Introduction

Objective

Explain how the location of windows and landscaping can affect efficient heating and cooling of a home.

Purpose of Activity

Apply Skills

21^st Century Skills

Creativity, Critical Thinking, Communication

Cognitive Level

Strategic Thinking, Extended Thinking, Skills and Concepts

Class Time

60 minutes

Procedure

Have students make a sketch of their home. Have them label which sides face north, south, east and west. Have them make a separate sketch for each floor of the home. Count the number of windows on each side of the home. If the windows are different sizes, approximate the size of the larger windows in the drawing. Estimate how many smaller windows it would take to equal the size of the large windows. Be sure to count glass patio and other sliding doors as well. On the drawing, have students label each side of the house/apartment with the correct number of windows.

During summer months, energy can be saved by shading any windows that let in direct sunlight. Have students indicate on the drawing where there are awnings, building overhangs, trees or vines which provide shade or any other shading devices.

During winter months, strong prevailing winds can accentuate heating problems caused by poorly sealed and poorly insulated areas in the home. Heating dollars can be saved by using appropriate landscaping. This might include a windbreak consisting of bushes or evergreens. It is also advantageous to have fewer windows on the northwest side of a home. Have students add to the drawing a sketch of any natural windbreaks present around the home.

Critical Thinking Questions

Do you think the locations of windows in the home have been well-planned to take advantage of heat from sunlight?

• Answers will vary.

Is the home in need of any additional shading? If so, where?

• Most likely, the home could use shading on the east, south and west facing sides.

Imagine you have a friend whose family is building a new home. Write three suggestions you would give your friend to help ensure the new home has energy-efficient design features.

• Answers could be: add windows on the south side, add windbreaks on windy sides, insulate the home, make sure energy-efficient windows are installed, insulate electrical outlets with gaskets.

Objective
Students will build a simple electromagnet to help them understand how electricity can be made.

Purpose of Activity
Review, Identify Details, Apply Skills

Cognitive Level
Skills and Concepts, Strategic and Extended Thinking

Class Time
One class period

Materials

• D cell battery
• A large steel nail
• About 20” of insulated wire
• A variety of objects from the classroom to test the electromagnet

Procedure

1. Strip the insulation off two ends of the wire.
2. Hand out fruit to each group. Use a variety of fruits to compare results.
3. Carefully wrap the wire around the nail to form tight coils. Don’t overlap the coils. Make sure that you leave at least 3” of wire free at each end.
4. Connect the two ends of the wire to the two ends of the D cell battery and bring the tip of the nail very near some metal paper clips. The magnet will only attract if the circuit is complete.

Use a variety of objects from around the classroom. Have students make predictions as to whether or not the objects they use are magnetic before they try their electromagnet on them.

Critical Thinking Questions

How are magnets and electricity related?

• Moving magnetic fields pull and push electrons. Metals such as copper and aluminum have electrons that are loosely held. Moving a magnet around a coil of wire, or moving a coil of wire around a magnet, pushes the electrons in the wire and creates an electrical current.

Why isn't something like wood magnetic?

• A magnet is not attracted to materials such as wood because no internal field is induced in the wood. With no induced internal field, there is no field interaction and no attraction.

Introduction

Primary energy includes petroleum, natural gas, coal, nuclear energy and renewable energy. Electricity is a secondary energy source that is generated using these primary forms of energy. For example, coal is a primary energy source that is burned by electric power plants to generate electricity, which is a secondary source of energy.

Primary energy sources are commonly measured in different units such as barrels of oil, cubic feet of natural gas, and tons of coal. To compare fuels, a common unit of measure is used. The United States uses the British thermal unit, or Btu, to measure the energy content of each energy source.

Total U.S. energy use in 2020 was about 93 quadrillion Btu. One quadrillion equals 1,015, or one thousand trillion. One quadrillion Btu, often referred to as a quad, represents about 1% of total U.S. energy use.

In physical energy terms, one quad represents approximately 172 million barrels of oil, 51 million short tons of coal, or 1 trillion cubic feet of dry natural gas.

Do sources and uses of energy change over time?Links between industrial, commercial and residential sectors and the energy sources consumed in those sectors change over time, but the changes tend to occur slowly. For example, coal was once used extensively as a fuel for heating homes and commercial buildings, but that specific use of coal has decreased to almost nothing in the United States over the past half-century. Although renewable energy’s share of the total primary energy consumed in the United States is still relatively small, its use is growing across all sectors. Also, natural gas use in the electric power sector increased in recent years because of lower natural gas prices, while the use of coal in that sector has declined.