Natural gas is mostly methane, a potent greenhouse gas.
Wastewater from shale gas production is not yet regulated.
Some natural gas is produced by “fracking”, a practice that concerns many.
Conserving energy means lower utility bills! $$$$$ $$$$$ $$$$ $$$$$ $$$$ $$$$$ $$$$ $$$$$ $$$$ Before After
ity til ?? u ll biWouldn’t you rather spend your moneyon something else?
Recap: why is it important to conserve heat and electricity? It has an impact on our environment, our health, and our budgets.
As teachers, we can cause a reduction in energy consumption, one school at a time...
While our students learn& practice these skills:• teamwork• research• data collection• critical thinking• presenting
What you’ll need: • Students (7th - 12th grade) • Infrared laser thermometers • Watts-up or kill-a-watt meters • Plenty of time
How much of our electricity is generated by burning coal???? First get them interested with “energy quizzes” & sharing factoids about our energy usage.
Next, in small groups or pairs,have them research relevant topics.
One topic can be the eﬀects ofcoal mining on the environment,public health, and the economy.
One topic can be the eﬀects of coal-ﬁred power plants on the environment, public health, and the economy.
One group can research natural gasproduction, use, and impact on our economy.
One group can research global warming as it relates to energy consumption.
One group can research conservationstrategies that other schools have used.
One group can learn how to use the equipment and then teach the other students.
Datasmall collec group tion c , or b an be y the plann class ed by as a w a hole.
It helps to map out the buildingand decide how to get a sampling
The students take temperature readings. Diﬀerences between interiorand exterior walls can give an indication of how well the building is insulated.
They need to carefully record thedata, noting location, time of day,outside temperature and weather.
The kill-a-watt meters provide data aboutenergy usage. The students can connect it toan entire power strip in an oﬃce area, a single computer, or any other electrical device.
They need to carefully record the data, noting location, length of time it wasconnected and any other relevant notes.
Once all the hard data has been collected, the students can depict it with charts or graphs. 200 150 1000 5 10 15 20 50 0
They can also look at historical utility data. Students use this data to determine average price per kilowatt hour and btu or therm.
The next step is to conduct a survey offaculty and staﬀ asking them how manyelectrical devices they use and how they would conserve energy in the building.
Energy usage can be reduced by 10% just bygetting people to track their energy consumption.
Next, students analyze the “soft data” from thesurvey, and “hard data” from the utility records,temperature recordings, and kill-a-watt meters.
They talk about the data and devise an energy conservation strategy for the school.
The strategy might include behavioral changes or installation of energy eﬃcient equipment.
Next it’s time to present their ﬁndings. How they present and to whom, is up toyou. They could make a video, posters, oral presentation, written presentation...
Now it’s time to celebrate, calculate the future savings and think about how to spend it!
Recap!This project is student-driven according to the students’ skill level.1. Get students thinking about the relevance of energy consumption in the U.S.2. Students collect hard data with temperature readings and with kill-a-watt or watts-up meters.3. Students survey custodians, teachers, and other students about energy usage in the building.4. Students represent the data visually.5. Students analyze their data along with past utility data.6. Students devise an energy conservation strategy for the school.7. Students calculate potential savings using average cost per kilowatt hour and therm.8. Students present their ﬁndings and their strategy to classmates, principal, and/or school board.