment equipment. They can make pictures to illustrate, then the pictures can be given to a younger grade to help them learn about oil. The chart below can be used to compare energy in various forms. It is from the Web site below: http://ippex.pppl.gov/interactive/energy/Vast_Scale_of_Energy.HTML The Vast Scale of Energy Calories Kinetic Energy per molecule per 0.000000000000000000000003 degrees C Kinetic Energy of a slow neutron 0.000000000000000000382 Fly push up 0.0000000238 Boil away 1 gram of water 539 1 gram of water at earth's escape 15000 velocity Food energy in 1 twinkie 300000 Food energy burned by a person in 2390000 a day Average energy use per day by US 206000000 citizen Energy in 1 barrel of crude oil 3410000000 Fusion energy released by 1 gram 81200000000 of fuel Energy uses by world's population 206000000000000000 in a day Energy of a strong earthquake 23900000000000000000 Solar energy hitting earth in a 1300000000000000000000000 year Total energy put out by the sun in 71700000000000000000000000000000 a year KE of translational of the Earth in 6140000000000000000000000000000000 its orbit Total energy put out by our galaxy 10000000000000000000000000000000000000000000 in a year 6 5/19/2010 Developed by the Houston Museum of natural science. All rights reserved