system, Transportation. start with efficiency of automobiles, w/discussion (need to figure out how to do this "Fish E-fish-ency activity" with so many people), then - once again - broaden our perspective to look 'beyond the automobile' and consider the WHOLE system. What is the REAL efficiency of an electric car? (depends on where the electricity comes from!) Introduce them to the 'systems' activity by showing them the activity online, and having on hand 2 completed posters as demonstration of what students can do. 1. Fish E ficiency activity (Drew) ~20 min. do this as they return to session - need activity description) 2. Life Cycle Assessment (Jan) ~20 min. - use slides to walk them through a big-picture analysis of one or 2 automobiles. We looked at car efficiency, now what happens when we broaden the system boundary to include energy resources, treatment, conversion, waste disposal, etc.? Show them the Life cycle Assessment activity, share an example of one of the system posters.
have at its fingertips? (Dre, ~10 min) 4. Wrap up, (Drew) ~10 min. Describe rest of workshop; present overview of our ‘theme’; show where they can find online resources for energy-related curriculum development 5. HOT, HOT, HOT (Dre) ~10 min. Don sunglasses, hat, sing! ** Dre introduces activity with a description of why she uses parodies in her teaching **
Development, as defined in 1987 by the Brundtland Commission (formally known as the World Commission on Environment and Development (WCED). “Development that meets the needs of the present without compromising the ability of future generations to meet their own needs.”
ways to USE LESS ENERGY (smaller systems, personal choice, etc.) ✔ IMPROVE EFFICIENCY – replace/improve end use technology or energy conversion technology ✔ SUBSTITUTE renewables for non-renewable resources 3 Approaches to design or modify an energy system so it is more sustainable:
ways to USE LESS ENERGY (smaller systems, personal choice, etc.) ✔ IMPROVE EFFICIENCY – replace/improve end use technology or energy conversion technology ✔ SUBSTITUTE renewables for non-renewable resources 3 Approaches to design or modify an energy system so it is more sustainable:
this energy system? Expands the System Boundary to include the primary resource Efficiency = energy provided by car potential energy in primary resource Efficiency ~ 35% Efficiency ~ 74 -95% coal
ways to USE LESS ENERGY (smaller systems, personal choice, etc.) ✔ IMPROVE EFFICIENCY – replace/improve end use technology or energy conversion technology ✔ SUBSTITUTE renewables for non-renewable resources 3 Approaches to design or modify an energy system so it is more sustainable:
Does the wind blow in Taiwan? Does the sun shine in Taiwan? Do rivers run down your mountains? Do you have high tides and low tides? Do you have active geothermal activity? https:/ /www.google.com/imgres?imgurl=https%3A%2F%2Fqvcc.edu%2Fwp-content%2Fuploads%2F2017%2F03%2FSun-PNG-Image.png&imgrefurl=https%3A%2F%2Fqvcc.ed u%2Fprograms%2Facademics%2Fsun-png-image%2F&docid=pMabP8bFnKdkmM&tbnid=6mRQSFAsNrHdsM%3A&vet=10ahUKEwiO6OGNqvfjAhVjZN8KHT7lA1MQMwiMASgQM BA..i&w=1080&h=1080&bih=625&biw=1366&q=sun&ved=0ahUKEwiO6OGNqvfjAhVjZN8KHT7lA1MQMwiMASgQMBA&iact=mrc&uact=8
across the globe Fossil fuels are the most utilized - but - at a cost! Huge potential for renewable energy Energy security is important to all nations Sankey diagrams tell us a lot about energy use and energy loss Energy bills are a good method of understanding your energy use and how to save The entire electrical energy system needs to be considered when thinking about efficiency Efficiency in transportation is very important as well as electricity
(NGSS) United States Goal: 1. Create common standards for teaching science. 2. Develop interest among students to pursue studies in STEM 3. Greater focus on process skills a. Developing/testing ideas b. Analyzing/interpreting data c. Evaluating evidence d. Communicating results
Science and Engineering Practices. 2. It’s important that students learn how to apply ideas learned through the Disciplinary Core Ideas. 3. Energy is a Cross-Cutting Concept that applies to all domains of science (life, physical, Earth & space). Energy in the NGSS
Thursday: a. What type of energy do we use and how do we use it? b. Saving energy through efficiency and conservation. 2. Friday: a. Example of innovation - building windmills b. Sharing an example lesson plan - lecture and active learning c. Work session and sharing/discussion of workshop ideas
switch today The Earth’s on fire -- climate on fire -- Feeling hot hot hot Fossil fuels are-- Burnin’ ‘round me feeling hot hot hot What to do - at a time like this Switch to solar - we can't resist We need to switch today. Renewables are the way! Storms go rum-bum-bum-bum they go rum-bum-bum-bum Climate is hot hot hot -- Feeling hot hot hot - oh Lord
not hot hot hot ocean currents changing -- they’re rearranging -- that’s not hot hot hot It's in the air - violent storms Polar vortex - they’re not the norms We need to switch today. Renewables are the way! Storms go rum-bum-bum-bum they go rum-bum-bum-bum Climate is hot hot hot -- Feeling hot hot hot - Oh Lord
/ Let’s switch today Coal, oil, gasses - hot hot hot Hydro-fracking - hot hot hot We need to buy renewables on the spot We need to buy renewables on the spot I'm hot -- You're hot -- He's hot -- She's hot I'm hot -- You're hot -- He's hot -- She's hot (Real hot) -- (Real hot) -- (Real hot) -- (Real hot) Ha-ha-ha - Oh Lord
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