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This Web site gives you access to a wealth of resources and materials to support using the Ford PAS program in your classroom, school, and community. Once you complete the free registration process, you have access to the following:

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HELPFUL RESOURCES

Tools for Latino Family Outreach: Supporting Student Success in Middle Grades and Beyond: This toolkit is designed to guide school leaders through the process of conceptualizing, planning, implementing, and assessing an outreach program aimed at Latino parents.
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Helpful Resources
  Ford PAS Resources

Using the Ford PAS Curriculum Materials: This document provides detailed information about the Ford PAS curriculum materials. View the PDF

Role of the Coordinator: This document lists responsibilities generally assumed by site coordinators and/or partner coordinators. View the PDF

  
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Module 12: Energy for the Future

For teachers only
The apple icon indicates teacher-only text.
As of June 2007, Energy for the Future (Module 12) has been revised. If you’re using the © 2007 Teacher and Student Guides or the © 2007 PDF versions of the Teacher and Student Guides, you’re all set. If you’re using older versions of either guide, you have several options:

If you’re using the © 2005 Teacher and Student Guides:

If you’re using the © 2007 Teacher Guide and the © 2005 Student Guide:
  • The revised teacher and student pages are listed and available here, where you can download and print them for classroom use.
  • You can access the revised student pages here.
  • You can also find the revised student pages at point of use in the Module Resources below, highlighted in gray.

* Text highlighted in gray links to pages from the © 2007 Student and Teacher Guides.


ACTIVITY 1: Energy Innovations
SESSION 1
Before You Teach
Demonstrate Gravitational Energy [Whole Class] and
ENERGY IN ACTION
For teachers only
  • Gather the materials needed for the three experiments.
  • For the Pulling Energy experiment: If using the Radio Shack solar energy project kit described in Teaching Suggestions on page T 13, cut the wires midway between the solar panel and the motor.
  • Make sure that students understand all safety procedures when working with an open flame.
Case Study 1 Info Sheet Student Guide pages 9–19
SESSION 2
MAKING CHOICES
Case Study 2 Introduction: Eagle Ranch Community Center Student Guide pages 23–25


SESSION 4
Before You Teach
CHARTING OUR CONSUMPTION

Open the Excel table Total Fossil Fuel Carbon Dioxide Emissions. Create a graph of the data charting the yearly increase in carbon dioxide emissions, and complete the calculations in Questions 1–4 on page 39.

Open the Excel table U.S. Energy Consumption by Energy Source . Graph the usage of the following energy sources over time: all fossil fuels, conventional hydroelectric (electricity produced at dams), geothermal, biomass, solar, and wind. Complete the calculations in Questions 5–7 on pages 39–40.

For teachers only
Here are sample spreadsheets with completed calculations and graphs. WhenTeacher Tip saving, save as file_name.xls.

Total Fossil Fuel Carbon Dioxide Emissions with Answers
U.S. Energy Consumption by Energy Source with Answers

Renewable Energy Research Guidelines
You and your Renewable Energy team are responsible for researching one of the following four energy technologies:
  • Photovoltaic cells (energy source: radiant energy from the sun)
  • Wind turbines (energy source: mechanical energy from wind)
  • Biogas generator (energy source: chemical energy from biomass)
  • Fuel cells (energy source: chemical energy from hydrogen)

Based on your research, you will create a poster presentation to share information about your technology. You will then use what you have learned to create an plan to meet part of your school’s energy needs with renewable energy.

How to Conduct Your Research

Below are a number of resources for information about each of the four energy technologies, which you can use as a starting point for your research. As you look for information about your technology, answer the questions on page 41-42.

General Renewable Energy Information

U.S. Dept. of Energy, EERE: Energy Efficiency and Renewable Energy
U.S. Dept. of Energy, EERE: Alternative Fuels Data Center
U.S. Dept. of Energy, EERE: A Consumer’s Guide to Energy Efficiency/Renewable Energy
International Energy Annual (IEA)
National Energy Education Development (NEED)
National Renewable Energy Laboratory (NREL)
Relying on Renewables: A global look at alternative energy
Real Goods Web site (to find costs of certain items)

Photovoltaic cells (energy source: radiant energy from the sun)
U.S. Dept. of Energy, EERE: Get Your Power From the Sun
U.S. Department of Energy: Solar Space Heating and Cooling
Home Power Magazine: Photovoltaic (PV) Cells
Home Power Magazine: Cabin Photovoltaic (PV) System
National Renewable Energy Laboratory: Passive Solar Design for the Home
Creative Energy Technologies (Costs)
The American Solar Energy Society (ASES)
Solarbuzz: Solar Photovoltaic, PV Module, Panel Prices
Solar Insolation - Sun Hours per Day by Big Frog Mountain

Wind turbines (energy source: mechanical energy from wind)
American Wind Energy Association: Fact Sheets
Home Power Magazine: Wind Power
U.S. Department of Energy, EERE: Wind and Hydropower Technologies Program
Danish Wind Industry Association
Danish Wind Industry Association: What Does a Wind Turbine Cost?

Biogas generator (energy source: chemical energy from biomass)
Re-energy.ca: Biomass Energy
Agricultural Utilization Research Institute Ag Innovation News: Farming for Energy
Agricultural Marketing Resource Center: Biomass Links
Oregon State Department of Energy: Biomass
Canadian Renewable Energy Network: Renewable Energy in Action: Haubenschild Farm, Inc
United Nations: Economic evaluation study for a full-scale village-community plant

Fuel cells (energy source: chemical energy from hydrogen)
http://www.fuelcells.org
U.S. Department of Energy, EERE: Fuel Cell Basics
U.S. Department of Energy, Office of Fossil Energy: Future Fuel Cells R&D
Plug Power Web site
Fuel Cells Canada
Ballard Power Systems Web site
How Stuff Works: How Fuel Cells Work
Smithsonian: Collecting the History of Fuel Cells

SESSION 5
MEETING ENERGY NEEDS
For teachers only.
Ask several students to share their Energy Flow Diagrams with the class. Discuss students’ energy use as a class, using the questions in the Student Guide on page 43. Then have students work in their Energy Case Study teams to find information about their state’s fuel mix and the fuel mixes in Oregon and the Southwest, using the link below.

Examine the energy sources your state uses in its fuel mix.

Energy Information Administration: State Electricity Profiles

Hint: Look at Table 5. Electric Power Industry Generation of Electricity by Primary Energy Source, 1993, 1997, and 2002, and use the Total Electric Industry data for the most recent year.

RENEWABLE ENERGY RESEARCH
Work as part of a Renewable Energy team to conduct research on your assigned technology. Use the resources provide and explore the different sources of information available on the Internet. Determine what research needs to be carried out, assign tasks, and draft a timeline for conducting the research.

EXTENSION 1.1
Research 10 of the states listed in Table 1.1 on page 13. Determine what their current electricity consumption is and what percentage, if any, of their electricity generation comes from renewable energy sources. See below for resources on this topic.

Energy Information Administration: State Electricity Profiles

EXTENSION 1.3
If you have about four weeks and access to some manure, you can build your own biogas generator. Use the link below to find out how:

Build Your Own Biogas Generator

EXTENSION 1.5
Tidal or wave energy is another potential source of energy that some countries are using. Use the links below to locate resources on exploring tidal energy. Examine its cost, use in the world energy market, benefits, drawbacks, and challenges.

Tidal Energy Web Links

California Energy Commission: Ocean Energy
World Energy Council: Tidal Energy

 

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ACTIVITY 2: Energy Transformations
SESSION 6
HEATING IT UP: CHANGING ENERGY FORMS
For teachers only
  • Gather the materials needed for the Burning Biomass experiment.
  • Make sure that no student has a nut allergy. If any students are allergic, they should not handle the nuts or be in the classroom to breathe the smoke resulting from the experiment. Other students should wash their hands thoroughly after handling the nuts.
  • Use a can opener to remove both ends of each large can and one end of the small can.
  • Use a hammer and nail to punch two holes (large enough to allow the metal skewer to pass through) on opposite sides of the small cans, near the open end.
  • Use a hammer and nail or a can opener to punch several holes around one of the open ends of the larger cans (to allow airflow). T 35 Notes:
  • Make sure that students understand all safety procedures about working with an open flame.
Heating It Up: Changing Energy Forms Student Guide pages 48–49

A Taste for Energy Student Guide page 53

SESSION 8
Before You Teach
  • Preview the Tesla: Master of Lightning video segment or go to the Ford PAS Web site to view the alternate activity.
  • Cue the video to 8:25.
GENERATING ENERGY
For teachers only
Tip: If you cannot acquire a copy of the video, Tesla: Master of Lightning, here is an alternate activity suggestion that requires that students have computers with access to the Internet. Students can work individually or in pairs. You can also explore this activity in class if there is time remaining after students watch the video. Even if students watch the video, they can explore the Tesla, Master of Lightning Web site, as time allows.

Alternate Activity: Explore “Inside the Lab” and “Life and Legacy” sections of the Tesla, Master of Lightning Web site (http://www.pbs.org/tesla/) and answer these questions.

Generating Energy Student Guide pages 59–60

More About Electricity Student Guide page 61–65

SESSION 9
Before You Teach
For teachers only
Gather the materials needed for the experiments.
MAKING ELECTRICITY WORK
View the electric motor photographs here.
SESSION 10
ENERGY TECHNOLOGY RESEARCH
With your Renewable Energy team, continue to research your assigned technology, using the resources provided.
EXTENSION 2.3

In the late 1880s, Scottish physicist James Clerk Maxwell (1831–1879) and German physicist Heinrich Hertz (1857–1894) showed how electromagnetic waves are formed and how fast they travel. Write a brief report that details the highlights of their discoveries and the impact of their work. To further explore electromagnetic energy, use the links below which provide additional explanations and applications for each form of electromagnetic energy.

Molecular Expressions: Science, Optics, and You—Timeline1867-1899
Maxwell and Hertz

Module Quiz 1

Quizzes and Test Answer Keys T80–86

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ACTIVITY 3: Making Energy Work
SESSION 12
Before You Teach
CRANKING IT UP
For teachers only
Gather the materials needed for the experiment.
If using the Radio Shack Solar Fun kit described in Teaching Suggestions on page T 14, cut the wires midway between the solar panel and the motor (if they have not been cut already).
Work, Power, and Energy Student Guide pages 83–87
EXTENSION 3.1
Conduct research on water turbines. Look at the example of a water turbine at re-energy.ca: Water Power. Then construct one and demonstrate it for the class.
SESSION 15
HARNESSING WATER'S POTENTIAL
Did You Know? Student Guide pages 95–96

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ACTIVITY 4: Comparing Technologies
SESSION 17
WHAT'S THE COST?

If someone wanted to use the technology you’re exploring to power a building, how much would it cost? With your Renewable Energy team, determine the approximate costs associated with your technology. Use the resources provided to help you with your search. Look for information about the following:

  • Purchase and installation costs of the hardware (for example, fuel cell, wind turbine) per kW of generation capacity
  • Costs for any other system components, such as batteries
  • Cost per kWh to run the technology (if there are fuel costs)
  • Potential maintenance costs
What About Nuclear? Weighing Environmental Risks Against Energy Gains Student Guide pages 105–106

SESSION 18
CONSIDERING THE IMPACT

With your Renewable Energy team, research any environmental, social, or safety issues related to your technology or to the energy source that your technology uses. Use the resources provided to help you start your research. In particular, consider the questions on page 107 (though not all of them may apply, depending on your technology and energy source).

Module Quiz 2

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ACTIVITY 5: Establishing an Energy Plan
SESSION 21
LOBBYING FOR ENERGY

Meet with your Company team and review Powering a Library on page 110. Use what you have learned about your energy technology, along with the resources provided, to help you determine how your energy technology would best meet the library’s needs. As you conduct your research, think about the following:

  • The efficiency of the system
  • The start-up costs and kWh costs over the next 10 years
  • The advantages of your technology, such as environmental impact and transportation costs
  • The challenges of applying your technology to the library and how to respond to these challenges
  • At least two drawbacks facing each of the other three energy technologies
SESSION 23
WHAT WOULD HOMER CHOOSE?
Before You Teach
For teachers only

Click here to learn how to download the HOMER software program. Download the program onto each team’s computer, as well as the file Inputting the Library’s Data into HOMER.

View two completed samples:

Library sample with and without diesel generator

Open HOMER and follow the instruction in Inputting the Library's Data into HOMER.

Students can use HOMER’s Getting Started Guide, available under the Help menu, if they want to learn more about the program.

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ACTIVITY 6: Designing an Energy System
SESSION 24
Before You Teach
WHAT’S THE LIGHTING LOAD?
For teachers only
Make sure that students can look at lights in different rooms around the school during class, or arrange another time for them to conduct their observations.
SESSION 25
Before You Teach
DEVELOP YOUR ENERGY PLAN
For teachers only
Determine the average cost of electricity per kWh for the school by talking to someone who manages the facilities or, if possible, by looking at the school’s electricity bill. If you cannot obtain cost information for the school, use the cost per kWh from your own electricity bill.
SESSION 29
Before You Teach
WHAT’S THE LIGHTING LOAD?
For teachers only
Invite school representatives, such as administrators and staff who work in facilities or maintenance, to listen to students present their energy plans.
No student module resources for this activity.

Module Test

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Skill Resources

No skill resources for Module 12.

Search the Library

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8/24/07