Unit 9 energy consumption

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Unit 9 energy consumption

  1. 1. Scientific Analytical Reasoning & Problem Solving in Comparative Unit 9: Energy Consumption World Perspective Unit 9: Energy Consumption Energy has become an issue of internaOonal proporOons as evidenced by the meeOng at Kyoto, Copenhagen and others in which world leaders debate the catastrophic effects to our climate as a result of excessive use both of energy as well as of sources used to produce energy that pollute our atmosphere. Using the United States as the basis of your discussion, which as you know consumes more energy than any other country in the world, analyze the reasoning behind demanding that other countries conserve their natural resources and not use them to create energy for their countries. For example, the Amazon rain forest in Brazil is being deforested at an alarming rate, underdeveloped countries burn nonrenewable resources to produce the energy that their countries demand, and in general the fact that the world demands more energy has created a serious situaOon for the US to maintain its credibility and partnership with the countries of the world. Unit Descrip?on: This unit will provide an extensive examinaOon of energy and its consumpOon from a naOonal and global perspecOve. This unit will offer students a varied range of foundaOonal knowledge from the types of energy sources available to technological advances in conservaOon. The unit will also offer students an opportunity to examine the issues and policies surrounding energy consumpOon while crea‐ Ovely devising plausible soluOons from their own vantage points. Unit Narra?ve: The students will gain an understanding of various types of energy and their uses in the United States and abroad. They will be guided to compare and contrast energy consumpOon on a naOonal and interna Oonal scale to define implicaOons for transportaOon, buildings and electricity generaOon. It will also be a goal to assess trajectory usage of energy for underdeveloped countries and appropriate measures
  2. 2. adopted in renewable sources. Examining the role of technology in reducing energy consumpOon and exploring the internaOonal models holding successful outcomes in reducing energy consumpOon will be the objecOves for the student. Week One: An Introduc?on to Energy Uses and Sources Day One: Facilitator will discuss and define energy. Session will discuss forms of energy (chemical, radiant, mechanical, electrical, nuclear) and how energy can be transferred from one Scientific Analytical Reasoning & Problem Solving in Comparative World Perspective Unit 9: Energy Consump?on Energy has become an issue of internaOonal proporOons as evidenced by the meeOng at Kyoto, Copenhagen and others in which world leaders debate the catastrophic effects to our climate as a result of excessive use both of energy as well as of sources used to produce energy that pollute our atmosphere. Using the United States as the basis of your discussion, which as you know consumes more energy than any other country in the world, analyze the reasoning behind demanding that other countries conserve their natural resources and not use them to create energy for their countries. For example, the Amazon rain forest in Brazil is being deforested at an alarming rate, underdeveloped countries burn nonrenewable resources to produce the energy that their countries demand, and in general the fact that the world demands more energy has created a serious situaOon for the US to maintain its credibility and partnership with the countries of the world. 55 source to another. Discussion will also disOnguish between renewable and non renewable sources of energy. Video Clip: Types of Energy hIp://www.youtube.com/watch?v=nzQqWMlAgGg Reading: How We Get Our Energy hIp://www.energyamericainc.com/ Day Two: Facilitator will conOnue building student knowledge on energy and its uses to examine issues of efficiency. PresentaOon will assess efforts for conservaOon and examine ways that students can conserve energy in their own day to day acOviOes. PresentaOon will also examine how energy conservaOon can improve the environment. Video Clips: Energy and Policy Team
  3. 3. hIp://www.youtube.com/watch?v=EOMc1coT9oY President Obama on Energy and the Environment: hIp://www.youtube.com/watch?v=abGlr9sTdEg Week Two: Energy Consump?on and its Impact on the Environment Day Three: Facilitator will offer an overview of energy consumpOon for the United States in four major areas: transportaOon, residenOal, commercial and industrial. PresentaOon will evaluate our ever‐increasing dependence and its focus of discussion from the Climate Change Conference in Copenhagen. Copenhagen Climate Change Conference Summary hIp://www.youtube.com/watch?v=doj5bwuCFHo Day Four: Review of selected case studies of comparaOve energy consumpOon by developed and underdeveloped countries. Reports recognized by leading scholars and agencies will assist in developing a Omeline for increased dependency while predicOng the need for more sources as underdeveloped countries conOnue their economic growth. Readings: World Business Council for Sustainable Development: Powering Sustainable SoluOons: Policies and Measurement. hIp://www.wbcsd.org/web/publicaOons/PoweringSustainableSoluOons.pdf 56 Week Three: Technology and Renewable Energy Sources Day Five: Facilitator will introduce new technology developed to assist in energy efficiency. A series of websites will be offered to students to guide in their insight of available technology used in engines transmissions and fuel. Sites from the US Department of Energy will offer iniOaOves in research and development on building pracOces in our naOon’s structures from lighOng to roofing. Energy Efficiency and Technology hIp://eetweb.com/ Energy Efficient Technologies hIp://www.fueleconomy.gov/feg/tech_adv.shtml US Dept. of Energy: Energy Efficiency and Renewable Energy hIp://www1.eere.energy.gov/buildings/technologies.html Day Six: Facilitator will assess a wide range of renewable energy sources and its use in developing countries. PresentaOon will center on the challenges and barriers to embracing renewable energy sources in these areas and evaluate programs used to promote renewable energy as a viable, less expensive opOon to fossil fuel. Commonwealth of Australia (2001) Power to the People: Renewable Energy in Developing Countries: A Summary of Discussion at the Renewable Energy Forum. hIp://www.ausaid.gov.au/publicaOons/pdf/renewable_energy.pdf ProducOve Uses of Renewable Energy in Developing Countries hIp://www.marOnot.info/producOve_uses.htm Qurashi, M.M. & Hassian, T. (2005) Renewable Energy Technologies for Developing
  4. 4. Countries: Now to 2023. hIp://www.isesco.org.ma/english/publicaOons/Renewable%20Energy%20Technologies/ Renewable.pdf Week Four: Group Presenta?ons Students will be assigned to one of six groups to create a research plan on the use of renewable energy sources in an underdeveloped country. Groups can choose from hydropower, wind power, biomass, solar, marine, or geothermal to develop a plan appropriate parOcularly for remote rural locaOons. Students will compile one comprehensive report and make an oral presentaOon to the instructor and their peers. Report should be referenced by appropriate citaOon and assessed using rubrics consistent with the course. 57 Day Seven: Groups 1‐3 PresentaOons (10 min presentaOon/5 minute Q/A) Day Eight: Groups 4‐6 PresentaOons (10 min presentaOon/5 minute Q/A)

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