Saving Energy at Home and School - Family and student guide

7/29/2019 Saving Energy at Home and School - Family and student guide

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Saving Energy at Home and SchoolStudent and Family Guide

2012-20

ELEMENTARY, INTERMEDIATE, SECONDARY


2/762 SavingEnergyatHomeandSch

Message to the Family

Dear Family Members:

The NEED Projects Saving Energy program provides teachers with curriculum materials that assist them in

meeting energy science curriculum standards. With this program, students learn how energy is produced and

used. They also learn ways to conserve energy that can easily be applied in their own homes.

Your child is a student participating in this Saving Energyprogram. To demonstrate how the energy conservation

lessons your child is studying in class can be applied at home, you will be provided with a Home Energy Eciency

Kit containing several items designed to help reduce electricity and natural gas use in your home. Once installed,

these energy conservation measures give families the opportunity to see how low-cost and no-cost measures

can make a substantial dierence in lowering energy use.

Your Home Energy Eciency Kit also includes a home survey and we encourage you to work with your child

to answer the questions. It is ne if you do not know all the answers. You and your child will learn about the

dierent energy saving measures together. Mailing this survey back to NEED will help students everywhere

better understand energy use.

This Student and Family Guide will allow your child to do additional research on your homes energy use that will

show that your eorts to save energy do make a dierence.

We are pleased you will be participating in this worthwhile activity and encourage you to contact your childs

teacher or The NEED Project with any questions you may have.

The NEED Project

P.O.Box10101

Manassas,VA20108

1.800.875.5029

www.NEED.org

[email protected]


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2012TheNEEDProjectP.O.Box10101,Manassas,VA201081.800.875.5029www.NEED.org

Table o ContentsStudent Backgrounder 4

Forms of Energy 11

Energy Source Matching 12

Forms and Sources 13

The Energy I Used Today 14

Transporting Electricity 16

Lesson 1 Reections 17

Lesson 1 Connections 18

Using Energy at School 19


Lesson 3 Home Activities 24



Reading an Electric Meter 32

Reading a Natural Gas Meter 33

School Utility Meters 34




Insulation Investigation 39

Lesson 5 Home Activity 40

Lesson 5 Reections 41Lesson 5 Connections 42

Temperature Investigation 43



Saving Energy at Home and SchoolStudent and Family Guide


Water Heating Investigation 47




Windows Investigation 52




Light Bulb Investigation 56

Flicker Checker Investigation 57


Facts of Light 59



Measuring Electricity Use 62


Payback Periods 64



Your Family Rating 68

Lesson 11 Connections 69Saving Energy Glossary 70

Post-Survey 71

Pre-Survey 73

Additional Resources 75



Student Backgrounder

The United States uses a lot of energyat a cost of a million dollars a minute, 24 hours a day,

every day of the year. With less than ve percent of the worlds population, we consume 20percent of the worlds energy resources.

All of us use energy every dayfor getting from one place to another, cooking, heating and

cooling rooms, making products, lighting, heating water, and entertainment.

We use a lot of energy to make our lives comfortable, productive, and enjoyable. Most of that

energy is from nonrenewable energy sources. It is important that we use our energy resources

wisely.

Energy Efciency and Conservation

The choices we make about using energy have environmentaland economic impacts. There are many things we can do to use

less energy and use it wisely. These actions include both energy

conservation and energy eciency.

Energy conservation is any action that results in using less energy.

Energy efciency focuses on technologies that use less energy to

perform the same tasks. Buying a dryer that uses less energy is an

example of energy eciency. Drying clothes outside on sunny days

is an example of energy conservation.

Sectors o the EconomyThe U.S. Department of Energy uses three categories to classify

energy usersresidential and commercial, industrial, and

transportation. These categories are called the sectors of the

economy.

Residences are peoples homes. Commercial buildings include oce

buildings, hospitals, stores, restaurants, and schools. Residential

and commercial energy use are lumped together because homes

and businesses use energy in the same waysfor heating, air

conditioning, water heating, lighting, and operating appliances.

The residential/commercial sector of the economy consumed

41.2 percent of the total energy supply in 2010, more energy than

either of the other sectors, with a total of 40.4 quads of energy. The

residential sector consumed 22.2 quads and the commercial sector

consumed 18.2 quads. Schools are included in the commercial

sector of the economy.

WORLDPOPULATION

WORLDENERGY

CONSUMPTION

UNITED STATES 4.5%

REST OF THE WORLD 95.5%

UNITED STATES 19.6%

REST OF THE WORLD 80.4%

Population Versus Energy Consumption

Data: Energy I nformation Administration

HEATING

45%

COOLING

9%

APPLIANCES

7% LIGHTING6%

WATER HEATING 18%

REFRIGERATION 4%

OTHER 5%

COMPUTERS/

ELECTRONICS 6%

ome nergy sage,

Data: U.S. Department of Energy

RESIDENTIAL

22.5%

INDUSTRIAL

30.8%

COMMERCIAL

18.6%

TRANSPORTATION

28.1%

Energy Usage by Sector of the Economy

Data: Ener Information Administration


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Residential/Commercial SectorThe residential sector (houses, apartments, and other places where

people live) uses about 22 percent of the energy in the U.S. each

year. The commercial sector (schools, businesses, and hospitals)

uses 19 percent. The residential and commercial sectors are put

together because they use energy for similar tasks.

The typical family spends about $1,900 a year on utility bills. About

66 percent is for electricity; the rest is spent mostly on natural gas

and fuel oil. Much of this energy is not put to good use. Heated orcooled air leaks out of homes through doors and windows, attics,

walls, oors, and basements. Some machines and appliances use

energy 24 hours a day and we waste energy with bad habits.

Heating and Cooling SystemsHeating and cooling systems use more energy than any other

systems in our homes. Natural gas and electricity are used to heat

most homes, electricity to cool almost all. About 45 percent of the

average familys utility bills is for keeping homes at comfortable

temperatures. The energy sources that power these heating and

cooling systems emit 150 million tons of carbon dioxide into the

atmosphere each year. They also generate about 16 percent of theemissions that cause acid rain.

With all heating and air conditioning systems, you can save energy

by having proper insulation, sealing air leaks, maintaining the

equipment, and practicing energy-saving behaviors. Adjusting

your thermostat by just two degrees can lower bills signicantly

and prevent hundreds of pounds of carbon dioxide from entering

the atmosphere each year.

Programmable ThermostatsProgrammable thermostats automatically control the temperature

of buildings for time of day and can save energy and money. During

heating seasons, for example, they can lower the temperature during

the day when no one is home and at night. In the morning and

evening, when people are awake at home, they can automatically

raise the temperature. Most consumers set the temperature

higher than recommended during heating seasons and lower than

recommended during cooling seasons. A temperature setting of

68F during the day and 60F at night during heating seasons is

comfortable if people dress warmly and use warm blankets. During

cooling seasons, a temperature setting of 78F is comfortable if

people dress appropriately and use fans.

Insulation and WeatherizationWarm air leaking into your home in cooling seasons and out of

your home in heating seasons wastes energy. You can reduce

heating and cooling costs by up to 20 percent by investing a few

hundred dollars in proper insulation and weatherization products.

Insulation is rated using an R-value that indicates the resistance of

the material to heat ow. You need an R-value of 2249, depending

on the climate, in ceilings and walls. In very cold climates, a higher

R-value is recommended.

Insulation wraps your house in a blanket, but air can still leak in or

out through small cracks. Often the eect of many small leaks equals

a wide open door. One of the easiest energy-saving measures is to

caulk, seal, and weather-strip cracks and openings to the outside.

Home performance professionals can seal air leaks in attics and

basements. You can save 10 percent or more on your energy bill by

sealing the air leaks in your home.

Doors and WindowsAbout one-fth of a homes air leaks occur around and through

the doors and windows. Doors should seal tightly and have doo

sweeps at the bottom to prevent air leaks. Insulated storm door

provide added barriers to leaking air.

INSLATION

Image courtesy of Owens Corning

AIR CONDITIONING SYSTEM

PROGRAMMABLE THERMOSTAT



Most homes have more windows than doors. The best windows shut

tightly and are constructed of two or more pieces of glass. Caulk

any cracks around the windows and make sure they seal tightly.

With older windows, install storm windows or sheets of clear plastic

to create added air barriers. Insulated blinds also help prevent air

owduring heating seasons, open them on sunny days and close

them at night. During cooling seasons, close them during the day

to keep out the sun.

MoistureMoisture is a term used to describe water in both liquid and vapor

form. Like heat and air, it is important to have the right amount of

moisture in a building. Most moisture indoors exists as water vapor.

The amount of water vapor in the air plays an important role in

determining our health and comfort.

Humidity is a measurement of the total amount of water vapor in

the air. Relative humidity measures the amount of water vapor in

the air compared to the amount of water vapor the air is able to

hold, which depends on the temperature of the air.

Air acts like a sponge and absorbs water through the process of

evaporation. Warmer air, with greater energy, can support more

water vapor than colder air, which has less energy. When cold air

from outdoors is heated, it feels very dry and makes the occupants

of the building uncomfortable. Furthermore, moisture in the air in

a room will help it resist changes in temperature, which can reduce

the number of times a heating or air conditioning system has to run.

The correct humidity level can also help promote a healthy indoor

environment. Humidity levels should be kept between 35% adn

50%.

LandscapingAlthough you cannot control the weather, you can plant trees to

block the wind and provide shade. Properly placed trees and bushes

can reduce the energy needed to keep your home comfortable.

Deciduous trees, for example, are good to plant on the south side

of a building in the Northern Hemisphere, since their leaves provide

shade in summer and their bare branches allow sunlight through

in the winter.

1

2

2

2 3

3

3

4 4

4

4

4

4

4

5

5

5

5

5

6

6 6

6

6

7

7

7

All of Alaska is in Zone 7 except for the

following boroughs in Zone 8:

Bethel Northwest Arctic, Dellingham SoutheastFairbanks, Fairbanks N. Star Wade Hampton, Nome

Yukon-Koyukuk, North Slope

Zone 1 includes Hawaii, Guam, Puerto Rico, and the Virgin Islands.

ZONE

1

2

3

4

5

6

7

8

ATTIC

R30 to R49

R30 to R60

R30 to R60

R38 to R60

R38 to R60R49 to R60

R49 to R60

R49 to R60

CATHEDRAL

CEILING

R22 to R38

R22 to R38

R22 to R38

R30 to R38


R30 to R60

R30 to R60

CAVITY

R13 to R15

R13 to R15

R13 to R15

R13 to R15


R13 to R21

R13 to R21

INSULATION

SHEATHING

None

None

R2.5 to R5

R2.5 to R6

R2.5 to R6R5 to R6

R5 to R6

R5 to R6

FLOOR

R13

R13, R19 to R25

R25

R25 to R30


R25 to R30

R25 to R30

WALL INSULATION


Recommended R-Values or New Wood-ramed Homes


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Appliances and MachinesLights, appliances, and machines (including refrigerators and

freezers, which use four percent) use about 45 percent of a typical

households energy, with refrigerators, freezers, clothes washers

and dryers at the top of the list. Any appliance that is designed to

change temperature uses a lot of energy. You can save energy by:

turning o appliances and machines

when you arent using them;

using the energy-saver setting ondishwashers and refrigerators;

keeping the doors closed as much as

possible on refrigerators and freezers

know what you want before you open the

doors;

being aware that many machines use

energy even when turned osave

energy by unplugging them; and

using machines and appliances during the morning and evening,

not during peak demand time.

When you shop for a new appliance, you should think of two pricetags. The rst one covers the purchase pricethe down payment.

The second price tag is the cost of operating the appliance. Youll

pay the second price tag on your utility bill every month for the next

10 to 20 years. An energy ecient appliance will usually cost more,

but it will save a lot of money in energy costs. An energy ecient

model is almost always a better deal.

ENERGY STARWhen you shop for a new appliance, look for the ENERGY STAR

labelyour guarantee that the product saves energy. ENERGY STAR

appliances have been identied as the most energy ecient. If the

average American were to equip his/her home only with ENERGY

STAR products, he/she would cut his/her energy bills, as well asgreenhouse gas emissions, by about 30 percent. A list of energy

ecient appliances can be found on the ENERGY STAR web site

at www.energystar.gov.

EnergyGuide LabelsAnother way to determine which appliance is more energy ecient

is to compare energy usage using EnergyGuide labels. The

government requires most appliances to display bright yellow and

black EnergyGuide labels. Although these labels do not tell you

which appliance is the most ecient, they will tell you the annual

energy consumption and operating cost of each appliance so you

can compare them.

Refrigerators, for example, use about four percent of householdenergy. Replacing an older refrigerator with a new energy ecient

model can save on energy bills. With older models, a large amount

of electricity can be saved by setting the refrigerator temperature at

3740F (3-5C), the freezer temperature at 5F (-15C), and making

sure that the energy saver switch is in use.

Refrigerators should also be airtight. Make sure the gaskets around

the doors are clean and seal tightly. Close the door on a piece of

paperif you can easily pull out the paper when the door is closed,

you need to replace the gaskets.

ENERGYGIDE LABEL

KITCHEN ExHAST SYSTEM

Kitchenexhaustfansremovemoisturefromtheair,whichpreventsmoldgrowthandotherrelatedproblemsthat canoccur fromexcesswatervapor.



LightingAbout 6 percent of the electricity consumed in homes is used for

lighting. Much of this is the result of using inecient lighting. Many

homes use incandescent lighting. Only 10 percent of the energy

consumed by an incandescent bulb actually produces light; the rest

is given o as heat. There are other more ecient lighting choices on

the market, including halogens, uorescents, and LEDs. Halogens

are sometimes called energy-saving incandescent bulbs because

they last longer, and use less energy than traditional incandescent

bulbs, however they can burn hotter than incandescent lightsdo. Fluorescent lights produce very little heat and are even more

ecient. Most schools use uorescent tube lighting throughout the

building, but may use incandescent bulbs in other spaces around

the school.

Fluorescent lights can help cut lighting costs 30 to 60 percent and

reduce environmental impacts. Converting to compact uorescent

light bulbs (CFLs) in your home is one of the quickest and easiest

ways to decrease your energy bill. You can save about $6.00 in

energy costs each year for every 100W incandescent bulb you

replace. Compact uorescent light bulbs provide the same amount

of light and save energy.

A uorescent lamp is a glass tube lined inside with a phosphorcoating. The tube is lled with argon gas and a small amount of

mercury. At the ends of the tube are electrodes that generate an

electric eld when electricity ows through them. The energized

electrons cause the mercury gas to emit UV (ultra violet) light. The

invisible UV light strikes the phosphor coating which emits visible

light.

Fluorescent lights have ballasts that help move the electricity

through the gas inside the bulb. There are two types of ballasts,

magnetic and electronic. Electronic ballasts use up to 30 percent

less energy than magnetic ballasts and can eliminate ickering and

noise.

Light Emitting Diodes (LEDs) are commonly found in electronicdevices and exit signs. Now they are oered as options in home

lighting. ENERGY STAR qualied LEDs use 75-80 percent less

energy than incandescent bulbs and last much longer. LED bulbs

cost more than incandescent bulbs and CFLs, but prices are going

down as more LEDs become available. LEDs are better suited for

some locations than CFLs such as in outdoor or dimmable xtures.

An LED light bulb is actually made of several LEDs connected

to produce a specic amount of light. Inside each LED, there are

two areas; the N-type and the P-type. The material in the N-type

contains substances that have free electrons. The materials in the

P-type contain substances that can accept electrons. Electrons

from the N-type naturally move to the P-type. When electricity isapplied, electrons move from the P-type back into the N-type, and

are energized. When the electrons release the extra energy, they

move once again back into the P-type material and release light.

The color of the light depends on which materials are used to make

the N-type and P-type parts of the LED. Dierent materials make

dierent colors of light.

In uorescent tubes, a very small amount of mercury mixes with

inert gases to conduct the electrical current. This allows the

phosphor coating on the glass tube to emit light.

Fluorescent Tube Lamp

Mercury and

inert gases

Phosphor coating

Base with bi-pin plug

INCANDESCENT BLB CFL BLB LED BLB

Light Emitting Diodes (LEDs) oer better light quality than

incandescent bulbs, last 25 times as long, and use 75-80 percentless energy than incandescents. Expect to see LEDs more widely

used in the future as technology improves and costs come down.

Compact Fluorescent Lamps

Compact uorescent lamps (CFLs) come in a variety of styles for dierent purposes.

CFLs cut lighting costs 30-60 percent.

Only 10 percent of the energy used byan incandescent bulb produces light.

The rest is given o as heat.

Did You Know?


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Water HeatingWater heating is a signicant energy expense in homes. It typically

accounts for about 18 percent of the average utility bill. Heated

water is used for showers, baths, laundry, dish washing, and cleaning.

There are ve main ways you can lower your water heating bills:

use less hot water;

make sure there are no water leaks or drips;

turn down the thermostat on your water heater;

insulate your water heater and water pipes; and

buy an ENERGY STAR or energy ecient water heater.

The easiest way to cut the cost of heating water is to reduce the

amount of hot water you use. This can be done with little cost and

minor changes in lifestyle. A family of four, each showering for ve

minutes a day, uses 700 gallons of water a week. You can cut that

amount in half by using a low ow shower head.

Other ways to conserve hot water include taking showers instead of

baths, taking shorter showers, xing leaks in faucets and pipes, and

using the lowest temperature wash and rinse settings on clothes

washers.

Most water heater thermostats are set much higher than necessary.Lowering the temperature setting on your water heater saves

energy. Lowering the temperature 10 degrees can result in energy

savings of three to ve percent. Buying an energy ecient water

heater can save $100-$300 a year.

CookingCooking food is another task that uses energyusually natural

gas, electricity, or propane. Most homes have several appliances

for cooking foodstoves, ovens, microwaves, and toaster ovens. To

save energy when you are cooking:

Use a toaster oven or microwave instead of the oven whenever you

can. These smaller appliances use less energy.

Preheat the oven for only ve minutes.

Leave the oven door closed so hot air does not escape. Use a timer

instead of checking on the food every few minutes.

Transportation SectorAmericans make up less than ve percent of the worlds population,

yet we own a quarter of the worlds automobiles. The transportation

sector of the economy accounts for about 28 percent of total energy

use. America is a country on the move.

The average American uses 600 gallons of gasoline every year. The

average vehicle is driven more than 12,000 miles per year. That

number is expected to increase signicantly during the next 20

years if Americans do not change their driving habits by using public

transportation, carpooling, walking, or bicycling. You can achieve 10

percent fuel savings by improving your driving habits and keeping

your car properly maintained.

When buying a vehicle, your family can save a lot by choosing a fuel-

ecient model. All new cars must display a Fuel Economy Label that

lists the estimated miles per gallon for both city and highway driving.

The combined average fuel economy for passenger cars, light trucks

and SUVs is 29.2 mpg. New hybrid vehicles on the market today can

achieve up to 50 mpg. If you buy a fuel-ecient vehicle, you can sav

thousands of dollars and reduce greenhouse gas emissions.

$400

$350

$300

$250

$200

$150

$100

$50

$0STANDARD GASWATER HEATER

ENERGY STARQUALIFIED TANKLESS

WATER HEATER

ANNUAL ENERGY COSTS PER YEAR

Data: ENERGY STAR

Water Heater Comparison

1. Estimated average MPG for city driving2. City MPG for most drivers will fall within this range3. Shows the combined city/highway MPG for this vehicle

compared to others in its class4. Estimated average MPG for highway driving5. Highway MPG for most drivers will fall within this range6. Fuel cost based on 15,000 miles per year at $3.00 per

gallon for regular unleaded and $3.20 for premium

1

2

3

4

5

6

Fuel Economy Label



Industrial SectorManufacturing the goods we use every day consumes an enormous

amount of energy. The industrial sector of the economy consumes

almost one-third of the nations energy. In industry, energy eciency

and conservation are driven by economicsmoney. Manufacturers

know that they must keep their products as cheap as possible so

people will buy them.

Since energy is one of the biggest costs in many industries,

manufacturers must use as little energy as possible. Their

demand for energy ecient equipment has resulted in many new

technologies in the last decades. Consumers can have an eect on

industrial energy use through the product choices we make and

what we do with the packaging and the products we no longer use.

A Consumer SocietyNot only is America a consumer society, it is also a throw away

society. America produces almost twice as much trash as any other

developed country. The average person throws away more than

1,600 pounds of trash a year.

The best way for consumers to reduce the amount of energy used

by industry is to not buy unnecessary products and to repair andreuse items wherever possible. Buying only those items you need,

as well as reusing and recycling products, can reduce energy use

in the industrial sector. The 4 R's of an energy-wise consumer are

easy to put into practice. Managing waste saves money, energy, and

natural resources, and helps protect the environment.

ReduceBuy only what you need. Buying

fewer goods means less to

throw away. It also means fewer

goods are produced and less

energy is used to manufacture

them. Buying goods withless packaging also reduces

the amount of waste and the

amount of energy used.

ReuseBuy products that can be used

more than once. If you buy

things that can be reused rather

than disposable items that are

used once and thrown away,

you save natural resources. You

will also save the energy used

to make them, and reduce theamount of landll space needed

to contain the waste. Savings

also result when you buy things that are durable. They may cost

more, but they last a long time and do not need to be replaced

often, saving money and energy.

RepairMany people throw away products when they break and buy new

ones. Many of these products could be easily and cheaply repaired.

Always consider repairing a product before throwing it away. It

saves energy, money, and natural resources.

RecycleMake it a priority to recycle all materials that you can. Using recycled

material to make new products almost always consumes less

energy than using new materials. Recycling reduces energy needsfor mining, rening, and many other manufacturing processes.

Recycling one pound of steel saves 5,450 BTUs (British thermal

units) of energy, enough to light a 60-watt bulb for 26 hours

Recycling one ton of glass saves the equivalent of nine gallons of

fuel oil. Recycling aluminum cans

saves 95 percent of the energy

required to produce aluminum

from ore. Recycling paper cuts

energy usage in half.

Recycling is only part of

the process to save energy.

Consumers also need to make aneort to buy recycled goods. Many products now have labels that

tell consumers how much recycled material they contain.

Energy SustainabilityEciency and conservation are key components of energy

sustainabilitythe concept that every generation should meet

its energy needs without compromising the needs of future

generations. Sustainability focuses on long-term actions that

make sure there is enough energy to meet todays needs as well as

tomorrows.

Sustainability also includes the development of new cleantechnologies for using fossil fuels, promoting the use of renewable

energy sources, and encouraging policies that protect the

environment.

30

25

20

15

10

5

0

Miles per Gallon

1980 1990 2000 2010

35

2016

*By 2016 new model cars and light trucks will have to meet a 35 mpg fuel

economy standard.

1973

Average Fuel Economy of New Passenger Cars


13.4

24.3

28.0 28.533.8

35.5*


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2012TheNEEDProjectP.O.Box10101,Manassas,VA201081.800.875.5029www.NEED.org 1

Forms o Energy

POTENTIAL

Stored energy and the energy ofposition (gravitational).

CHEMICAL ENERGY is the energystored in the bonds of atoms andmolecules. Biomass, petroleum,natural gas, propane, and coal areexamples.

NUCLEAR ENERGY is the energy

stored in the nucleus of an atom the energy that holds the nucleustogether. The energy in the nucleusof a uranium atom is an example.

STORED MECHANICAL ENERGYis energy stored in objects by theapplication of force. Compressed

springs and stretched rubber bandsare examples.

GRAVITATIONAL ENERGY is theenergy of place or position. Waterin a reservoir behind a hydropowerdam is an example.

KINETIC

The motion of waves, electrons,atoms, molecules, and substances.

RADIANT ENERGY iselectromagnetic energy that travelsin transverse waves. Solar energy isan example.

THERMAL ENERGY or heat is theinternal energy in substances the

vibration or movement of atomsand molecules in substances.Geothermal is an example.

MOTION is the movement ofa substance from one place toanother. Wind and hydropower areexamples.

SOUND is the movement of energythrough substances in longitudinalwaves.

ELECTRICAL ENERGY is themovement of electrons. Lightningand electricity are examples.

All orms o energy all under two categories:

LESSON 1



1. Petroleum

2. Wind

3. Biomass

4. Uranium

5. Propane

6. Solar

7. Geothermal

8. Hydropower

9. Coal

10. Natural Gas

_____

_____

_____

_____

_____

_____

_____

_____

_____

_____

Black rock burned to make electricity.

Energy rom heat inside the Earth.

Energy rom owing water.

Energy rom wood, waste, and garbage.

Energy rom moving air.

Energy rom splitting atoms.

Portable ossil uel used in grills.

Fossil uel or cars, trucks, and jets.

Fossil uel gas moved by pipeline.

Energy in rays rom the sun.

Energy Source MatchingWrite the number o the energy source on the line next to its denition.

LESSON 1


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Forms and Sources

The energy we use in the U.S. is mainly provided by the ollowing sources o energy. Write the orm o

energyin what orm the energy is stored or deliveredor each o the sources on the line to the right

LESSON 1

Motion

Chemical

Radiant

Thermal

Nuclear

What percentage o U.S. energy is provided by each orm o energy? By renewables? Nonrenewables?

NonrenewablesPetroleum

Natural Gas

Coal

Uranium

Propane

Renewables

Nonrenewables

Data: Energy Information Administration

BIOMASS 4.4%

Uses: heating, electricitytransportation

COAL 21.3%

Uses: electricity,manufacturing

GEOTHERMAL 0.2%

Uses: heating, electricity

HYDROPOWER 2.6%

Uses: electricity

PETROLEUM 35.1%

Uses: transportation,manufacturing

PROPANE 1.6%

Uses: heating,manufacturing

URANIUM 8.6%

Uses: electricity

WIND 0.9%

Uses: electricity

SOLAR 0.1%

Uses: heating, electricity

RENEWABLENONRENEWABLE

U.S. Energy Consumption by Source, 2010

NATURAL GAS 25.2%

Uses: heating,manufacturing, electricity

RenewablesBiomass

Hydropower

Wind

Geothermal

Solar



Circle the things you used or did in the let column. When you have completed the list, your teache

will show you how many Energy Bucks each activity or device uses. Write those numbers in the righcolumn, then add them together to nd your Total Energy Bucks Used.

What device woke me up this morning? ENERGY BCKS

Alarm Clock or Radio ________________

What devices were used to make my breakast?

Microwave ________________

Stove/Oven ________________

Toaster Oven ________________

Refrigerator ________________

What devices did I use as I got ready or

school this morning?

Air Conditioning/Heating ________________

Radio/CD Player/MP3 Player ________________

Gaming System ________________

TV/DVD Player ________________

Shower/Bath ________________Hair Dryer ________________

Curling Iron/Curlers/Flat Iron ________________

Telephone/Cell Phone ________________

Computer ________________

What rooms had lights turned on this morning?

Bedroom ________________

Bathroom ________________

Kitchen ________________

Family Room ________________

Other ________________

The Energy I sed TodayLESSON 1


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How did I get to school today? ENERGY BCKS

Walk ________________

Bicycle ________________

School Bus ________________

Carpool ________________

Family Vehicle ________________

What devices did I use ater school yesterday?

Air Conditioning/Heating ________________

Travel in Vehicle ________________Lights ________________

Computer ________________

Video Game System ________________

CD Player/Radio/iPod/mp3 Player ________________

TV/DVD Player ________________

Telephone/Cell phone ________________

Snack Preparation ________________

What devices were used at home last night?Air Conditioning/Heating ________________

Microwave ________________

Stove/Oven ________________

Toaster Oven ________________

Refrigerator ________________

Grill ________________

Lights ________________

TV/DVD Player ________________

Gaming System ________________

Shower/Bath ________________

Hair Dryer ________________

Telephone/Cell Phone ________________

Computer ________________

TotalEnergyBucksUsed ____________



Tra

nsporting

Electricity

LESSON1

Explainwhateachofthecomponen

tsnumberedbelowdoestog

etelectricityfromthegeneratortotheconsumer.

1

2

3

4

5

6

7

1.Powerplant:____

__________________________

___________________________________________________

_____________

2.Step-uptransform

er:______________________

___________________________________________________

_____________

3.Transmissionline

:________________________

__________________________

_______________________________________

4.Powertower:___

__________________________

___________________________________________________

_____________

5.Step-downtransf

ormer:____________________

___________________________________________________

_____________

6.Distributionline:

__________________________

___________________________________________________

_____________

7.Neighborhoodtransformer:________________

___________________________________________________

_____________


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1. Dene energy.

2. Dene renewable.

3. Dene nonrenewable.

4. List the ten major energy sources and categorize them as renewable (R) or nonrenewable (NR).

1. ____________________________ 6. ___________________________________

2. ____________________________ 7. ___________________________________

3. ____________________________ 8. ___________________________________

4. ____________________________ 9. ___________________________________

5. ____________________________ 10. __________________________________

5. Make a list of the forms of energy and give an example of each.

1. _______________________________________________________________________

2. _______________________________________________________________________

3. _______________________________________________________________________

4. _______________________________________________________________________

5. _______________________________________________________________________

6. _______________________________________________________________________

7. _______________________________________________________________________

8. _______________________________________________________________________

9. _______________________________________________________________________

6. Using The Energy I Used Todayworksheet, add up the number of activities that used electricity.

ReectionsLESSON 1



Choose a ormat such as a newspaper article, postcard, bookmark, brochure, or yer to complete one

o the activities listed below.

1. Describe what you do on a typical weekend and how your weekend would be dierent if you had noelectricity.

2. Describe the energy sources an early pioneer might have used for lighting, heating, cooking, andtransportation.

3. Looking at The Energy I Used Today list, how would you change your behavior if you had to reduce yourtotal energy expenses by 10 Energy Bucks?

4. Why is so much of the energy we use today in the form of electricity?

ConnectionsLESSON 1


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sing Energy at SchoolLESSON 2

Energy se at School Diagrams

Your assignment is to draw three diagramsone of the entire school building, one of your classroom, and onof the work area your teacher assigns to you. Begin by making sketches of your school, classroom, and worarea on notebook paper.

The next three pages are blank grids. Look at the diagram sample below to help you draw your school diagramLook at the diagrams on pages 24 and 27 as inspiration to help you draw your classroom and work areadiagrams. When you think your sketches are accurate, draw your diagrams on the grids. Use the symbolbelow to indicate windows and doors.

Make your diagram of the school large, but leave empty space around the building because you will be addingto the outside later.

Make the classroom and work area diagrams as large as possible.

i i



My SchoolLESSON 2


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My ClassroomLESSON 2



My Work Area: ______________________LESSON 2


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My Work Area: _______________________________________________________________

Members o My Work Group: _____________________________________________________

1. How many exterior doors does your work area have? ______ Interior doors? ______

2. How many windows does your work area have? ______

3. How many electrical outlets does your work area have? ______

4. How many light xtures does your work area have? ______

5. How many energy-consuming devices does your work area have? ______

6. How many heating/cooling devices or vents does your work area have? ______

Complete the chart below with data rom your diagrams and the other work groups:

LOCATION DOORS WINDOWS LIGHTSELECTRICAL

DEVICES

HEATING/COOLING

DEVICES/VENTS

ELECTRICALOTLETS

OTHER

BILDING

CLASSROOM

OFFICE

LIBRARY

CAFETERIA

GYMNASIM

Notes:

ReectionsLESSON 2



Energy Use at Home Diagrams

Your assignment is to draw a diagram of your home like the example below. Begin by making sketches of youhome on notebook paper. If your home has several oors, make a sketch of each oor. The next two pages areblank grids. When you think your sketches are accurate, draw your diagram on the grids. If you have severaoors, use both pages. Use the symbols above to indicate windows and doors. Make your diagrams largebecause you will be adding to them throughout the unit.

Home Activity 1LESSON 3


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My Home 1LESSON 3



My Home 2LESSON 3


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Energy se at Home Diagrams

Your assignment is to draw diagrams of your kitchen and bedroom like the example below. Begin by makingsketches of the rooms on notebook paper. When you think your sketches are accurate, draw your diagrams onthe grids on the next two pages. Use the symbols below to indicate windows, doors, electrical outlets, lightsceiling fans, appliances, and other electrical devices.

The sample diagram below is of a kitchen with a laundry room and pantry. It has three doors, two windowsand seven electrical outlets. There are two lights in the kitchen area and one ceiling fan with a light, one lighin the pantry, and one light in the laundry room. There are two labeled appliances in the laundry room (washeand dryer) and four labeled appliances in the kitchen (refrigerator, stove, dishwasher, and microwave). Thereare also four smaller appliances in the kitchen that are not labeled. They are a garbage disposal, a coee maker,an electric can opener, and a toaster.




My KitchenLESSON 3


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My BedroomLESSON 3



Investigating Home Energy se

1. What tools and steps did you use to make accurate diagrams of your home?

2. How many exterior doors are in your home? ______

3. How many windows are in your home? ______

4. How many appliances did you nd in your kitchen? ______

5. How many energy-consuming devices did you nd in your bedroom? ______

6. How many light bulbs are in your home? ______

7. How many of these light bulbs are CFLs? ______

ReectionsLESSON 3


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1. Describe the information that surprised you the most as you completed your Energy Use at Homediagrams.

2. Describe one way your family wastes energy and what you could do to change that behavior.

3. Describe one way your family saves energy.

ConnectionsLESSON 3



LESSON 4

Reading an Electric Meter

The meters below show the readings for the rst and last days of January. See if you can determine how much electricity was used during

the month. Read the meter dials and record the numbers on the lines below the dials. If the pointer is between two numbers, always

record the smaller number.

Electricity is measured in kilowatt-hours (kWh). One kWh is measured as one kilowatt (1,000 watts) of power consumed for one hour.

How much electricity was used in January? Lets nd out. Subtract the January 1 reading from the January 31 reading to nd the

kilowatt-hours of electricity that were used during January.

January 31 reading = ______________________

January 1 reading = ______________________

Electricity used = ______________________ kWh

If the power company charges $0.10 for every kilowatt-hour of electricity (the national average for commercial customers in 2010) that

is used , what is the cost of the electricity that was used in January? Lets nd out. Multiply the kilowatt-hours of electricity used by the

cost per kilowatt-hour.

____________ kWh X $0.10/kWh = $ ______________________


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LESSON 4

Reading a Natural Gas Meter

The natural gas meters below show the readings for the rst and last days of January. See if you can determine how much natural gas was

used during the month. Read the meter dials and record the numbers on the lines below the dials. If the pointer is between two numbersalways record the smaller number.

Natural gas is measured in CF or cubic feet, a measure of its volumehow much space it occupies. A cubic foot of natural gas is a small

amount of fuel, so most gas meters measure natural gas in hundreds of cubic feetor CCF. The rst C means one hundred (from the

Roman numbering system).

100 cubic eet = 100 CF = 1 CCF

How much natural gas was used in January? Lets nd out. Subtract the January 1 reading from the January 31 reading to nd the

volume of natural gas that was used during January.

January 31 reading = _______________

January 1 reading = _______________

Natural gas used = ______________ CCF

The meter measures the natural gas in CCF, but the natural gas company charges by the amount of heat energy the gas contains. Heat

energy is measured in therms. One CCF of natural gas contains on average one therm of heat energy. If the gas company charges $0.98

for a therm of gas (the national average for commercial customers in 2010), how much did the gas cost in January? (1 CCF = 1 therm)

______________ CCF gas used = _____________ therm o heat energy

Cost = ______________ therm X $0.98/therm = $ ______________



School tility MetersLESSON 4

On the diagrams below, record the readings of the electric and natural gas meters at your school. If your schools meters do not have dials

draw pictures of the meters on the bottom of the page and record the readings.

ELECTRIC METER NATURAL GAS METER


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Reading Your Electric Meter at Home1. Your rst assignment is to locate the electric meter at your home with the help of an adult, and add it to your homediagram using the symbol to the right.

2. Your second assignment is to read your electric meter at the same time on two consecutive days and record the readings on the meter

faces below. Determine the amount of electricity used during the 24-hour period in kilowatt-hours, then calculate the cost of the

electricity used if the rate for residential customers is $0.12 per kilowatt-hour. Finally, multiply the cost of electricity for one day by 30,

to determine the cost of electricity for a month if you use the same amount of electricity each day.

3. If you do not have access to your electric meter, use the meter readings of someone in the class to calculate costs.

Day 1 Date: ____________________ Time: ____________________

Day 2 Date: ____________________ Time: ____________________

Electricity Used: Day 2 Reading ____________ kWh

Day 1 Reading ____________ kWh

Electricity Used ____________ kWh

Cost or One Day: ______________ kWh x $0.12/kWh = $ _______________

Cost or One Month: $______________ x 30 days/mo. = $ _______________

E




Reading Your Natural Gas Meter at Home1. Your rst assignment is to locate the natural gas meter at your home with the help of an adult, and add it to yourhome diagram using the symbol to the right.

2. Your second assignment is to read your natural gas meter at the same time on two consecutive days and record the readings on the

meter faces below. Determine the volume of natural gas used during the 24-hour period (CCF), convert the volume to the amount

of heat energy used (therms), then calculate the cost of the natural gas used if the rate for residential customers is $1.20 per therm.

Finally, multiply the cost of natural gas for one day by 30, to determine the cost of natural gas for a month if you use the same amount

of natural gas each day.

3. If you do not have access to your natural gas meter, use the meter readings of someone in the class to calculate costs.

Day 1 Date: ____________________ Time: ____________________

Day 2 Date: ____________________ Time: ____________________

Natural Gas Used: Day 2 Reading ____________ CCF = _____________ therm

Day 1 Reading ____________ CCF = _____________ therm

Natural Gas Used ____________ CCF = _____________ therm

Cost or One Day: _____________ therm x $1.20/therm = $ _______________

Cost or One Month: $____________ therm x 30 days/mo. = $ _______________

NG


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Measuring Energy se

1. How many electric meters are there at your school? ______ Natural gas meters? ______

2. Does your school pay more or less than residential customers for energy?

3. If your family uses about the same amount of electricity each month, how much electricity would yourhome use in a year? ______________ kWh

4. How much would you pay for electricity for a year at a cost of $0.12/kWh? $ _______________

5. If you reduced your electricity consumption by 10 kWh per day, how much money would you save in ayear? $ _______________

6. The average household in the U.S. is expected to have paid about $1,200 for electricity in 2011. How doesyour predicted cost compare to the national average?

7. If your family uses about the same amount of natural gas each month, how much would your home usein a year? ______________ CCF

8. How much would you pay for natural gas for a year at a cost of $1.20/therm? $ _______________

9. If you reduced your natural gas consumption by 2 CCF per day, how much money would you save in a

year? $ _______________

10.The average household in the U.S. is expected to have paid about $1,000 for natural gas in 2011. Howdoes your predicted cost compare to the national average?

ReectionsLESSON 4





1. Describe an easy way you and your family could reduce electricity consumption at home and how youmight get everyone in your family to join in your plan.

2. Describe one way that your school uses more electricity than it needs and how you might reduce thatconsumption.

3. Explain how to read an electric meter.

4. Compare the cost of electricity and natural gas in your areato the national average costs.

ConnectionsLESSON 4


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Insulation Investigation

ObjectiveTo investigate the insulating properties of dierent materials.

Materials2 Radiation cans

2 Thermometers

Insulating material

Tape

2 Rubber bands

Hot water (provided by teacher)

Procedure1. Remove the tops from the cans.

2. Use the insulating material to insulate one can on the sides only.

3. Ask your teacher to ll both of your cans with hot water. Replace the tops.

4. Suspend a thermometer through the hole in each top, making sure it does not touch the bottom or the sides of the can.

5. In the chart below, record the temperature (C) of the water in the cans at two-minute intervals for 20 minutes. Your teacher will keep

track of the time with a timer.

6. Graph the results on the graph below.

Data Table

TYPE OF INSULATION: ____________________________________

TIME (MIN) 0 2 4 6 8 10 12 14 16 18 20 Insulated

Uninsulated

LESSON 5



Home Activity

Investigating Home Insulation and Inltration

Reading

Pages 5, 7-11 in your Energy Savers booklet

MaterialsElectrical outlet and switchplate gaskets

Screwdriver

Ruler

Procedure1. If you have access to your attic, measure the amount of insulation with the help of an adult.

_____ < 5 inches 2 points

_____ 5-10 inches 4 points

_____ > 10 inches 6 points

2. Open your outside doors and check the condition of the weatherstripping between the doors and the door-frame.

_____ none 0 points

_____ poor 2 points

_____ fair 4 points

_____ good 6 points

3. Using the map on page 9 of the Energy Savers booklet, determine in which Insulation Zone your home is located.

Zone ____________________

4. According to the map, what are the recommended R ratings in your Insulation Zone for the following:Attic __________

Walls __________

Floors __________

5. Using the graphic on page 7 of the Energy Savers booklet, decide with your family the ve areas of your home you will check for air leaks

1. _______________ 4. _______________

2. _______________ 5. _______________

3. _______________

6. Using the picture on page 5 of the Energy Savers booklet, determine the top three ways air can escape from your home.

1. ____________________________________________________

2. ____________________________________________________

3. ____________________________________________________

Actions1. With an adult, check the wall switches and electrical sockets for air leaks.

2. With an adult, install the switchplate and electrical outlet gaskets where air leaks are found.

LESSON 5


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Insulation

1. In 20 minutes, how much did the temperature of the water in the uninsulated can change?

2. In 20 minutes, how much did the temperature of the water in the insulated can change?

3. After 20 minutes, what was the dierence in temperature between the insulated and uninsulated cans?

4. Which material was the best insulator?

5. Which material was the worst insulator?

6. What variables in the experiment might make the results unreliable?

7. How might you change the experiment to get more reliable results?

ReectionsLESSON 5





1. Describe what you learned from the insulation experiment and how it relates to saving energy at home.

2. Encourage homeowners to make sure they have adequate insulation in their homes.

ConnectionsLESSON 5

Image courtesy of Owens Corning


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-20% -10% 0% +10% +20% +30% +40% +50%

+30% +20% +10% 0 -10% -20%+30% +20% +10% 0 -10% -20%

ENERGY SAVINGENERGY WASTING ENERGY SAVINGENERGY WASTING

COOLINGCOOLING

HEATING

ENERGY SAVING ENERGY WASTING

Materials

Digital thermometerDigital humidity/temperature pen

Procedure

1. After viewing the schools heating and cooling system, add it to your school diagram, using the star symbol to the right.

2. Find out the answers to the following questions:

Which system is in operation? ____________________________________

What energy source fuels the heating system? _________________________

What energy source fuels the cooling system? _________________________

3. Locate the thermostat in the classroom. Add the thermostat to your classroom diagram, using the star symbol above.

4. Record the temperature setting of the thermostat. _________

5. Using the thermometer, record the actual temperature of the classroom. ________

6. Using the Thermostat Temperature Guide below, determine whether your classroom is saving or wasting energy and by how much

________________________________________________________________

7. Using the humidity/temperature pen, measure the humidity in your classroom. ________

8. Using the information in the Student Backgrounder, is your humidity level within a healthy range? ________

9. With your team, locate the thermostat in your work area and add it to your work area diagram.

10. Record the temperature setting of the thermostat. _________

11. Using the thermometer, record the actual temperature of the area. ________

12. Using the Thermostat Temperature Guide below, determine whether your area is saving or wasting energy and by how much

________________________________________________________________

Temperature InvestigationLESSON 6

Thermostat Temperature Guide



Investigating Thermostats

Reading

Pages 12-18 in your Energy Savers booklet

MaterialsThermostat Temperature Guide, page 43

Procedure1. Locate the thermostat(s) in your home and add them to your home diagram using the star symbol above.

2. With the help of an adult, record the thermostat settings for your home:

Cooling Season:

_____ < 74 0 points

_____ 74-75 2 points

_____ 76-77 4 points

_____ > 77 6 points

Heating Season:

_____ >74 0 points

_____ 72-74 2 points

_____ 69-71 4 points

_____ < 68 6 points

3. We change our heating and/or cooling system lters this many times a year:

_____ Never 0 points

_____ Once 2 points

_____ 2-3 times 4 points

_____ > 3 times 6 points

4. Are there any heat-emitting devices located near the thermostat(s)? How would this aect the operation of the thermostat?

5. Show your family the Thermostat Temperature Guide and explain how it can help your family save money and energy.

Decide with your family two ways you can save energy on heating and cooling:1. __________________________________________________________

2. __________________________________________________________

6. Post the Thermostat TemperatureGuide in a prominent place as a reminder to you and your family.

Home ActivityLESSON 6


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Home Heating and Cooling

1. What is the main source of heat for your home (natural gas/electricity/propane/wood-burning stove)?

2. Does your home have a replace, wood-burning stove, or other space heater to provide additional heat?

3. How is your home cooled (central air conditioning/window air conditioners)?

4. Does your family use ceiling fans or other fans to circulate air?

5. Does your home have a programmable thermostat to control the temperature?

6. Does your family use blinds and drapes to help control temperature in your home?

7. Does your home have storm windows and doors?

8. Does your home have an attic fan?

9. Do you use a humidier or dehumidier to control moisture?

ReectionsLESSON 6





1. What area of your house stays the warmest, what area stays the coolest, and why?

2. What are some ways you can be comfortable in your home without adjusting the temperature and usingmore energy?

3. List four ways your family could save energy when heating and cooling your home and explain.

ConnectionsLESSON 6


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Water Heating Investigation

ObjectiveTo investigate hot water heating and use.

Reading

Page 19-20 ofEnergy Savers booklet

Materials1 Flow meter bag

1 Hot water gauge

Digital thermometer

Procedure1. Add the water heating system symbol (use symbol above) to your school diagram.

2. What energy source fuels the water heating system? _______________________

3. Record the temperature setting of the thermostat. __________________

With the help o an adult:

4. Locate all hot water sources in your assigned work area and list them below.

With the ow meter bag, measure the water ow of all sources and record on the chart below. FOR YOUR SAFETY: Measure ONLY COLD

water with the ow meter bag.

With the hot water gauge or digital thermometer, measure the temperature of the hot water at all sources and record on the chart. FOR

YOUR SAFETY: BE CAREFUL not to touch the water.

5. Determine and record the recommended temperature setting from pages 19-20 of theEnergy Savers booklet.

6. Gather data from the other teams and add below .

LOCATION WATER FLOW RECOMMENDED TEMPERATRE ACTAL TEMPERATRE

LESSON 7

WH



Home Activity 1

Investigating Home Water Heating and sage

Reading


MaterialsHot water gauge

Flow meter bag

Kitchen sink aerator

Bathroom sink aerator

Low ow showerhead

Teon tape

ProcedureWith the help o an adult:

1. Locate the water heater and add it to your home diagram using the symbol above.

2. Read and record the temperature setting of the water heater. _________________

3. Locate the EnergyGuide label and record the eciency rating. ________________

_____ uses the most energy 0 points

_____ uses more than average energy 2 points

_____ uses the average energy 3 points

_____ uses less than average energy 4 points

_____ uses the least energy 6 points

4. Use the hot water gauge to measure the temperature of the hot water in your bathroom sink. __________

Actions1. Use the ow meter bag to measure how much COLD water your main shower uses. If the showerhead is NOT ecient, install the low

ow showerhead and measure again.

2. Use the ow meter bag to measure how much COLD water your main bathroom sink and kitchen sink use. If they are NOT ecient

install the energy ecient aerators and measure again.

LESSON 7

The ToolsHot Water Gauge: Measures the temperature of your hot water. See instructions on plastic card.

Flow Meter Bag: Measures the amount of water ow. Instructions are on the bag.

Aerators and Showerheads: Reduce the water ow without reducing pressure. The smaller aerator is for the main bathroom sink; the

larger aerator is for kitchen sink. Install using instructions for showerhead.

Teon Tape: Ensures a tight seal for showerhead and aerators.

WATER FLOW BEFORE INSTALLATION AFTER INSTALLATION

Main Shower

Main Bathroom Sink

Kitchen Sink

WH


49/76


LESSON 7

Home Activity 2

Comparing EnergyGuide Labels

Your family needs to buy a new water heater. Water heaters usually last a long time10 years or moreso you can save a lot of moneyon an energy ecient one. Use the chart below to gure out which water heater to buy, comparing the information on the EnergyGuide

labels.

How many years will it take before you begin to save money?

How much money will you have saved after seven years?

Water Heater 1: Purchase Price: $375.00 Water Heater 2: Purchase Price: $250.00

WATER HEATER 1 ExPENSES COST TO DATE WATER HEATER 2 ExPENSES COST TO DATE

Purchase Price Purchase Price

Year One Year One

Year Two Year Two

Year Three Year Three

Year Four Year Four

Year Five Year Five

Year Six Year Six

Year Seven Year Seven

i i

Water HeaterNatural Gas XYZ Company

Capacity (first hour rating): Model XXYZ60 gallons RP 38

Based on standard U.S. Government tests

Compare the Energy Use of this Water

Heater with Others Before You Buy.

This Model Uses

250 therms/year

Energy Use (therms/year) range of all similar models

Uses Least Uses MostEnergy Energy245 295

Therms/year is a measure of energy use. Your utility company uses it to compute yourbill. Only models with first hour ratings of 56 to 64 gallons are used in this scale.

Natural gas water heaters that use fewer therms/year cost less to operate.This models estimated yearly operating cost is:

$343Based on a 2008 U.S. government national average cost of $1.37 per thermfor natural gas. Your actual operating cost will vary depending on your localutility rates and your use of the product.

Important: Removal of this label before c onsumer purchase is a violation of Federal law (42 U.S.C. 6302).

1

Water HeaterNatural Gas ABC Company

Capacity (first hour rating): Model ABCD60 gallons RP 38

Based on standard U.S. Government tests

Compare the Energy Use of this Water

Heater with Others Before You Buy.

This Model Uses

280 therms/year

Energy Use (therms/year) range of all similar models

Uses Least Uses MostEnergy Energy245 295

Therms/year is a measure of energy use. Your utility company uses it to compute yourbill. Only models with first hour ratings of 56 to 64 gallons are used in this scale.

Natural gas water heaters that use fewer therms/year cost less to operate.This models estimated yearly operating cost is:

$384Based on a 2008 U.S. government national average cost of $1.37 per thermfor natural gas. Your actual operating cost will vary depending on your localutility rates and your use of the product.

Important: Removal of this label before consumer purchase is a violation of Federal law (42 U.S.C. 6302 ).

2



Water Heating and sage

1. Do you have an electric or natural gas water heater?

2. How old is your water heater?

3. Is your water heater wrapped with an insulating blanket?

4. Is your water heater set at the recommended temperature? If not, what is the setting? ________

5. How ecient is your water heater according to the EnergyGuide label?

6. Did you install the low ow showerhead and aerators? Why or why not?

7. Use the chart on page 20 of your Energy Savers booklet to determine the top uses of hot water in yourhome:

1. _________________________________________________________________________

2. _________________________________________________________________________

ReectionsLESSON 7


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1. What can you and your family do to reduce your hot water use?

2. What did you learn using the hot water gauge and the ow meter bag?

3. Explain how buying an energy ecient appliance can save money,even if it costs more to buy.

ConnectionsLESSON 7



Windows Investigation

ObjectiveTo investigate windows and air inltration.

Reading

Pages 21-22 ofEnergy Savers booklet

Materials1 Pencil

1 Piece of tape

1 Piece of tissue paper (1 x 12)

Preparation

Tape a piece of tissue paper to the end of a pencil as shown in the picture.

Procedure

IN THE CLASSROOM

1. Examine the window(s) in your classroom and record your observations.

Direction windows face ________________________________

Single or double pane _________________________________

Special coating ______________________________________

Blinds or shades _____________________________________

Locking mechanism __________________________________

Caulking and weatherstripping ____________________________

Other observations ___________________________________2. Use the pencil with the tissue paper to check for air inltration around the windows when they are closed. The tissue paper will utter i

any air is inltrating. Record your observations.

_______________________________________________________________________________________________________________

_______________________________________________________________________________________________________________

IN THE WORK AREA

1. Examine the window(s) in your work area and record your observations.

Direction windows face ________________________________

Single or double pane _________________________________

Special coating ______________________________________

Blinds or shades _____________________________________ Locking mechanism __________________________________

Caulking & weatherstripping ____________________________

Other observations ___________________________________

2. Use the pencil with the tissue paper to check for air inltration around the windows when they are closed. The tissue paper will utter i


_______________________________________________________________________________________________________________

_______________________________________________________________________________________________________________

LESSON 8


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Investigating Windows and Air Inltration

Reading

Pages 21-22 in your Energy Savers bookletwith your family

MaterialsPencil with tissue paper

Procedure1. Examine the windows in your home and record your observations.

Number of windows _____

Age of windows _____

_____ single pane - no storm windows 0 points_____ single pane with plastic sheeting 2 points

_____ single pane with storm windows 4 points

_____ double pane 6 points

_____ double pane with gas ll 8 points

Special coating _____ yes _____ no

Heavy blinds or shades _____ yes _____ no

Awnings over South or West facing _____ yes _____ no

Locking mechanism _____ yes _____ no

Caulking and weatherstripping _____ yes _____ no

Other observations __________________________________________________________________________________________

2. Use the pencil with the tissue paper to check for air inltration around the windows when they are closed. The tissue paper will utter if


_______________________________________________________________________________________________________________

_______________________________________________________________________________________________________________

_______________________________________________________________________________________________________________

_______________________________________________________________________________________________________________

_______________________________________________________________________________________________________________

_______________________________________________________________________________________________________________

_______________________________________________________________________________________________________________

_______________________________________________________________________________________________________________

_______________________________________________________________________________________________________________

_______________________________________________________________________________________________________________

_______________________________________________________________________________________________________________

_______________________________________________________________________________________________________________

Home Activity

LESSON 8



Windows and Air Inltration

1. Was there air inltration from any of the windows in your classroom or work area?

2. Are any of the windows in your classroom or work area cracked or broken?

3. How would you rate the overall energy eciency of your schools windows?

4. What could you do besides replacing the windows to make your schools windows more energy ecient?

5. Was there air inltration from any of the windows in your home?

6. Are any of the windows in your home cracked or broken?

7. How would you rate the overall energy eciency of your homes windows?

8. What could you do besides replacing the windows to make your homes windows more energy ecient?

ReectionsLESSON 8


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1. What can you and your family do to make your windows more energy ecient?

2. What did you learn by examining your windows and investigating air inltration through your windows?

3. List Energy Saving Tips for windows.

ConnectionsLESSON 8



Light Bulb Investigation

ObjectiveTo compare the output of an incandescent to a compact uorescent

light bulb.

Materials2 Lamps

1 Incandescent light bulb

1 Compact uorescent bulb

1 Light meter

Textbooks

Preparation

Read all of the steps in the procedure.

Hypothesis

Procedure1. Place the incandescent bulb in one lamp and the compact uorescent bulb in the other.

2. Place the lamps on a table on identical stacks of books as shown in the diagram above.

3. Plug the lamps into an outlet and turn them on.

4. Use the light meter to measure the light output of the lamps.

5. Record your measurements and calculations in the table below.

6. Compare the output measured by the light meter to the stated output of the bulbs.

Data

BLBS FOOT-CANDLES FROM LIGHT METER STATED LMEN OTPT

Incandescent

Compact Fluorescent

Conclusion

What did you learn about the light output of an incandescent bulb and compact uorescent light bulb? Use data to support your answer

i i

LESSON 9


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An incandescent bulb produces light by passing electricity through a wire inside the bulb. This wire is called a lament. When electricity

ows through the wire, it gets very hot and glows, producing light. Incandescent bulbs use 90 percent of the electricity to produce heat

and only ten percent to produce light. They are very inecient in their use of energy.

A uorescent bulb produces light by passing electricity through a gas inside the bulb. The electrons in the gas molecules become more

energetic and some escape. They bounce around and crash into the walls of the bulb. The walls of the bulb are painted with a special

material that gives o light when hit by electrons.

Fluorescent lights have ballasts that help move the electricity through the gas inside the bulb. A ballast is an electromagnet that produces

a large voltage between the two ends of the bulb so the electricity will ow between them.

There are two types of ballasts, magnetic and electronic. Magnetic ballasts produce a frequency of 60 Hertz (Hz), which means the light

is ickering on and o 60 times a second. Electronic ballasts produce a frequency of 10,000-20,000 Hz. Fluorescent lights with electronic

ballasts are more energy ecient than those with magnetic ballasts.

To determine which type of ballast a uorescent light contains, spin the Flicker Checker under it. If you see smooth circles, as shown in the

picture below, the uorescent light contains an electronic ballast. If you see a checkered pattern that moves from ring to ring, the light

contains a magnetic ballast.

Flicker Checker Investigation

FLICKER CHECKER SHOWING A MAGNETIC BALLAST

FLICKER CHECKER SHOWING AN ELECTRONIC BALLAST

In uorescent tubes, a very small amount of mercury mixes with

inert gases to conduct the electrical current. This allows the

phosphor coating on the glass tube to emit light.

Fluorescent Tube Lamp

Mercury and

inert gases

Phosphor coating

Base with bi-pin plug

ProcedureUse the Flicker Checker to determine the type of lighting in dierent

areas of your school.

AREA TYPE OF BALLAST

Classroom

Cafeteria

Gym

Hallway

Oce

Restroom

LESSON 9



Comparing Light Bulbs

Reading


MaterialsCompact uorescent light bulbs

Procedure1. With your family, examine the pictures and the data of the incandescent (IL) and compact uorescent (CFL) bulbs below.

2. Notice that the amount of light produced by the bulbs is the same, but the wattage, the cost, and the life of the bulbs are dierent.

3. With your family, use the Facts of Light Worksheet on the next page to determine the amount of money you can save by using CFLs

instead of incandescent light bulbs.

ActionReplace incandescent light bulbs in your home with energy ecient lighting.

Home Activity

LESSON 9

Note: Figures are based on prices from a national hardware retailer, 2010

INCANDESCENT BLB HALOGEN COMPACT FLORESCENT (CFL) LIGHT EMITTING DIODE (LED)

Brightness 850 lumens 850 lumens 850 lumens 850 lumens

Life of Bulb 1,000 hours 3,000 hours 10,000 hours 25,000 hours

Energy Used 60 watts = 0.06 kW 43 watts = 0.043 kW 13 watts = 0.013 kW 12 watts = 0.012 kW

Price per Bulb $0.50 $3.00 $3.00 $40.00


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Facts o Light Worksheet

LESSON 9

How Much Can You Save With CFLs?

The graphic on the previous page shows three light bulbs that produce the same amount of light. You might put bulbs like these into abright overhead light. One bulb is an incandescent light bulb, one is a compact uorescent light bulb (CFL), and another is a light emitting

diode (LED). Which one is the better bargain? Lets do the math and compare the three light bulbs using the residential cost of electricit

at $0.12/kWh.

1. Determine how many bulbs you will need to produce 25,000 hours of light by dividing 25,000 by the number of hours each bul

produces light.

2. The price of each bulb has been given to you.

3. Multiply the number of bulbs you will need by the cost of each bulb to determine the cost of bulbs to produce 25,000 hours of light.

4. Multiply the wattage of the bulbs (using the kW number given) by 25,000 hours to determine kilowatt-hours (kWh).

5. Multiply the number of kilowatt-hours by the cost per kilowatt-hour to determine the cost of electricity to produce 25,000 hours of ligh

6. Add the cost of the bulbs plus the cost of electricity to determine the life cycle cost for each bulb.

7. Compare the environmental impact of using each type of bulb. Multiply the total kWh consumption by the average amount of carbo

dioxide produced by a power plant. This will give you the pounds of carbon dioxide produced over the life of each bulb.

COST OF BLB INCANDESCENT BLB HALOGEN COMPACT FLORESCENT (CFL) LIGHT EMITTING DIODE (LED)

Lie o bulb (how long it will light) 1,000 hours 3,000 hours 10,000 hours 25,000 hours

Number of bulbs to get 25,000 hours

Price per bulb $0.50 $3.00 $3.00 $40.00

= Cost o bulbs or 25,000 hours o light

COST OF ELECTRICITY INCANDESCENT BLB HALOGEN COMPACT FLORESCENT (CFL) LIGHT EMITTING DIODE (LED)

Total Hours 25,000 hours 25,000 hours 25,000 hours 25,000 hours

Wattage 60 watts = 0.060 kW 43 watts = 0.043 kW 13 watts = 0.013 kW 12 watts = 0.012 kW

= Total kWh consumption

Price of electricity per kWh $0.12 $0.12 $0.12 $0.12

= Cost o Electricity

LIFE CYCLE COST INCANDESCENT BLB HALOGEN COMPACT FLORESCENT (CFL) LIGHT EMITTING DIODE (LED)

Cost of bulbs

+ Cost of electricity

= Lie cycle cost

ENVIRONMENTAL IMPACT

Total kWh consumption

x Pounds (lbs) of carbon dioxide per kWh 1.6 lb/kWh 1.6 lb/kWh 1.6 lb/kWh 1.6 lb/kWh

= Pounds o carbon dioide produced

All bulbs provide about 850 lumens of light.



Lighting

1. What types of lights are used in your school? Do any of them have magnetic ballasts?

2. How many total light bulbs are in your home? ______

3. How many compact uorescent light bulbs are in your home?

_____ No CFLs 0 points

_____ 1-2 CFLs 2 points

_____ 3-4 CFLs 4 points

_____ > 4 CFLs 6 points

4. How much money did you and your family calculate you c

Saving Energy at Home and School - Family and student guide

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