This document provides an overview of different types of energy sources, both renewable and non-renewable. It begins with definitions of renewable and non-renewable resources, giving examples of each. The main types of energy sources discussed include fossil fuels like petroleum, coal and natural gas; alternative sources like nuclear fission, solar, wind and hydroelectric; as well as geothermal, biomass and fusion energy. For each type, the document describes how the energy is produced, benefits and drawbacks. Figures and diagrams are included to illustrate concepts like the nuclear fission process and geothermal power plant design. Students are prompted throughout with questions to check understanding.
This document provides information about conducting a lesson on different energy sources. It outlines an activity where students are divided into groups and each group researches and reports on a different energy source. The document then provides descriptions of various energy sources like the sun, food, fossil fuels, water, wind, and nuclear power to be used in the lesson. It also includes a list of materials needed and procedures for the activity.
This document provides information about conducting a lesson on different energy sources. It outlines an activity where students are divided into groups and each group researches and reports on a different energy source. The document then provides background information on various energy sources like the sun, food, fossil fuels, water, wind, and nuclear power. It concludes with extensions for modifying the activity, such as having students write essays on their preferred energy sources.
The document discusses natural resources and differentiates between renewable and non-renewable resources, with renewable resources like water and trees being able to replenish relatively quickly while non-renewable resources like coal and oil take thousands or millions of years to replenish or are finite; it also covers energy resources and alternatives to fossil fuels which are non-renewable, highlighting the need for conservation and renewable alternatives like solar, wind, and hydroelectric power.
Natural rresources conservation by Muhammad Fahad Ansari12IEEM14fahadansari131
The document discusses natural resources and their conservation. It defines natural resources as materials needed to sustain life that come from nature, such as air, water, land, forests and minerals. Resources are classified as renewable, like sunlight, water and trees; and non-renewable, like coal, which do not regrow or take a very long time to regrow. The document emphasizes the importance of conserving non-renewable resources as human demand increases and stresses the need for sustainable use of the Earth's resources to protect ecosystems.
Energy is the ability to do work and comes in many forms including heat, light, motion, electrical, chemical, gravitational, and mechanical. There are renewable sources like solar, wind, hydropower, and biomass as well as non-renewable sources like fossil fuels, nuclear energy, and hydrocarbons. While fossil fuels currently provide most of the world's energy, they are limited and polluting so countries are working to increase use of renewable alternatives like solar, wind, and biomass to reduce emissions.
The document discusses the history of energy use and different energy sources. It notes that while people originally relied on sunlight, wind, and water power, the Industrial Revolution led to widespread use of fossil fuels like coal, oil, and natural gas. These fossil fuels formed over millions of years but are being depleted. The text advocates for conserving energy and exploring renewable alternatives to fossil fuels such as solar, wind, geothermal, and biomass. It also suggests individual actions people can take to reduce their energy use.
The document provides lesson content on sources of energy. It includes activities to introduce different energy sources, vocabulary related to energy, and tasks to identify advantages and disadvantages of alternative energy sources like nuclear power, geothermal heat, solar energy, wind power, and water power. It also asks questions about major energy sources and the importance of conserving energy. The homework assigns a cloze test, learning new vocabulary, and preparing to discuss pros and cons of different energy sources.
This document provides information about conducting a lesson on different energy sources. It outlines an activity where students are divided into groups and each group researches and reports on a different energy source. The document then provides descriptions of various energy sources like the sun, food, fossil fuels, water, wind, and nuclear power to be used in the lesson. It also includes a list of materials needed and procedures for the activity.
This document provides information about conducting a lesson on different energy sources. It outlines an activity where students are divided into groups and each group researches and reports on a different energy source. The document then provides background information on various energy sources like the sun, food, fossil fuels, water, wind, and nuclear power. It concludes with extensions for modifying the activity, such as having students write essays on their preferred energy sources.
The document discusses natural resources and differentiates between renewable and non-renewable resources, with renewable resources like water and trees being able to replenish relatively quickly while non-renewable resources like coal and oil take thousands or millions of years to replenish or are finite; it also covers energy resources and alternatives to fossil fuels which are non-renewable, highlighting the need for conservation and renewable alternatives like solar, wind, and hydroelectric power.
Natural rresources conservation by Muhammad Fahad Ansari12IEEM14fahadansari131
The document discusses natural resources and their conservation. It defines natural resources as materials needed to sustain life that come from nature, such as air, water, land, forests and minerals. Resources are classified as renewable, like sunlight, water and trees; and non-renewable, like coal, which do not regrow or take a very long time to regrow. The document emphasizes the importance of conserving non-renewable resources as human demand increases and stresses the need for sustainable use of the Earth's resources to protect ecosystems.
Energy is the ability to do work and comes in many forms including heat, light, motion, electrical, chemical, gravitational, and mechanical. There are renewable sources like solar, wind, hydropower, and biomass as well as non-renewable sources like fossil fuels, nuclear energy, and hydrocarbons. While fossil fuels currently provide most of the world's energy, they are limited and polluting so countries are working to increase use of renewable alternatives like solar, wind, and biomass to reduce emissions.
The document discusses the history of energy use and different energy sources. It notes that while people originally relied on sunlight, wind, and water power, the Industrial Revolution led to widespread use of fossil fuels like coal, oil, and natural gas. These fossil fuels formed over millions of years but are being depleted. The text advocates for conserving energy and exploring renewable alternatives to fossil fuels such as solar, wind, geothermal, and biomass. It also suggests individual actions people can take to reduce their energy use.
The document provides lesson content on sources of energy. It includes activities to introduce different energy sources, vocabulary related to energy, and tasks to identify advantages and disadvantages of alternative energy sources like nuclear power, geothermal heat, solar energy, wind power, and water power. It also asks questions about major energy sources and the importance of conserving energy. The homework assigns a cloze test, learning new vocabulary, and preparing to discuss pros and cons of different energy sources.
This document discusses various natural resources and their impacts. It covers renewable resources like solar, wind, and hydroelectric energy. It also discusses nonrenewable resources like coal, oil, and natural gas that are in limited supply. The document then discusses how human activities like deforestation, construction, landfills, and pollution can negatively impact the environment by destroying habitats, polluting air and water supplies, and disrupting ecosystems. It emphasizes the importance of reducing pollution and waste to help clean the environment.
PresentacióN1 Energy For Kids For Examplemariano2008
Energy comes from the sun and fuels like coal, oil and gas. Burning these fossil fuels causes pollution and climate change by releasing carbon dioxide. There are renewable energy alternatives like solar, wind and hydro power that don't cause as much pollution. Individuals can help by using energy more efficiently and supporting the development of renewable energy.
This lesson plan discusses 10 sources of energy: solar, wind, geothermal, hydrogen, tidal, wave, hydroelectric, biomass, nuclear, and fossil fuels. The objectives are for students to justify their choice of most reliable energy source and explain the importance of conserving energy. Students will group according to their preferred energy source, debate the efficiency and convenience of different options, and research pros and cons of the 10 sources in an assignment. While each source has benefits, all have flaws, so a balanced approach using multiple sources is needed.
This document provides information about natural resource education activities for different grade levels. It includes the titles of 5 activities for grades K-3, 2 activities for grades 5-6, and lists the subject areas, skills and grade ranges for each. It also includes an index of skills covered and subjects for each activity.
This document discusses different types of resources including renewable, non-renewable, and sustainable resources. It provides examples of various energy resources such as coal, wind, natural gas, uranium, tides, wood, solar, and wave power. For each resource it describes what it is, where it comes from, how it is used, and environmental impacts. The document also discusses models by Esther Boserup and Thomas Malthus on population growth and resource availability.
This document discusses natural resources and their classification. It begins with an introduction that defines natural resources as materials found in nature that are useful to humans. Natural resources can be classified as biotic, derived from living things like plants and animals, or abiotic, from non-living materials like water, air, and metals. The document outlines ways to conserve natural resources like using more efficient appliances. It distinguishes between renewable resources that regenerate quickly like geothermal energy and biofuels, and non-renewable resources like fossil fuels that take millions of years to form and are finite. In conclusion, the document stresses the importance of conserving India's biodiversity and natural resources for future generations.
This document discusses natural resources and their classification. It begins with an introduction that defines natural resources as materials found in nature that are useful to humans. Natural resources can be classified as biotic, derived from living things like plants and animals, or abiotic, from non-living materials like water, air, and metals. The document outlines ways to conserve natural resources like using more efficient appliances. It distinguishes between renewable resources, which regenerate quickly like geothermal and solar energy, and non-renewable resources like fossil fuels that take millions of years to form. In conclusion, the document stresses the importance of conserving India's biodiversity and natural resources for future generations.
CONCLUSION
After discussing the advantages and disadvantages of the above resources it can be really a tough decision to point out the most suitable source of energy for the future. Although after thorough investigation of the above sources of energy it can be said that solar energy wind energy and biofuels are the leaders in this race for the favorable energy source for the future. It is an obvious fact that mankind could not survive with only these sources of energy. Scientists all round the world are trying to develop technologies to find alternative sources of energy. Nuclear fusion energy, fuel cell (H2O), plasma gasification of waste products are the arenas in which the future of mankind is dependent
Using recycled concrete aggregates (RCA) for pavements is crucial to achieving sustainability. Implementing RCA for new pavement can minimize carbon footprint, conserve natural resources, reduce harmful emissions, and lower life cycle costs. Compared to natural aggregate (NA), RCA pavement has fewer comprehensive studies and sustainability assessments.
Literature Review Basics and Understanding Reference Management.pptxDr Ramhari Poudyal
Three-day training on academic research focuses on analytical tools at United Technical College, supported by the University Grant Commission, Nepal. 24-26 May 2024
Harnessing WebAssembly for Real-time Stateless Streaming PipelinesChristina Lin
Traditionally, dealing with real-time data pipelines has involved significant overhead, even for straightforward tasks like data transformation or masking. However, in this talk, we’ll venture into the dynamic realm of WebAssembly (WASM) and discover how it can revolutionize the creation of stateless streaming pipelines within a Kafka (Redpanda) broker. These pipelines are adept at managing low-latency, high-data-volume scenarios.
We have compiled the most important slides from each speaker's presentation. This year’s compilation, available for free, captures the key insights and contributions shared during the DfMAy 2024 conference.
Embedded machine learning-based road conditions and driving behavior monitoringIJECEIAES
Car accident rates have increased in recent years, resulting in losses in human lives, properties, and other financial costs. An embedded machine learning-based system is developed to address this critical issue. The system can monitor road conditions, detect driving patterns, and identify aggressive driving behaviors. The system is based on neural networks trained on a comprehensive dataset of driving events, driving styles, and road conditions. The system effectively detects potential risks and helps mitigate the frequency and impact of accidents. The primary goal is to ensure the safety of drivers and vehicles. Collecting data involved gathering information on three key road events: normal street and normal drive, speed bumps, circular yellow speed bumps, and three aggressive driving actions: sudden start, sudden stop, and sudden entry. The gathered data is processed and analyzed using a machine learning system designed for limited power and memory devices. The developed system resulted in 91.9% accuracy, 93.6% precision, and 92% recall. The achieved inference time on an Arduino Nano 33 BLE Sense with a 32-bit CPU running at 64 MHz is 34 ms and requires 2.6 kB peak RAM and 139.9 kB program flash memory, making it suitable for resource-constrained embedded systems.
This document discusses various natural resources and their impacts. It covers renewable resources like solar, wind, and hydroelectric energy. It also discusses nonrenewable resources like coal, oil, and natural gas that are in limited supply. The document then discusses how human activities like deforestation, construction, landfills, and pollution can negatively impact the environment by destroying habitats, polluting air and water supplies, and disrupting ecosystems. It emphasizes the importance of reducing pollution and waste to help clean the environment.
PresentacióN1 Energy For Kids For Examplemariano2008
Energy comes from the sun and fuels like coal, oil and gas. Burning these fossil fuels causes pollution and climate change by releasing carbon dioxide. There are renewable energy alternatives like solar, wind and hydro power that don't cause as much pollution. Individuals can help by using energy more efficiently and supporting the development of renewable energy.
This lesson plan discusses 10 sources of energy: solar, wind, geothermal, hydrogen, tidal, wave, hydroelectric, biomass, nuclear, and fossil fuels. The objectives are for students to justify their choice of most reliable energy source and explain the importance of conserving energy. Students will group according to their preferred energy source, debate the efficiency and convenience of different options, and research pros and cons of the 10 sources in an assignment. While each source has benefits, all have flaws, so a balanced approach using multiple sources is needed.
This document provides information about natural resource education activities for different grade levels. It includes the titles of 5 activities for grades K-3, 2 activities for grades 5-6, and lists the subject areas, skills and grade ranges for each. It also includes an index of skills covered and subjects for each activity.
This document discusses different types of resources including renewable, non-renewable, and sustainable resources. It provides examples of various energy resources such as coal, wind, natural gas, uranium, tides, wood, solar, and wave power. For each resource it describes what it is, where it comes from, how it is used, and environmental impacts. The document also discusses models by Esther Boserup and Thomas Malthus on population growth and resource availability.
This document discusses natural resources and their classification. It begins with an introduction that defines natural resources as materials found in nature that are useful to humans. Natural resources can be classified as biotic, derived from living things like plants and animals, or abiotic, from non-living materials like water, air, and metals. The document outlines ways to conserve natural resources like using more efficient appliances. It distinguishes between renewable resources that regenerate quickly like geothermal energy and biofuels, and non-renewable resources like fossil fuels that take millions of years to form and are finite. In conclusion, the document stresses the importance of conserving India's biodiversity and natural resources for future generations.
This document discusses natural resources and their classification. It begins with an introduction that defines natural resources as materials found in nature that are useful to humans. Natural resources can be classified as biotic, derived from living things like plants and animals, or abiotic, from non-living materials like water, air, and metals. The document outlines ways to conserve natural resources like using more efficient appliances. It distinguishes between renewable resources, which regenerate quickly like geothermal and solar energy, and non-renewable resources like fossil fuels that take millions of years to form. In conclusion, the document stresses the importance of conserving India's biodiversity and natural resources for future generations.
CONCLUSION
After discussing the advantages and disadvantages of the above resources it can be really a tough decision to point out the most suitable source of energy for the future. Although after thorough investigation of the above sources of energy it can be said that solar energy wind energy and biofuels are the leaders in this race for the favorable energy source for the future. It is an obvious fact that mankind could not survive with only these sources of energy. Scientists all round the world are trying to develop technologies to find alternative sources of energy. Nuclear fusion energy, fuel cell (H2O), plasma gasification of waste products are the arenas in which the future of mankind is dependent
Using recycled concrete aggregates (RCA) for pavements is crucial to achieving sustainability. Implementing RCA for new pavement can minimize carbon footprint, conserve natural resources, reduce harmful emissions, and lower life cycle costs. Compared to natural aggregate (NA), RCA pavement has fewer comprehensive studies and sustainability assessments.
Literature Review Basics and Understanding Reference Management.pptxDr Ramhari Poudyal
Three-day training on academic research focuses on analytical tools at United Technical College, supported by the University Grant Commission, Nepal. 24-26 May 2024
Harnessing WebAssembly for Real-time Stateless Streaming PipelinesChristina Lin
Traditionally, dealing with real-time data pipelines has involved significant overhead, even for straightforward tasks like data transformation or masking. However, in this talk, we’ll venture into the dynamic realm of WebAssembly (WASM) and discover how it can revolutionize the creation of stateless streaming pipelines within a Kafka (Redpanda) broker. These pipelines are adept at managing low-latency, high-data-volume scenarios.
We have compiled the most important slides from each speaker's presentation. This year’s compilation, available for free, captures the key insights and contributions shared during the DfMAy 2024 conference.
Embedded machine learning-based road conditions and driving behavior monitoringIJECEIAES
Car accident rates have increased in recent years, resulting in losses in human lives, properties, and other financial costs. An embedded machine learning-based system is developed to address this critical issue. The system can monitor road conditions, detect driving patterns, and identify aggressive driving behaviors. The system is based on neural networks trained on a comprehensive dataset of driving events, driving styles, and road conditions. The system effectively detects potential risks and helps mitigate the frequency and impact of accidents. The primary goal is to ensure the safety of drivers and vehicles. Collecting data involved gathering information on three key road events: normal street and normal drive, speed bumps, circular yellow speed bumps, and three aggressive driving actions: sudden start, sudden stop, and sudden entry. The gathered data is processed and analyzed using a machine learning system designed for limited power and memory devices. The developed system resulted in 91.9% accuracy, 93.6% precision, and 92% recall. The achieved inference time on an Arduino Nano 33 BLE Sense with a 32-bit CPU running at 64 MHz is 34 ms and requires 2.6 kB peak RAM and 139.9 kB program flash memory, making it suitable for resource-constrained embedded systems.
A SYSTEMATIC RISK ASSESSMENT APPROACH FOR SECURING THE SMART IRRIGATION SYSTEMSIJNSA Journal
The smart irrigation system represents an innovative approach to optimize water usage in agricultural and landscaping practices. The integration of cutting-edge technologies, including sensors, actuators, and data analysis, empowers this system to provide accurate monitoring and control of irrigation processes by leveraging real-time environmental conditions. The main objective of a smart irrigation system is to optimize water efficiency, minimize expenses, and foster the adoption of sustainable water management methods. This paper conducts a systematic risk assessment by exploring the key components/assets and their functionalities in the smart irrigation system. The crucial role of sensors in gathering data on soil moisture, weather patterns, and plant well-being is emphasized in this system. These sensors enable intelligent decision-making in irrigation scheduling and water distribution, leading to enhanced water efficiency and sustainable water management practices. Actuators enable automated control of irrigation devices, ensuring precise and targeted water delivery to plants. Additionally, the paper addresses the potential threat and vulnerabilities associated with smart irrigation systems. It discusses limitations of the system, such as power constraints and computational capabilities, and calculates the potential security risks. The paper suggests possible risk treatment methods for effective secure system operation. In conclusion, the paper emphasizes the significant benefits of implementing smart irrigation systems, including improved water conservation, increased crop yield, and reduced environmental impact. Additionally, based on the security analysis conducted, the paper recommends the implementation of countermeasures and security approaches to address vulnerabilities and ensure the integrity and reliability of the system. By incorporating these measures, smart irrigation technology can revolutionize water management practices in agriculture, promoting sustainability, resource efficiency, and safeguarding against potential security threats.
Presentation of IEEE Slovenia CIS (Computational Intelligence Society) Chapte...University of Maribor
Slides from talk presenting:
Aleš Zamuda: Presentation of IEEE Slovenia CIS (Computational Intelligence Society) Chapter and Networking.
Presentation at IcETRAN 2024 session:
"Inter-Society Networking Panel GRSS/MTT-S/CIS
Panel Session: Promoting Connection and Cooperation"
IEEE Slovenia GRSS
IEEE Serbia and Montenegro MTT-S
IEEE Slovenia CIS
11TH INTERNATIONAL CONFERENCE ON ELECTRICAL, ELECTRONIC AND COMPUTING ENGINEERING
3-6 June 2024, Niš, Serbia
Electric vehicle and photovoltaic advanced roles in enhancing the financial p...IJECEIAES
Climate change's impact on the planet forced the United Nations and governments to promote green energies and electric transportation. The deployments of photovoltaic (PV) and electric vehicle (EV) systems gained stronger momentum due to their numerous advantages over fossil fuel types. The advantages go beyond sustainability to reach financial support and stability. The work in this paper introduces the hybrid system between PV and EV to support industrial and commercial plants. This paper covers the theoretical framework of the proposed hybrid system including the required equation to complete the cost analysis when PV and EV are present. In addition, the proposed design diagram which sets the priorities and requirements of the system is presented. The proposed approach allows setup to advance their power stability, especially during power outages. The presented information supports researchers and plant owners to complete the necessary analysis while promoting the deployment of clean energy. The result of a case study that represents a dairy milk farmer supports the theoretical works and highlights its advanced benefits to existing plants. The short return on investment of the proposed approach supports the paper's novelty approach for the sustainable electrical system. In addition, the proposed system allows for an isolated power setup without the need for a transmission line which enhances the safety of the electrical network
Low power architecture of logic gates using adiabatic techniquesnooriasukmaningtyas
The growing significance of portable systems to limit power consumption in ultra-large-scale-integration chips of very high density, has recently led to rapid and inventive progresses in low-power design. The most effective technique is adiabatic logic circuit design in energy-efficient hardware. This paper presents two adiabatic approaches for the design of low power circuits, modified positive feedback adiabatic logic (modified PFAL) and the other is direct current diode based positive feedback adiabatic logic (DC-DB PFAL). Logic gates are the preliminary components in any digital circuit design. By improving the performance of basic gates, one can improvise the whole system performance. In this paper proposed circuit design of the low power architecture of OR/NOR, AND/NAND, and XOR/XNOR gates are presented using the said approaches and their results are analyzed for powerdissipation, delay, power-delay-product and rise time and compared with the other adiabatic techniques along with the conventional complementary metal oxide semiconductor (CMOS) designs reported in the literature. It has been found that the designs with DC-DB PFAL technique outperform with the percentage improvement of 65% for NOR gate and 7% for NAND gate and 34% for XNOR gate over the modified PFAL techniques at 10 MHz respectively.
Low power architecture of logic gates using adiabatic techniques
Chapter-1.pdf
1. University of Gondar
College of Natural and Computational Sciences
Department of Geology
Compiled by: Yohannes Dessalegn (M.Sc. in Petroleum and Coal Geology)
2022/23 G.C
Petroleum and Coal Geology (Geol 3131) Course
2. Chapter 1 Introduction to the Various Energy Sources
you should be able to answer these questions:
What is the difference between a renewable
resource and a nonrenewable resource?
How can you protect natural resources?
What are the different kinds of fossil fuels?
What are some kinds of alternative energy?
What are some benefits of alternative energy?
What are some problems with alternative
energy?
After you learn this section,
3. What are Earth’s Resources?
Earth provides what you need to survive.
You breathe air from Earth’s atmosphere.
You drink water from Earth’s rivers, lakes, and other water bodies.
You eat food from Earth’s living things.
A is any material obtained from the Earth in nature that is used by humans.
Air, soil, fresh water, petroleum, rocks, minerals, forests, and wildlife/animal are examples of
natural resources.
People use some natural resources, such as coal and wind, for energy.
The energy in these resources comes from the sun.
4. Summarize: After you read this
section, make a chart giving the
defi nitions of renewable and
non-renewable resources. In
the chart, include two examples
of each kind of resource.
Fig.1.1: Some Examples of Natural Resources
Define: In your own
words, write a
definition of natural
resource.
Identify: Give two examples of
natural resources that are not shown
in the figure
5. Nonrenewable Resources
∏ Some resources, such as minerals, coal, petroleum, and natural gas, take millions of
years to form.
∏once they have been used, they have gone.
∏can’t be replenished in a short period of time.
∏ is a resource that is used/consumed much faster than it can be replaced/formed. i.e.,
they can’t be or at a scale comparable with their consumption.
∏ means “to begin again.”
∏When nonrenewable resources are used up, people can no longer use them.
What Types of Resources Exist on Earth?
Natural resources are grouped based on how fast they can be replaced/In the light of the
availability of various resources in nature.
Some natural resources are non-renewable/Exhaustible/Limited. Others are renewable.
Renew
6. Renewable Resources(RR)
Some natural resources, such as , trees and fresh water, can grow or be replaced
quickly. i.e., they can be in a short period of time.
A renewable resource is a natural resource that can be replaced as quickly as
people use it can be replaced at the same rate at which the resource is consumed.
Many renewable resources are renewable only if people do not use them too quickly.
For example, wood is usually considered a renewable resource.
However, if people cut down trees faster than the trees can grow back, wood is
a renewable resource.
Some renewable resources, such as , will never be used up, no matter how
fast people use them.
RR will not run out because they can easily be regenerated.
7. Fig.1.2. Fresh water and trees are both
renewable resources. However, they can be
used up if people use them too quickly.
Explain: Describe how some
renewable resources can become
non-renewable resources.
8. How Can We Protect Natural Resources?
o Whether the natural resources you use are renewable or non-renewable, you
should be careful on how you use them.
o In order to conserve natural resources, you should try to use them only when you
have to.
For example,
⸿ leaving the water running while you are brushing your teeth wastes clean water.
⸿ Turning the water off while you brush your teeth saves water so that it can be used
in the future.
Explain: Why is it important to conserve all
natural resources, even if they are renewable
resources?
9.
10. Table 1.1. Some ways we can conserve energy.
Instead of… You can…
…leaving the lights on all the time …turn them off when you’re not in the
room
…running the washing machine when it
is only half full
…run it only when it is full
…using a car to travel everywhere …walk, ride a bike, or use public
transportation when you can
Brainstorm: Fill in the blank spaces
in the table with some other ways
you can conserve natural resources.
11. # Recycling (using things that have been thrown away to make new objects) is another
way.
# Objects made from recycled materials use fewer natural resources than objects
made from new materials.
# For example, it takes less energy to recycle an aluminum can than to make a new
one, hence it energy.
# Newspaper, some plastic containers, and many types of papers can also be recycled.
# Besides these, conserving resources also means of them even when you
are not using them.
# For example, our drinking water . Polluted water can harm the living
things, including humans, that need water in order to live.
12. ₰ How do plants and animals that lived hundreds of millions of years ago affect your
life today?
₰ Plants and animals that lived long ago provide much of the energy we use.
• If we turned on the lights or traveled to school in a car or bus, we probably used
some of this energy.
• Energy resources are natural resources that people use to produce energy, such as
heat and electricity.
• Most of the energy we use for heating and electricity use comes from fossil
fuels.
13. * A is an energy resource made from the remains of plants and
that lived long ago.
* The different kinds of fossil fuels are petroleum, , and natural gas.
* When fossil fuels burn, they release a lot of energy.
* Power plants use the energy to produce .
* Cars use the energy to move.
However, there are also some problems with using fossil fuels.
They are nonrenewable, which means that they cannot be replaced once they have been used.
Also, when they burn, they release pollution.
Compare: In your notebook, make a table to show the similarities and differences between
different kinds of fossil fuels.
Identify: Where do we get
most of the energy we use?
14. Alternative Energy Resources
What is Alternative Energy?
What would your life be like if you couldn’t turn on the lights, microwave your
dinner, take a hot shower, or ride the bus to school?
Since fossil fuels have a lot of problems, many scientists are trying to find
alternative energy sources.
Some alternative energy sources can be converted easily into usable energy.
Others are not as easy to use.
Compare and Contrast: In your
notebook, make a chart to show each
kinds of alternative energy sources and
their benefits and problems.
15. Here are the different kinds of alternative energy sources
16. Fig.1.3. Fission
Identify: What are the
fission products in the figure?
Fission Benefits
it does .
Mining uranium, the fuel for nuclear power, is less harmful to the environment than
mining other energy sources, such as coal.
Explain: Why is nuclear energy
called a “clean” energy source?
17. Fission Problems
Fission products created in nuclear power plants are poisonous.
Nuclear fission plants can release harmful radiation into the environment.
Also, nuclear power plants must release extra heat from the fission reaction.
This extra heat cannot be used to make electricity. The extra heat can harm the
environment.
B. FUSION
happens when two or more atoms join to form a heavier atom.
This process occurs naturally in the sun.
releases a lot of energy.
18. Identify: How many protons
and how many neutrons are
there in the helium-4 nucleus?
Fusion’s Benefits and Problems
ψ It does not create a lot of dangerous wastes.
ψ The fuels used in fusion are renewable.
The main problem with fusion is that it can take place only at
The reaction is difficult to control and keep going to create usable energy.
Fig.1.4. Fusion
19. Wind Power-Energy From the Wind
# Wind is the air that is moving hence contains energy.
# People can use windmills to turn the wind energy into electricity.
# The electricity that is produced by windmills is called wind power.
# Since the wind can’t be used up, wind energy is .
# Wind power does not cause air pollution.
# However, in many areas, the wind isn’t strong or enough to generate enough
electricity.
Infer: In most cases, people use a large
number of windmills to create electricity.
What do you think is the reason a lot of
windmills are used, instead of just one or
two?
20. Fig.1.5 Windmills near Livermore,
, produce electricity
Explain: Based on what you see in
the figure, what do you think is the
reason windmills are not used in
or other areas?
22. Solar Energy-Energy from the Sun
€Most forms of energy come from the .
For example, the fossilfuelswe use today were made from .
€The heat and light that Earth gets from the sun is solar energy.
SolarEnergy:
is a , resourceand does not producepollution.
is used to create electricityand to heat buildings.
cells, or solarcells, can change into energy.
However, some
don’t have enough sunny
days to be able to use
solar energy all the time.
Even though sunlight is
free, solar cells are
to make.
23. Why is energy from the sun
renewable?
Fig. 1.7. Solar Energy
24. The Sun
The Sun is the original source
of most energy resources.
Plants store the Sun’s energy
through photosynthesis.
Animals then eat the plants.
25. : Have you ever used an object that
was powered by sunlight? In a small group, talk about
the different ways that sunlight can be used for energy.
Hydroelectric Energy-Energy From Flow of Water
¥ Water have been used since ancient times to help people do work.
¥ is electrical energy produced from and is generally to produce.
¥ it causes no air pollution and is considered renewable.
,
¥ it can be produced only in places that have a lot of fast-moving water.
¥ building a dam and a power plant to generate hydroelectric energy can be .
¥ Dams can harm wildlife living in and around the river.
¥ Damming a river can cause flooding and erosion.
26. Fig. 1.8. A dam in California which can
create electricity because a lot of water moves
through it every day.
Plants store energy from the sun Leaves, wood, and stems contain stored
energy.
Even the dung of plant eating animals has a lot of stored energy.
These sources of energy are called biomass, which is an organic matter.
Biomass is commonly burned in its solid form to release heat.
27. Æ However, can also be changed into a liquid form.
Æ The and in plants can be made into and used as fuel.
Æ can be mixed with to make a fuel called gasohol.
Æ Biomass is not very expensive and it is available almost everywhere.
Æ Since biomass grows quickly, it is considered a resource.
Æ However, we must be not to use up biomass faster than it can back.
: What would happen if biomass were
used at a faster rate than it was produced?
29. Describe: On the figure, draw
arrows showing the path that the
steam takes as it moves through
the power plant.
Fig. 1.9.Geothermal Energy Generation Path ways