energy diet

The Energy Diet - 1 -

Title of the teaching unit: The Energy Diet

Class level: 7/8

Subject areas: (Based on Land M-V framework plans)

Physics (secondary school, comprehensive school; junior high school and college: similar) 7: Mass, force and force-shaping equipment – an overview of force-shaping equipment and simple machines. The significance of force-shaping equipment and simple machines in daily life, the laws relating to selected force-shaping equipment. The golden rules of mechanics. 8: Energy and the sensible use thereof– the concept of energy, unit of energy, relationship between work and energy, the physical measurement of power, the law of energy conservation in mechanics, general energy conservation, and the efficiency, construction and operation of thermal engines as energy converters 10: The kinematics and dynamics of linear movement

Biology (secondary school, comprehensive school) 7/8: Man, the fundamentals of material and energy conversion– the composition of food , the nutrients in different foods, the necessity for healthy nutrition, the digestive organs, the digestion of food, the resorption of nutrients and transportation to all body cells, tracing nutrients; optional choices– healthy nutrition/healthy living – sport and health.

Biology (junior high school, college, comprehensive school) 7/8: Possible projects for cross-discipline teaching segments – Fitness training and what our bodies achieve (in conjunction with sport, music, art) 7: Health and social responsibility – the nutrient and energy requirements of young people and adults 8: The conversion of energy and matter in Man

Chemistry (secondary school, comprehensive school) 9/10: hydrocarbons- oil and natural gas as fuels and raw materials

Chemistry (junior high school, college, comprehensive school): ideas for projects and excursions – fuels and engines, natural gas and rapeseed oil as propellants; is diet the same as healthy eating? 7/8: Oxidation and reduction – examples of solid, liquid and gaseous fuels, research into the products of combustion, energy conversion 10: Organic chemistry – oil and natural gas

Geography (secondary school, comprehensive school) 7/8: topic areas: Asia/the continent of records – a region of conflict in Western Asia – oil

Geography (junior high school, college, comprehensive school) Suggestions for topics for cross-discipline and discipline-linking work/projects – a region of conflict in Western Asia (compulsory) – oil in terms of economics and the balance of power 7/8: Topic area: Asia/the continent of records – a region of conflict in Western Asia – oil


Discipline-linking/cross-discipline elective course: Earth Systems (secondary school) 9/10: (integrates Biology, Chemistry, Geography, Physics, Social Studies): Module 4: The carbon cycle

Natural sciences (comprehensive school) 7-10: How we feed ourselves; how we move.

Duration: 6-8 hours

The teaching unit can be delivered in school as four lessons (or two double lessons, which is better because you can be a bit more flexible with timings).

The teaching unit can be delivered outside school as a project day.

Key words: Energy, work, effort, muscle power, machine energy efficiency, renewable energy sources

Theoretical background of the content

All of us naturally use energy (as members of an industrial society). We know that the trend is for energy to become more expensive, but we don’t give much thought to its real value. We have heard about the finite nature of fossil fuels and climate change, but don’t like to follow up the consequences.

The physical concepts of energy, work and effort are introduced into subject teaching, and renewable energy is covered as a topic. The basic problem from a teaching perspective is that energy is not “visible”, making the whole series of topics extremely abstract to a great number of pupils. Even the favoured approach of the environmental education sector of “conversion” into money terms (energy costs) can only help to a limited extent, as, on the individual level of pupils’ activities, such an equivalent means little, and the standard of comparison makes hardly any impression on them.1

Finally, it should be noted that the environmental education sector often simply places the emphasis on the problems of technical systems (e.g. coal-fired or nuclear power stations), and therefore only promotes a kind of technophobia.

The teaching unit should help pupils to understand connections. Pupils compare their own performance with that of simple, everyday machines, and learn to value the ability of Man to make use of external energy sources. They explore what drives men and machines, and obtain experience-based access to the concept of energy. They conduct a hands-on simulation and learn that the classic energy supply industry is limited in human terms, for instance where resources are scarce or where emissions pollute the atmosphere and change the climate. Finally, they experiment with energy-saving technology and learn that, even today, there are many forward-looking technological solutions, which should be applied more widely.

1 e.g. is the lost energy from leaving electric appliances on standby in the Federal Republic of Germany eco-politically and

economically relevant? The German Federal Environment Agency estimates that the total annual loss of standby energy is can be valued at around 4 billion Euros. If you break this down in terms of the activities of pupils, the annual costs of 1 watt of standby power (or savings achievable by switching off) - €1.46 (German Federal Environment Agency) - would seem a laughably small amount to the average young person in receipt of pocket money.


Learning goals

The teaching unit therefore aims to help pupils

• understand the great extent to which Man can increase his own modest physical powers by using machines – and thereby appreciate more keenly the technical achievements of the human race

• see that, on both levels – men and machines – energy must be supplied for work to be carried out

• understand that the erstwhile precept of the energy industry – to deliver more and more fossil energy to meet ever-increasing demand – is no longer sustainable, and

• see energy efficiency and renewable energy as the two central elements of a future-proof energy industry.

Learning environment

In terms of physical performance, it would be suitable to provide the appropriate “fuel” in the form of confectionery.

Equipment: Experiments Part 1

• Weight-lifting: 10kg weight (or e.g. a bucket of earth/sand Scales/spring balance), strong roller or pulley with rope, Hanging point at a height of 3-5 m, measuring tape, stopwatch, drill (or other electric motor) on a firm base and a spindle/roller to take the rope, accurate energy consumption measuring device / multimeter

• Car pushing: passenger vehicle with known total weight and reliable tachometer, quiet stretch of road approx 100m long, 1 adult with driving licence, stopwatch

• Saws: plank (e.g. 3 cm thick and 15 cm wide, recycled if possible), solid, safe surface (e.g. workbench

with vice), handsaw (e.g. hacksaw, tenon saw), work gloves, electric saw (jigsaw, circular hand saw), stopwatch, accurate energy consumption measuring device / multimeter

Parts 2 and 3: normal classroom with tables and possibly overhead projector or beamer; calculator; printed materials: energiedieaet_05, energiedieaet_08 (the playing cards also need to be cut out) and energiedieaet_09, magnets to attach the cards to the blackboard

Part 4: “Everyday” physical experiment materials such as glue and an energy-saving lamp, energy consumption measuring device / multimeter. If available, models or model kits for solar heating, photovoltaic or wind energy.


Preparation

In preparation, source the materials and get the room ready.

The experiments for pupils in part 1 should also be planned with safety in mind.

Procedure / Structure plan: Time Segment Part 1 (2 lessons) The work and power of men and machines

Part 2 (2 lessons) Work requires energy

Part 3 (2 lessons) Limits of fossil energy supplies

Part 4 (2 lessons) The energy diet Programme

Greeting and briefing the participants (in an external environmental training centre) or linking to previous teaching material (at school) are not described here, and this depends on the actual local situation.

Duration Content Material Part 1 – The work and power of men and machines (2 lessons)

45 min Experiments Pupils carry out 1-2 simple experiments at a series of stations e.g.

• Weight-lifting: lifting a 10 kg weight via a roller or spindle

• Pushing a car up to a set maximum speed • Sawing: sawing a plank with a hand or electric

saw • Drilling: drilling a plank with a hand or electric

drill

Teacher information (Material energiediaet_02) Worksheet for pupils (Material energiediaet_03)

45 min Evaluation Pupils develop the following questions in a plenary session:

• What power can Man produce (short-term/maximum/continuous power)?

• What power can the machines produce that we use every day?

They discover that Man delivers only a low amount of sustained work power compared to machines. A discussion of any errors in the experiments can be conducted as a complementary exercise

Teacher information (Material energiediaet_02)

Part 2 – Work requires energy (2 lessons)

20 min Where does energy come from? In the discursive part of the lesson, pupils and teachers

Suggestion for a blackboard diagram


form an overview of the sources of the energy for the applications researched in lesson one.

(Material energiediaet_04)

30 min Man, food energy and work In an “ordering game”, pupils learn how much energy there is in food and how much a person uses for certain physical activities.

Instructions (Material energiediaet_04) Cards (Material energiediaet_05)

40 min Energy use in everyday life Singly or in pairs, pupils estimate in what order of magnitude they use energy every day – travelling by bus or train, heating their room or using electric appliances. This touches on major areas of energy consumption; there is no attempt to cover all types of energy. The class collates the results as a group . The major “energy guzzlers” in our personal life are determined.

Instructions (Material energiediaet_04) Worksheet for pupils (Material energiediaet_06)

Part 3 – Limits of fossil energy supplies (2 lessons)

45 min Energy consumption In groups of six, pupils carry out a hands-on simulation involving lifestyle and energy consumption. If more time is available, more complex simulations like “keep cool” or “TriCOlor” can be carried out (see Possible follow-up activities and materials)

Instructions (Material energiediaet_07) Playing cards (Material energiediaet_08) Worksheet for pupils (Material energiediaet_09)

25 min Evaluation of the simulation The class evaluates the simulation as a group. The pupils see that, given our limited resources, it would be madness to continue providing more and more energy to meet ever-increasing demand.

Instructions (Material energiediaet_07)

20 min Further limits The teacher talks about other limiting factors for fossil energy supplies, including the greenhouse effect and the notion of equitable energy supply

PPT slides (Material energiediaet_10) Background information for teachers (Material energiediaet_01)

Part 4 – The Energy Diet (2 lessons)

15 min Fundamental strategies of the energy diet The teacher refers back to the discoveries made in the previous lesson and introduces two basic strategies as part of future-proof energy supply– energy efficiency and renewable energy.

PPT slides (Material energiediaet_11) Background information for teachers (Material energiediaet_01)

45 min Examples of an Energy Diet Based on the division of tasks/in small groups/work stations, pupils carry out experiments or investigative tasks.

• Efficient lighting: a light bulb, energy-saving lamp and an LED lamp are compared

• Standby as energy-guzzler: measurement of energy loss through use of the standby mode on a range of appliances

• Renewable energy (photovoltaic, solar heating, wind energy)

Teacher information (Material energiediaet_12) Worksheet for pupils (Material energiediaet_13)


• Fuel-efficient car • Any additional efficiency of machines

(calculation for the “weightlifting experiment” in Part 1).

30 min Options for your own activities Each group presents its results; the major features of the “energy diet” are summarised on the blackboard and linked to the pupils’ real lives.

Teacher information (Material energiediaet_12)

Possible follow-up activities and materials

• “Keep Cool “simulation game. Players simulate the members of the international energy industry and discover the effects on the atmosphere and the climate. The game is for 3 to 6 players aged 12 years and over. Game lasts approx 1-2 hours. The material for the game and instructions are supplied in German and English. For further information, please go to: http://www.spiel-keep-cool.de/

• “TriCO2olor” simulation game. Players belong to different generations and invest in the supply of energy. Decisions are made on the board on the spot; the effects of these decisions on the atmosphere, for example, are simulated in an online computer system. The game is suitable for a whole class to play, but is only available in German. For further information, please go to www.trico2lor.ch/

• The energy-efficient school: pupils can commit themselves to ensuring that their school uses energy efficiently. It is generally helpful to conduct an environmental assessment first to see if the school is wasting energy or already uses it efficiently. Building on this, pupils and teachers can get involved in energy-saving initiatives that are really worth the effort. Comprehensive working materials and practical examples can be found on the German language online service at www.umweltschulen.de in the Energy section

• (www.umweltschulen.de/energie) plus climate detective (www.umweltschulen.de/klima).

• If you want the whole school to get involved in energy-saving initiatives, you could organise an energy-saving week, for example. The whole of the Lütten-Klein School in Rostock, Germany saved 47% of electric energy required during lessons during their energy-saving week (for a comparison of the first and third weeks, see diagram; source: www.umweltschulen.de/energie/stromfresserbande.html).

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The Energy Diet

Background Information

Up until the 18th century, Man was oriented towards using the energy from their muscles and the muscles of animals to carry out their work, and also used wind and water energy. Fire was used only for heat. Energy was a scant resource, and this limited human economic activity at a basic level of existence.

The invention of the steam engine sounded the arrival of the Industrial Revolution. The steam engine and other major technical inventions such as the generator, the electric motor, combustion engines and nuclear reactors opened up completely new horizons to the human race. They made it possible to use coal, natural gas, crude oil and uranium to generate heat. It became possible to mechanise the countryside and release labourers into industry. Industrial manufacturing and transport systems depend on these fossil fuels.

Across Europe, for example, approx 2,465 TWh of power was generated in the year 2000. Power generation is distributed across the following primary fuels:

Power generation in the EU in 2000 (according to the VGB – German Association of Power Plant Operators - 2003)

Primary fuel Proportion of power generated Anthracite 17% Lignite 7% Nuclear energy 33% Crude oil 5% Natural gas 15% Mixed incineration 7% Renewable energy 16% The VGB, an organisation representing the interests of power plant operators, predicts that power generation in Europe will increase by 34% by the year 2020, as against 2003 (VGB 2003).

The Limits of the Classic Energy Industry

For about 200 years, the energy industry has been concerned with constantly producing more and more energy for ever greater demand; and, even today, this approach is still firmly embedded in the global vision of energy companies (see VGB 2003). But this strategic stance by the energy industry is now coming up against new, similarly fundamental barriers:

• Coal, crude oil and natural gas were all created by processes that took millions of years. Man is now using up these fuels in a very short period of time in terms of the earth’s history. Within a foreseeable time frame, these resources will be exhausted, just like the usable stocks of uranium. We have been warned to expect that crude oil as a raw material will reach peak extraction level by 2020, meaning that, in future, there will be a shortage of oil, increased prices and political (military?) conflicts over this scant raw material. In his book "Peak Oil", Jeremy Leggett even starts from the assumption that this peak was reached as early as 2006.

• The bi-products of combustion processes are polluting the environment. There has been success in finding measures against emissions of sulphur oxide and nitrogen


oxide. But, just as before, the combustion of fossil fuels produces carbon dioxide, which is the biggest contributor to the man-made greenhouse effect. In 2005, the earth’s atmosphere contained 379 ppm of CO2 (0.0379 percentage volume; 1 ppm = 1 part per million). Since the beginning of the industrial age, (ca. 1750), the carbon dioxide content of the air has increased by 35% (German Federal Environment Agency 2007). For reasons of climate protection, we cannot afford to plunder all the global stocks of fossil carbon – this particularly concerns lignite and anthracite, of which there is relatively plentiful supply.

• And neither is nuclear energy future-proof. It plays a separate role, as operating nuclear reactors does not produce carbon dioxide. But radioactive/toxic materials are involved, which would only be acceptable with 100% error-free operation – from obtaining the raw material to disposal. But experience shows that complex men/machine systems cannot be totally error-free. And the peaceful use of nuclear energy goes hand in hand with its military use (and potential for use by terrorists): whoever operates nuclear fission reactors may also use the fissile material to make atom bombs. International conflicts over the atomic programmes of Iraq and North Koreas have brought this problem sharply into focus.

• The use of energy on our planet is extremely unfairly distributed. Fewer than 20% of population in the industrial countries use 70% of energy consumed worldwide. This injustice in terms of the above levels can and must be removed, but not so that developing companies increase their energy consumption to the levels of industrial countries. In addition to this, mainly international companies and leadership elites profit from mineral extraction, while regional populations suffer from the environmental pollution caused.


Requirements for a future-proof energy industry

We must change the way we use energy in a fundamental way.

• The efficiency of energy conversion – the relationship between usage and cost – can clearly be increased further. Low-energy housing, gas-fired heating and the three litre car are well-known examples – we must not only develop these efficient technologies, but put the inventions to everyday use, too.

• Those of us in industrial countries must reduce our energy consumption. This strategy, known as sufficiency, impinges on our lives, and is therefore hard to put into practice. So does that make it utopian? It won’t do us any harm to heat a house according to need, instead of keeping all the rooms at 23°C day and night. But who wants reduce their car journeys significantly?

• The energy requirements of efficient, sufficient economic activity can be covered to a great extent by renewable energies – sun, wind and water power, biomass and geothermal energy. We must develop these sources of energy now!

• Access to fuels must be shared equally across the world. Technology and know-how for using regenerative energies must be made globally available at fair prices.


The climate protection strategy of the German Federal Environment Agency is summed up thus: "Halve the use of primary energy and develop renewable energy to supply 50% of requirements" (UBA 2007, P. 12).

Sources

• Langner, Tilman (2008): Energy and Sustainable Development. Online document, URL: www.umweltschulen.de/energie/energie.html, last checked: 21.11.2008

• Leggett, Jeremy (2006): Peak Oil. Cologne: Kiepheuer & Witsch (English original: Leggett, Jeremy, 2005: Half gone. Portobello Books Ltd.)

• German Federal Environment Agency (2007): Climate Change, its Effects, and what we can do about Climate Protection. (This document is an easy-to-understand summary of major findings of the fourth IPCC climate report.) Online document, URL: http://www.umweltbundesamt.de/uba-info-presse/hintergrund/ipccsynthese.pdf, last checked: 21.2.2008 (English original: http://www.ipcc.ch/)

• VGB PowerTech (2003): Power generation Facts and Figures. Online document; URL: http://www.vgb.org/en/data_powergeneration-dfid-14484.html, last checked 21.11.2008

Energy and Sustainable Development

Environment Agenda 21 dimensions

C02

and other emissions,

climate, atmosphere, Sustainability from global perspective

consumption of resources,

radioactive waste

as important problems

saving energy (behaviour), Sustainability at school

rational use of energy (technical

measures), use of solar energy

Subject teaching,

Learning for sustainability

Energy costs,

Cost and use of efficient technology,

financial incentive for reasonable

room temperatures,

adequate lighting

Economic capacity to Supply of energy

Supply Man with energy. to all to fulfil needs

Energy as economic factor for heating and food preparation

Economic Social


The Energy Diet

Work and Power of Men and Machines – teacher information

Part 1 – Preparing the experiments

Pupils conduct one or two simple experiments; two of them require working at a series of stations. Four experiments are described below – choose the ones which seem suitable for your purposes. Since the power in the sawing and drilling experiments can only be shown indirectly, it is advisable to help start off at least one of the two experiments described first (weightlifting and pushing the car).

In your preparation, please consider the technical knowledge required for the experiments! The evaluation of pushing the car requires physical knowledge, which, in Germany, is not imparted until class level 10. If you want to integrate the experiment, make sure you provide the basic principles for the evaluation.

In all cases, the learning target is to measure personal physical performance.

Well-equipped educational establishments providing other suitable equipment can also help with achieving the learning target. In Germany, for example, “energy bikes” are often available, which pupils can use to create electrical energy via a generator/ dynamo to run electric appliances such as a light bulb.

Pupil tasks are described in worksheet 350_3. The evaluation is described in part 2 of this teacher information.

Prepare the test stations as described here. Provide a pupil worksheet at each station. Then split the class into small groups and ask them to go round all the stations.

Ensure that the pupils take notice of the safety instructions in the worksheet, and assess whether the local situation requires any further safety measures in place.

Experiments should take about 25 minutes.

Weightlifting

Pupil work task: Lifting a 10 kg weight over a fixed roller or spindle

Materials:

• “fixed roller” or spindle, suitably anchored

• Suitably stable and freely accessible hanging point 2 – 5 m above the ground e.g. on a swing or top of a doorway

• Strong rope 8-10 m in length (a spindle requires a longer rope)

• Weight of approx 10 kg e.g. bucket full of sand, container of water or sack containing 2 -3 medicine balls

• Scales

• Stopwatch

• Measuring tape

• Small electric rope winch or powerful drill with suitable fixed anchor point and shaft to hold the rope

• Power supply

• Ammeter or (better) energy consumption measuring device with built-in ammeter


Setting up the experiment:

Hang the roller up securely; hang the rope over the roller.

Tie the weight to one end of the rope.

Make a mark under the roller; when the bottom of the weight reaches this, stop lifting the weight (keep sufficient distance from the roller – the top of the weight must not touch the roller).

Measure the distance between the floor and the marking.

Using the worksheet, pupils carry out extensive tests on their own physical performance.

Pupils and teacher investigate the power of the machine together. The rope winch/drill should be firmly anchored. Fix the rope to the drum/ shaft. Plug the machine into the mains, and connect the ammeter/energy consumption measuring device. Start the machine. As you did with the pupils, measure the time it takes to lift the weight. Also, read off the amperage from the measuring device. Then let the weight drop back down (e.g. in “reverse gear”).

Pushing a car

Pupil work task: pushing a car to a set maximum speed Materials:

• Vehicle (passenger car) of known weight and power

• Driver of known body weight

• Suitable test strip: a good 50 m long, free of other traffic straight, smooth (asphalt /concrete) and linear

• Stopwatch

• Measuring tape

• Chalk

Setting up the experiment:

On the test strip, mark the starting point and target point (25m further on) with a chalk line.

One pupil has the worksheet for recording the results. Take the car to the starting point. The driver gets behind the wheel, releases the handbrake and puts it out of gear. Another pupil takes the stopwatch and stands at the target point. Three other pupils position themselves behind the car.

The pupil with the stopwatch gives the signal to start and clicks the stopwatch. The three pupils push the vehicle as hard as they can to the target point. When the car arrives at the target point, the pupil standing there stops the watch. The three pupils release the car, which will gradually come to a halt.

Record the time.

The car goes back to the starting point, and three more pupils do the experiment.

When all the pupils participating have had a go at the experiment, the final run is made. The driver starts the engine, depresses the clutch and selects first gear. The pupil with the stopwatch gives the signal, and the driver covers the length of the strip as quickly as possible without changing gear. The time is measured and recorded.


Sawing

Work task for pupils: Sawing: sawing through a plank with a hand/electric saw.

Materials:

• A thick plank e.g. 20cm wide and 3-5 cm thick, with smooth edges (equal dimensions everywhere)

• Work bench or other suitable surface

• Hand saw e.g. tenon saw or hacksaw

• A small electric saw e.g. jigsaw, electric tenon saw or circular hand saw

• Vice, as required

• Protective goggles, and work gloves as required

• Power supply


• Stopwatch

Setting up the experiment Prepare the materials

Before the pupils start sawing, draw their attention to the safety instructions and explain how the saws work and how to operate them. Explain how both the electric saw and the hand saw work– e.g. pushing and pulling work differently.

The pupils then conduct the experiment as described in the worksheet.

Drilling

Work task for pupils: Drilling: drilling a plank with a hand drill/ electric hand drill/electric drilling machine

Materials:

• A thick plank e.g. 3-5 cm thick, with smooth edges (equal dimensions everywhere)

• Work bench or other suitable surface

• hand drill/ electric hand drill/electric drilling machine (each with a sufficiently sharp drill head and the same diameter)

• Vice, as required

• Protective goggles, and work gloves as required

• Power supply


• Stopwatch

Setting up the experiment: Prepare the materials

Before the pupils start drilling, draw their attention to the safety instructions and explain how the drills work and how to operate them. The pupils then conduct the experiment as described in the worksheet.


Part 2 – Evaluating each experiment

The class does the evaluation as a group. Explore the following issues:

• What power can man achieve (short-term/high/sustained performance)?

• What power can everyday machines achieve?

Ask pupils to report on what they observed in the experiments and the conclusions they have made.

Where possible for each experiment, try to determine the performance of the pupils and the machines.

Weightlifting

Pupils carry out work by lifting the potential energy of the “weight”. Equation: W = Epot = m*g*h

The faster the pupils carry out the work, the higher the performance. Equation: P = W/t

Exactly the same applies to mechanical work carried out by machines.

And the “energy consumption” and power consumption of the machine can be determined where the voltage of the electric circuit and amperage used are measured:

W = U * I * t P = W/t = U * I

And the output/ mechanical performance and input/ electric performance quotient can be calculated to determine the efficiency of the machine.

η = Pmech/Pel * 100%

Pushing a car

Work from the assumption that the car can proceed with almost no frictional loss. Under these conditions, the work of the pupils can be converted into kinetic energy:

W = Ekin = 0,5 * m * v² (m = vehicle mass + driver mass)

The combined performance of the pupils is calculated thus:

Pall = W/t

If three pupils have all pushed together, the performance of one of them is calculated thus:

Psingle = Pall / 3

To calculate work and performance, the speed of the car at the target point is required. This can be read from the tachometer, but this does not show any optimal variation, so the procedure is rather inaccurate. It is therefore more sensible to view the motion of the car– in a second approximation – as evenly accelerated motion. Equation:

s = ½ a * t² or transposed: a = 2 s / t²

where s and t are measurement values.


Now the speed at the target point can be calculated thus:

v = a * t

Proceed in exactly the same way to establish the performance of the machine.

The performance can now be compared with the performance data issued by the manufacturer (see car documentation).

Sawing

In this experiment, the work and performance of the pupils cannot be established directly; you must therefore use the machine for this.

Where the voltage of the electric circuit is viewed and the amperage is measured while sawing, the equation is:

W = U * I * t P = W/t = U * I

If a pupil saws through the same plank in a different place (with the same dimensions) s/he will be carrying out the same level of work as the machine. The equation is:

Wpupil= Wmachine

The performance of the pupil is then calculated thus:

P = W/t

Drilling

In this experiment, the work and performance of the pupils cannot be established directly; You must therefore use the machine for this.

Where the voltage of the electric circuit is viewed and the amperage is measured while drilling, the equation is:

W = U * I * t P = W/t = U * I

If a pupil drills through the same plank in a different place (with the same dimensions) s/he will be carrying out the same level of work as the machine. The equation is:

Wpupil= Wmachine

The performance of the pupil is then calculated thus:

P = W/t

NB

Depending on the ability of the class, an error analysis can be carried out afterwards. For example, the actual performance achieved by the pupils when pushing the car is greater than the value given in the instructions above, because the pupils also had to contend with roller friction and air resistance. However, an error analysis of the activity is not required to meet the learning target.


Part 3 – Summary

Result: human sustained work output is amazingly low; it is only around 100 W; higher performance can only be delivered short-term.

Even simple machines that we use every day deliver much higher levels of performance than we are capable of ourselves.

A few examples1

• The human heart 1.5 W

:

• Man (sustained performance) 80W-100W

• Horse (sustained performance) approx 400 W

• Man (short-term high performance in sport) 1.5 kW

• Drilling machine (moderate) 530 W

• High-speed train(drive horsepower) 6 MW Evaluate these machines accordingly!

1 nach http://www.uni-muenster.de/Physik.TD/elektrische_systeme.html


The Work and Power of Men and Machines – Worksheet for Pupils

Weightlifting Warning: you must follow the instructions below for your own safety:

• Nobody is allowed to remain under the weight suspended in the air.

• You must stop pulling the weight upwards as soon as it reaches the upper mark – the weight must not be pulled against the roller.

Now conduct the experiment as follows:

• One pupil holds the worksheet. S/he will record the mass of the weight, the height, the names of the participants and their different times.

• Weigh the weight with the scales provided. Measure the distance in height from the floor to the marking under the roller or ask the teacher to tell you the height.

• One pupil holds the stopwatch. S/he is responsible for giving start times and starting the stopwatch. When the weight has gone up, the pupil stops the watch and reads out the time.

• A third pupil holds the rope. When told to start, s/he pulls hard on the rope to raise the weight as quickly as possible. When the weight reaches the upper mark, s/he should stop pulling. S/he then lets the weight slowly back down to the floor and hands the end of the rope to the next pupil.

• The next pupil then takes a turn.


Record: weightlifting Record: weightlifting

Mass of the weight (kg): Distance in height between floor and marking (m):

Name of pupil Time (s) Weightlifting with the machine Time(s): Amps (A): Voltage (V)



Pushing a car Warning: you must follow the instructions below for your own safety:

• Where possible, always stay to the side of the test strip, and keep an eye out for other vehicles!

• Nobody is allowed directly in front of the car.


• One pupil has this worksheet. S/he records the mass of the car and driver, names of the participants and their times.

• One pupil holds the stopwatch. S/he is responsible for giving start times and starting the stopwatch. When the car has reached the target point, the pupil stops the watch and reads out the time.

• Three pupils position themselves behind the car. When told to start, they push it as quickly as possible to the target point. They must stop pushing when the car reaches the target point.

• When the car is back at the start point, the next pupils take their turn.


Record: pushing a car Record: pushing a car

Mass of the car (kg): Mass of the driver (kg): Power of the car (kW / PS): Length of the test strip (m):

Name of the pupil Time (s)

Car journey under engine power Time(s):



Arbeit und Leistung von Mensch und Maschine – Arbeitsbogen für Schüler

Sawing Warning: you must follow the instructions below for your own safety:

• Take care: saw blades are sharp! Treat saws responsibly.

• Ensure that the plank is fixed / clamped firmly in place.

• Always saw right at the edge of the table to stop the plank vibrating.

• Take care when operating the electric saw! Make sure that someone explains clearly to you how the saw works. Do not allow loose-hanging clothing or long hair to get caught in the saw. Anyone using the saw must have the correct clothing and hairstyle. They should also wear protective goggles.


• One pupil has this worksheet. S/he records the name of each participant and their times.

• One pupil has the stopwatch. S/he is responsible for giving start times and starting the stopwatch. When the plank has been sawn through, the pupil stops the watch and reads out the time.

• The plank should be clamped / fixed so that approx 10cm is sticking out over the edge of the table.

• A third pupil takes the handsaw and positions it approx 5cm from the end of the plank. When told to start, s/he saws through the plank as hard and quickly as possible. S/he then hands the saw to the next pupil.

• It is then the turn of the next pupil.

• When all pupils have finished sawing, the experiment is repeated with the electric saw. The electric saw is plugged in via a meter. The next few steps are carried out as for the hand saw, but a pupil must also read the amps on the meter at the same time.



Record: Sawing Record: Sawing

Plank dimensions Width (cm): Thickness (cm):

Name of pupil Time(s) Sawing with an electric saw Time(s): Amps (A): Voltage(V)



Drilling Warning: you must follow the instructions below for your own safety:

• Take care: drills are sharp! Treat them responsibly.

• Ensure that the plank is fixed / clamped firmly in place.

• Always drill right at the edge of the table to stop the plank vibrating.

• Be careful when working with the (hand or electric) drill. Make sure that someone explains clearly to you how the drill works. Do not allow loose-hanging clothing or long hair to get caught in the drill. Anyone using the drill must have the correct clothing and hairstyle. They should also wear protective goggles.


• One pupil has this worksheet. S/he records the name of each participant and their times.

• One pupil has the stopwatch. S/he is responsible for giving start times and starting the stopwatch. When the plank has been drilled through, the pupil stops the watch and reads out the time.

• The plank should be clamped / fixed so that approx 10cm is sticking out over the edge of the table.

• A third pupil takes the hand/electric drill and positions it approx 5cm from the end of the plank. When told to start, s/he drills through the plank as hard and quickly as possible. S/he then hands the hand/electric drill to the next pupil.

• It is then the turn of the next pupil.

• When all pupils have finished drilling, the experiment is repeated with the electric drill. The electric drill is plugged in via a meter. The next few steps are carried out as for the hand drill, but a pupil must also read the amps on the meter at the same time.


Record: Drilling Record: Drilling

Plank thickness (cm):

Name of pupil Time(s) Drilling with an electric drill Time(s): Amps (A): Voltage(V)


The Energy Diet

Work Requires Energy – Teacher Information

Part 1 – Where does energy come from?

Draw a diagram on the blackboard with the help of the pupils. Start at the top with the work done in the experiments, and keep asking the question: “Where does the energy come from?”

Mechanical work

Electrical energy(current)

Chemical energy(petrol/diesel)

Chemical energy

blood sugar, fats

Electric engine Combustion engine Muscles

Crude oil

Uranium/nuclear fuels

Fats, carbohydrates and proteins in

plant and animalfoods

Power station / generator / Solar cell

Refinery Digestive system

Where does energy come from?

Anthracite Water, wind,lightNatural gaslignite OtherCrude oil

plants animalsThe sun

The following issues are considered in the above diagram:

• Across the EU, approx every third kWh of electricity is nuclear at source (see Material energiediaet_01); accordingly, nuclear fuels are at the top of the list of fuels producing electricity. Other fuels are listed in order of their importance in terms of electricity generation in the EU.

• Finally, solar energy – even if greatly transformed – is the energy we use most often (apart from nuclear and geothermal energy), as clearly indicated by the two dotted lines running from “the sun”.

Depending on the learning stage of the class and the teaching context, the question “Where does the energy come from?” can be developed further. For example, you can include the situation of the energy industry in your country and go into the fuel resources and major energy companies where you are.


Part 2: how much energy is there in food, and how much energy does a person use to carry out mechanical work?

To play the ordering game, print out the cards from Material energiediaet_05 as A4 sheets – there are 10 food cards and 10 work cards.

Fix the food cards together on the left side of the blackboard. On the right, write the energy content in kJ or kcal next to the first food item (international standard is kJ, you can use kcal if your pupils are more familiar with it. The table below allows both units).

Leave room for the equivalent value in kWh and then fix the relevant mechanical work card to the left.

Now issue the following conversion factor: 1 kJ = 1 kWh / 3,600 or 1 kcal = 1 kWh * 1,163 / 1.000

Get the pupils to calculate the energy content of the food in kWh and explain that this food energy figure is sufficient to carry out the work represented on the work card. Point out which electrical devices have the same value.

Now pick the next work card. Ask the pupils which food energy is used for the work shown on it. After 2-3 goes, show the correct answer, give the energy content of the food in kJ and get the pupils to recalculate the value in kWh.

Continue until all the cards are up.

To loosen up and for demonstration purposes, you could bring skipping ropes and let the children try if they can skip rope for 8 minutes, thus converting the energy content of one apple into mechanical work, which equals the energy required to boil 6 eggs in an egg boiler.

Energy and work (all values rounded)

Nahrung Energy (kJ)

Energy (kcal)

Energy (kWh)

Work (mins skipping)

Work (devices)

Capri Sun (200 ml) 430 103 0,12 13 10 slices of bread in toaster

Kinder Happy Hippo (20,7 g) 490 117 0,14 14 Running computer for 1 hour

Creamy Yoghurt (150 g) 650 155 0,18 19 12 mins of Blow-drying one’s hair

Crisps (175 g) 3900 931 1,08 112 45 mins of vacuuming (1400 W power)

Apple (125 g) 290 69 0,08 8 Boiling 6 eggs in egg boiler

Egg (60 g) 420 100 0,12 12 Running TV for 1h (120 W power)

Magnum White lolly (110 ml) 1320 315 0,37 38 Running small freezer for one day (100 l)

Knoppers (25 g) 560 134 0,16 16 Boiling of 1,5 l water in kettle

Cheeseburger (170 g) 1900 453 0,53 55 Running a 140 l refrigerator for one day

Banana (230 g) 980 234 0,27 29 Heating 5 l water to 55 °C in domestic hot water tank

Of course, these figures are not individual results, but simplified average values. Average values. The following background information is therefore important to you as a teacher (please consider how you would personally like to present them to the pupils).


• The pupils need energy to grow, for physical and mental activity and for basic bodily function. The work shown above only takes into account the energy requirement for physical activity, and not for the basic bodily function essential at the same time.

• Energy requirement is greatly dependent on the body mass being moved. A body mass of 50kg is used here to form the basis of the data. A heavier pupil will require a correspondingly higher amount of energy, and a lighter pupil a correspondingly lower amount.

This impinges on two different aspects:

Health: to maintain good health, it is important to keep a sensible balance between energy uptake and requirement in the human body. Excess energy is stored as fat reserves. Pupils can learn in a playful way how to burn off the nosh they love to eat!

• Energy industry: in the experiment, the pupils have already learned that, compared with machines, they are poorly equipped to carry out much work. By calculating the energy content of foods, they can create the foundation for comparing their own energy uptake with their energy requirements and recognising also that the food energy we take in only makes up a small part of our entire energy consumption.

The following table shows how much food energy children and young people need every day. This includes all the needs mentioned above, energy for growth, physical and mental activity and basic body function.

These are naturally only simplified average values.

Daily food energy requirement of children and young people

Male Female Age in years kJ kWh kJ kWh

1 – 4 4,710 1.3 4,280 1.2

4 – 7 6,420 1.8 5,990 1.7

7 – 10 8,130 2.3 7,280 2.0

10 – 13 9,840 2.7 8,560 2.4

13 – 15 11,560 3.2 9,420 2.6

15 – 19 13,270 3.7 10,700 3.0


Part 3: In what order of magnitude do we use energy in our everyday lives?

Pupils can work alone or with a partner with the energiediaet_06 worksheet.

Background information:

Transport data taken from: http://www.bus-und-bahn-im-griff.de/interessantes/energieverbrauch_bus_bahn.html Heating energy requirement assessment based on the following (German) standards:

Evaluation of heating energy consumption Consumption Evaluation

< 20 kWh / m² a excellent (low energy house standard) 20-70 kWh / m² a Very good (low energy house or German Energy Saving

Ordinance standard, 2002) 70-100 kWh / m² a good (German Heat Insulation Ordinance standard, 1995) 100-150 kWh / m² a average 150-250 kWh / m² a Average non-refurbished old building with high potential for

energy savings >250 kWh / m² a Extremely high; thorough refurbishment essential Three categories were created for the pupil worksheet; annual consumption was divided by 365 to arrive at consumption for a single day. Naturally, heating energy consumption varies a lot; in summer, we use hardly any heating energy, and in winter we use a lot.

Give pupils enough time to complete the worksheet, and then collate the data. You can also draw the table from the worksheet up on the blackboard, ask 2-3 pupils for their data on the issues and enter them in it.

Evaluate everything based on the following questions:

• In which of the areas on the table do your pupils consume the most energy?

• What would that amount of energy cost? (Apply local tariffs, e.g. 1kWh = 0,08 €)

• Which areas of daily energy consumption are still missing?

• How does such energy consumed for heating and running appliances/machines relate to the requirement for food energy? (cf table on P.3)?

http://www.bus-und-bahn-im-griff.de/interessantes/energieverbrauch_bus_bahn.html�

Where does energy come from?

Mechanical work

gy

Electric engine Combustion engine Muscles

Electrical energy(current)

Chemical energy(petrol/diesel)

Chemical energy

blood sugar, fats

Power station / Refinery Digestive system

Crude oil

U i / l f l

Fats, carbohydrates and proteins in

generator / Solar cell

Uranium/nuclear fuels and proteins in plant and animal

foodsAnthracite Water, ,wind,lightNatural gaslignite O h

plants animalsThe sun

OtherCrude oil

13 min

14 min

19 min

112 min

12 min

38 min

16 min

55 min

29 min


Work requires energy – worksheet for pupils Find out how much energy you use in a normal school day! All values on this sheet refer to one single day.

First, consider what you use energy for (first column in the table).

Then think about the scope of your energy consumption e.g. how many km you travel by bus or train in a normal school day. Enter this in the second column of the table.

Then calculate the corresponding energy consumption by multiplying your entry (column2) by the calculation factor (column 3). Enter the result in column 4.

Together we will discuss the costs resulting from the energy consumption (last column).

Work Requires Energy What for? How much? Calculation

factor Energy consumption

Costs

Transport (school journey, leisure...) By bus / train / moped km 0.23 kWh/km kWh €

By car km 0.75 kWh/km kWh €

Heating energy (heating your own room) Work out the size of your room (length x width = surface area in m²; if you share a room with one or more relatives, divide the surface area by the number of people and enter this result into the second column.) Highly modern, energy-efficient house, five years old or under

m² 0.15 kWh/m² kWh €

Modern/refurbished house, where the exterior walls of the room feel a bit cool in winter; double-glazed windows


Old, non-refurbished house, where the exterior walls of the room feel cold in winter; single glazed windows with no seals against draught


Electric appliances (in your room or used by you) Enter in the second column the amount of time you left the respective appliance switched on. If you have multiples of some appliances (e.g. bulbs), add up all the times. Lamps with light bulbs h 0.06 kWh/h kWh €

Lamp with halogen spots h 0.10 kWh/h kWh €

Lamp with low-energy bulb h 0.01 kWh/h kWh €

Medium tube TV h 0.10 kWh/h kWh €

Large plasma TV h 0.30 kWh/h kWh €

Computer with sound h 0.15 kWh/h kWh €

Radio h 0.03 kWh/h kWh €

Hair dryer h 1.60 kWh/h kWh €

Total (add up all values from the right column) kWh €

Tabelle1

Year 1 2 3 4 5Energy reserv 2000 2000 1900 1720 1540Energy consu 200 300 380 500 600

0

500

1000

1500

2000

2500

1 2 3 4 5

Ener

gy

Year

"Energy consumption" evaluation (sample diagram)

Energy reserve

Seite 1

Career card Level 1: Self-supporting You feed yourself and your family from farming, animal husbandry or catching fish. In good years, the harvest is enough to survive on, but in bad years you go hungry. Income available for consumption: 0 You sell – if at all – only as small part of your produce, and use the income to buy seeds, drinking water and other items. You have no money left for consumption. Opportunity to advance: 0 You have no opportunity to find better-paid work for yourself. Everyday energy use: 1 You use hardly any electricity, petrol or similar energy.

Career card Level 2: Simple manual work You earn your living from simple, physically demanding unskilled labour, for which no training is required. You are e.g. a water carrier or harvest worker on a plantation. You earn only just enough to survive. Income available for consumption: 1 You use nearly all of your income to buy provisions and water and to pay the rent for your hut. This means you have hardly any money left for consumption. Opportunity to advance: 0 You have hardly any opportunity to find better-paid work for yourself. Everyday energy use: 2 You use almost hardly any electricity, petrol or similar energy.





Career card Level 3: Manual labour You earn your living from simple, physically demanding labour, for which you have received brief training. You are an assistant at e.g. a building site or slaughter house. Income available for consumption: 3 You use nearly all of your income to buy provisions and water and to pay the rent for your hut. This means you have only a little money left for consumption. Opportunity to advance: 0 You have hardly any opportunity to find better-paid work for yourself. Everyday energy use: 4 You use very little electricity, petrol or similar energy.

Career card Level 4: Qualified work You earn your living from demanding, partly physical labour, for which you have received some training. You are e.g. a herdsman, fisherman or driver. Income available for consumption: 10 You use most of your income to buy provisions and water and to pay the rent for your flat. This means you have very little money left for consumption. Opportunity to advance: 0 You have hardly any opportunity to find better-paid work for yourself. Everyday energy use: 8 You use very little electricity, petrol or similar energy.





Career card Level 5: Skilled work You have undergone professional training and found a post. You are e.g. a construction worker, forest worker, engine driver or cook. Income available for consumption: 30 You use a large part of your income to buy provisions and clothing and to pay the rent for your flat. This means you have little money left for consumption. Opportunity to advance: 1 If you try hard, you can find better-paid work. You may – if you want to – swap this career card for a level 6 card in the next round. Everyday energy use: 16 You use little electricity, petrol or similar energy.

Career card Level 6: Qualified skilled work You have learned a trade and found a job giving you responsibility over colleagues. You are e.g. a construction site overseer/foreman, company shift manager or nurse. Income available for consumption: 100 When you have paid your basic living expenses (e.g. provisions, clothing and rent), you have some money left for consumption. Opportunity to advance: 1 If you try hard, you can find better-paid work. You may – if you want to – swap this career card for a level 7 card in the next round. Everyday energy use: 32 You use little electricity, petrol or similar energy.





Career card Level 7: Qualified skilled work You have studied or qualified in some way. You have a job with a lot of responsibility. You are e.g. a master craftsman in a handicraft business, branch manager for a trading company or a teacher. Income available for consumption: 300 When you have paid your basic living expenses (e.g. provisions, clothing and rent), you have a reasonable amount of money left for consumption. Opportunity to advance: 1 If you try hard, you can find better-paid work. You may – if you want to – swap this career card for a level 8 card in the next round. Everyday energy use: 64 You use a considerable amount of electricity, petrol or similar energy.

Career card Level 8: Work at national level In your job, you are responsible for lots of people or a large territory. You are e.g. a company sales manager, city mayor or university professor. Income available for consumption: 1,000 Your income is very good. You always have plenty of money left to buy what you want. Opportunity to advance: 1 If you try hard, you can find better-paid work. You may – if you want to – swap this career card for a level 9 card in the next round. Everyday energy use: 64 You use lots of electricity, petrol or similar energy.





Career card Level 9: Work at international level You have a huge amount of responsibility in your job; you often travel abroad to meet your many international contacts. You are e.g. the manager of the subsidiary of an international company on another continent, a banker or the Foreign Minister of a rich (German) Land. Income available for consumption: 3,000 You have a very high income. You can buy almost anything you want. Opportunity to advance: 1 If you try hard, you can find better-paid work. You may – if you want to – swap this career card for a level 10 card in the next round. Everyday energy use: 128 You use lots of electricity, petrol or similar energy.

Career card Level 10: Star You have an amazing job that makes you extremely well-known and takes you all around the world. You are e.g. the director of an international automobile company, a pop star or a top professional footballer. Income available for consumption: 10,000 You have an astronomical income. You can afford anything you want. Opportunity to advance: 0 You’ve reached the top, and you can’t go any further. Everyday energy use: 256 You use extremely high levels of electricity, petrol or similar energy.

Career card Level 9: Work at international level You have a huge amount of responsibility in your job; you often travel abroad to meet your many international contacts. You are e.g. the manager of the subsidiary of an international company on another continent, a banker or the Foreign Minister of a rich (German) Land. Income available for consumption: 3,000 You have a very high income. You can buy almost anything you want. Opportunity to advance: 1 If you try hard, you can find better-paid work. You may – if you want to – swap this career card for a level 10 card in the next round. Everyday energy use: 128 You use lots of electricity, petrol or similar energy.

Career card Level 10: Star You have an amazing job that makes you extremely well-known and takes you all around the world. You are e.g. the director of an international automobile company, a pop star or a top professional footballer. Income available for consumption: 10,000 You have an astronomical income. You can afford anything you want. Opportunity to advance: 0 You’ve reached the top, and you can’t go any further. Everyday energy use: 256 You use extremely high levels of electricity, petrol or similar energy.

Event card Nothing in particular has happened for you.


Event card Bad luck: Your career is going downhill. Give up your career card and ask for a card of one level lower in return. If you are already at level 1, nothing changes.


Event card Good luck: Your career is progressing. Give up your career card and ask for a card of one level higher in return. If you are already at level 10, nothing changes.




Event card Bad luck: Your career is going downhill. Give up your career card and ask for a card of one level lower in return. If you are already at level 1, nothing changes.


Event card Good luck: Your career is progressing. Give up your career card and ask for a card of one level higher in return. If you are already at level 10, nothing changes.


Consumer card Moped Cost: 2 money units Energy consumption: 2 energy units The moped will last 10 years, so give the card up in the next round.

Consumer card Compact car Cost: 10 money units Energy consumption: 5 energy units The car will last 10 years, so give the card up in the next round.







Consumer card Medium-sized car Cost: 50 money units Energy consumption: 10 energy units The car will last 10 years, so give the card up in the next round.

Consumer card Luxury car Cost: 500 money units Energy consumption: 15 energy units The car will last 10 years, so give the card up in the next round.





Consumer card Plane Cost: 1,000 money units Energy consumption: 25 energy units The plane will last 10 years, so give the card up in the next round.

Consumer card Plane Cost: 1,000 money units Energy consumption: 25 energy units The plane will last 10 years, so give the card up in the next round.

Consumer card Holiday at home Cost: 20 money units Energy consumption: 5 energy units You can use this card for ten years to go on holidays; give it up in the next round.

Consumer card Holiday in another country Cost: 30 money units Energy consumption: 10 energy units You can use this card for ten years to take holidays; give it up in the next round.

Consumer card Holiday at home Cost: 20 money units Energy consumption: 5 energy units You can use this card for ten years to take holidays; give it up in the next round.


Consumer card Holiday at home Cost: 20 money units Energy consumption: 5 energy units You can use this card for ten years to take holidays; give it up in the next round.


Consumer card Holiday on another continent Cost: 50 money units Energy consumption: 20 energy units You can use this card for ten years to take holidays; give it up in the next round.

Consumer card Holiday on another continent Cost: 50 money units Energy consumption: 20 energy units You can use this card for ten years to take holidays; give it up in the next round.

Consumer card Energy-saving technology, solar energy system Cost: 20 money units Energy consumption: minus 20 energy units Energy-saving technology, solar energy system Lasts for 30 years, so give up the card after three rounds.

Consumer card Bungalow with garden Cost: 50 money units Energy consumption: 10 energy units The holiday home lasts for 50 years, so you can keep the card until the end of the game.





Consumer card Large holiday home Cost: 500 money units Energy consumption: 20 energy units The holiday home lasts for 50 years, so you can keep the card until the end of the game.

Consumer card Luxury villa Cost: 5,000 money units Energy consumption: 100 energy units The luxury villa lasts for 50 years, so you can keep the card until the end of the game.

Consumer card Large holiday home Cost: 500 money units Energy consumption: 20 energy units The holiday home lasts for 50 years, so you can keep the card until the end of the game.

Consumer card Luxury villa Cost: 5,000 money units Energy consumption: 100 energy units The luxury villa lasts for 50 years, so you can keep the card until the end of the game.

1

1 1 1 1

2 2 2 2

5 5 5 5

10 10 10 10

20 20 20 20

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100 100 100 100

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500 500 500 500

1000 1000 1000 1000

2000 2000 2000 2000

5000 5000 5000 5000

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10 10 10 10

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Die Energie-Diät - 1 -

“Energy consumption” Simulation – Worksheet for pupils

Referee You are the referee, and the other pupils are the players. You are responsible for explaining the rules, running the game, dealing the cards out and collecting up unwanted cards...

First read out the following text:

Hello players! You are citizens of our earth.

Three of you live in Asia, one in Africa or South America and one in Europe, North America or the former Soviet Union.

Three of you suffer from intermittent or constant hunger.

Three of you have showers, toilets and baths, but two of you don’t. One or two of you don’t even have clean drinking water.

One of you earns three times more than the other four put together.

Four of you have electricity, two have your own radio and one has a TV.

Only about half of you can read and write.

Now you will each be given your roles.

Now take one each of the career cards with the number 1, 2, 3, 5 and 7. Turn them over, face down, shuffle them and ask each player to pick one.

Each player now reads what is on his/her career card.

Now read out the following text:

We are now going to play a game to simulate how we live and consume energy. It is not a competition, and winning is not the objective.

We will play five rounds. Each round stands for a life period of ten years.

At the beginning of each round, you will have reached a certain level in your career, which is shown on your career card.

From the beginning of the second round, you can change your profession. If Opportunity of Advancement: 1 is shown on your career card, you can swap your career card accordingly – but you don’t have to. You also pick an event card, which can also lead to changes in your professional life.

You will see on your career card how much money you have left for consumption in one round. This is the money I have given you to play the game with.

You can buy houses, cars or holidays with it as you wish and as you can afford to over the next ten years. If there isn’t enough, or you don’t want to spend it, you can save it.


At the end of the round, we will find out how much energy we have used. We use energy in our daily lives and in consumption.

Continue as follows:

Round One

• Deal out the career cards.

• Give each player the amount of money s/he has left for consumption according to his/her career card.

• Lay the consumption cards on the table and read out the options for consumption.

• Now each player can buy the consumption cards that they can afford.

• Now establish energy consumption. Each player states the amount for energy consumption on his/her career card and consumption card. Explain the following:

Energy consumption on the career cards stands for everyday life, meaning energy for providing meals, heating your home, and the energy for machines needed at work.

Energy consumption on the consumption cards stands for the extra things we buy, such as cars, holiday homes and holidays.

• Add up the total for each pupil and enter their name and energy consumption in the game record. Please note that the 20 “Energy points” on the consumption card “Energy saving technology/Solar panel” need to be deducted, not added!

• Now add up the total energy consumption for all the players and enter in the right-hand column of the game record.

Following Rounds

• Each player who has a career card with Opportunity of Advancement: 1 on it may change profession. S/he can exchange his/her career card with you. But the player can choose not to if s/he doesn’t want to advance his/hercareer.

• Each player draws an event card. Depending on the event, s/he must go forwards or backwards in his/her career by exchanging his/her career card with you.

• Now collect up the consumption cards where the validity has run out (e.g. all car and holiday consumption cards).

• Pay each player the money s/he has left for consumption according to his/her, career card.

• All the consumption cards are now left on the table. Each player can buy the consumption cards s/he can afford.


• Now we work out energy consumption. Each player tells you the amount for energy consumption on his/her career cards and consumption cards. Add all the figures together and enter them in the game record.

• Now add up the total energy consumption for all the players and enter in the right-hand column of the game record.

The game finishes after five rounds. Collect up all the cards.

Energy Consumption – Game Record – Energy Consumption Round Name: Name: Name: Name: Name: Total 1 2 3 4 5

Limitations of the Energy IndustryLimitations of the Energy Industry

Fossil fuels are only available to a limited extentFossil fuels are only available to a limited extent.

Combustion of fossil fuels releases CO2,the predominant greenhouse gas produced by Man.

There are other noxious bi-products of combustion suchThere are other noxious bi products of combustion, such as soot, breathable dust, sulphur dioxide and nitric oxide.Nuclear energy is an alternative, but also a safety risk.

Nuclear energy is an alternative, but also a safety risk.

Until now a minority of people have been using the mostUntil now, a minority of people have been using the most fuel, which is unjust.

Characteristics of CO2Characteristics of CO2

A natural component of the atmosphereA natural component of the atmosphere

Is (naturally) released by all living things via respiration, is released by volcanic activity…

Required by plants as a raw material for photosynthesisRequired by plants as a raw material for photosynthesis

Released (by Man) in the combustion of carbonaceous fuels (e.g. oil, natural gas, coal, wood); also released when the earth is violently disturbed

In 2005, 379 ppm (0.0379 percentage volume) recorded in the atmosphere; this is an increase of 35% compared the start of the Industrial Age (circa 1750)

Certain to increase in the atmosphereCertain to increase in the atmosphere

Greenhouse EffectGreenhouse Effect

No greenhouse Natural greenhouse Man-madeNo greenhouse effect:

Minus

Natural greenhouse effect :

Man made greenhouse effect :

Minusgreenhouse effect -18°C

With naturalgreenhouse gases

+15°C on the

With man-madegreenhouse gases

almost +16°Con the Earth‘s surface(average)

+15 C on the Earth‘s surface(average)

almost +16 C

additonal +0 74°C in the 20th(average)

+33°C+0.74 C in the 20th C

Certain toCertain to increase

CO2 is the predominant greenhouse gas released by Man; it is responsible for nearly 80% of the man made greenhouseis responsible for nearly 80% of the man-made greenhouse effect

Global warming – and?!Global warming and?!

The following effects are feared:The following effects are feared:

Melting of the glaciers

Problems with drinking water, such asIncrease in sea level coastal floodingIncrease in sea level, coastal flooding

Increase in extreme weather events (torrential rain,heat waves, storms)

More heavy rain in higher areasMore heavy rain in higher areas

Less heavy rain in subtropical mainland regions(and problems with agriculture and hunger, for example)

Animals and plants change their habitatsAnimals and plants change their habitats,or are threatened with extinction

Climate Protection and the Energy DietClimate Protection and the Energy Diet

The greater the levels of global warming the more seriousThe greater the levels of global warming, the more serious the effects will be.

To prevent severe changes to the climate, the atmosphere should not warm up beyond2°C maximum compared to pre-industrial timesindustrial times.

The concentration of CO2 should be capped at 350 ppm(parts per million).

Current situation: 379 ppm and increasingCurrent situation: 379 ppm, and increasing.

Time for an energy diet!

Energy Diet – why?Energy Diet why?

•Fossil fuels are only available to a limited extent•Fossil fuels are only available to a limited extent.

•Combustion of fossil fuels releases CO2,the predominant greenhouse gas produced by Man.

•There are other noxious bi-products of combustion such•There are other noxious bi products of combustion, such as soot, breathable dust, sulphur dioxide and nitric oxide.

•Nuclear energy is an alternative, but also a safety risk.

Until now a minority of people has been using the most•Until now, a minority of people has been using the most fuel, which is unjust.

Energy Diet – what?Energy Diet what?

• Cap the man-made greenhouse effect (man-made globalCap the man made greenhouse effect (man made global warming) at 2°C maximum

• Cap the concentration of CO2 in the atmosphere atCap the concentration of CO2 in the atmosphere at 350 parts per million maximum

• Cap greenhouse gas emissions at approx 2t per person• Cap greenhouse gas emissions at approx 2t per person by the year 2050

Energy Diet – how?Energy Diet how?

“Halve energy consumption and increase renewableHalve energy consumption and increase renewable energy to 50% by the year 2050” (German Environmental Protection Agency, 2007)

Strategy No. 1: Raising energy efficiency

• make more out of less• make more out of less

• e.g. 3-l-car, thermal insulation of buildings, modern heating systemsheating systems

Strategy No. 2: Use of renewable energy

• e.g. Solar radiation, wind energy, water power, biomass (wood, straw and other plant and animal waste,

“f el crops”) geo thermal energ“fuel crops”), geo-thermal energyEnergy from the sun is almost unlimited.

f bt i i h t d f l• for obtaining heat, power and fuel

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Energy Diet – who?Energy Diet who?

Everyone can and should be involved:Everyone can and should be involved:

• Industry manufacture energy-efficient appliances and products; use energy sparingly for productionproducts; use energy sparingly for production

• Agriculture and forestry use waste to generate energy;• Agriculture and forestry use waste to generate energy; produce fuel crops(where environmentally friendly)

• Policy create suitable conditions e g via support• Policy create suitable conditions e.g. via support programmes, eco-tax, setting an example

• Schools make strong commitment to saving energy, install solar panels, purchase eco-power, highlight the p , p p , g gproblems, deliver knowledge and skills

• Private individuals make strong commitment to saving ate d dua s a e st o g co t e t to sa genergy, purchase eco-power, use eco-friendly transport, build solar panels, recruit others to the cause

Energy Diet – when?Energy Diet when?

Now TodayNow. Today.

where it is really worth it

Where it will have an effect.

We can start with a few experiments and investigative exercises.


The Energy Diet

The Energy Diet – Teacher information

Part 1 – Introduction

Using the slides from the energiediaet_11 material, you can demonstrate two basic strategies for an “Energy Diet”: energy efficiency and the use of renewable energy.

Part 2 – Experiments / Investigative Exercises

By doing a few experiments and investigative exercises, pupils can learn about some examples of these strategies.

Tasks are carried out in small, work-specific groups – each group carries out one exercise only.

For large classes, exercises can be set up twice, so that two groups carry out the same exercises at the same time. If there is more time available, however, the groups can rotate through all the stations.

We have suggested more exercises than actually need to be carried out – this means that you can choose according to the ability level of the class or equipment available at your particular education establishment.

You can also use other suitable exercises.

Lighting

Learning target: energy-efficient bulbs and LED bulbs are hugely more efficient than filament or halogen bulbs.

Materials:

• Lamp body (e.g. clip-on spotlight) with e.g. 60 W filament bulb

• Lamp body (e.g. clip-on spotlight) with e.g. 15 W energy-efficient bulb

• Connection lead

• Energy consumption measuring device or suitable ammeter or multimeter (compatible with the power plugs on the bulbs without any extra cabling)

• Possible addition: complete halogen light e.g. 60 W and bulb e.g. 10 W LED

• Possible addition: a stand to fix the light to

Experiment set-up: the pupils do this themselves.

Energy loss on standby

Learning target: to recognise that many electrical appliances use power even when not in use.


Materials:

• Energy consumption measuring device

• Access to electrical appliances in the school e.g. in the computer room (computer and accessories), in the Secretary’s office (copier, fax machine) or in the common room (video recorder, music centre)

Experiment set-up: the pupils do this themselves.

For this experiment, please ensure that pupils only switch electric appliances off briefly. They must be turned off correctly to avoid damage or data loss.

Answering machines, fax machines and video recorders sometimes don’t have an OFF switch, (and no OFF mode). There is a relatively high risk of data loss in such cases (e.g. messages on the answering machine). Please consult the people in authority first.

Renewable energy (photovoltaic, solar heat, wind energy) Learning target: to recognise that we can use renewable energy to produce heating energy and electric power.

Materials: models/kits for

• Photovoltaic system

• Solar heater

• Solar cooker

• Wind generator

Experiment set-up:

Using a solar cooker or model of a solar-thermal installation, for example, a temperature-time-curve could be generated and the efficiency calculated.

Using a wind generator or photo-voltaic mechanism, research could be done into which factors affect the level of performance achieved.

The actual experiment set-up and procedure depend on the models/kits on hand. This will not therefore be described here, and there is no worksheet for pupils.

Fuel consumption of passenger vehicles Learning target: to recognise that (relatively) fuel-efficient cars are available.

Materials: Computer with Internet connection

Experiment set-up:

This is a research exercise, so no special set-up is required.


Part 3 – Evaluation

The pupil groups present their task and what they have discovered.

You can summarise the conclusions in the table outlined below. You can also address areas, problems and solutions that did not play a part in the pupils‘experiments/exercises.

The Energy Diet Area Problem Solution Our contribution Electrical appliances

Many modern appliances such as TVs, video recorders and music centres can no longer be switched OFF, but waste energy in STANDBY mode.

Disconnect appliances fully e.g. via a multiple socket than can be turned ON/OFF.

1. Examine the school computer room closely. 2. Buy a multiple socket for your own computer so it can be turned ON/OFF.

...

...

Heating energy Classrooms should be heated to 20°C. An increase of 1°C uses 6% more energy. Any lower, and it would be uncomfortable.

Check temperature and set the heating accordingly.

Put a thermometer up in the class room. Where possible, put in the relevant thermostats; otherwise, speak to the caretaker.


The Energy Diet – Worksheet for pupils

Lighting Safety notice: You will be working with mains power in this experiment. Be careful!

Light bulbs get hot. – do not touch the glass!

Before you start, ask the teacher to explain how the measuring device works.

1. Plug in the measuring device. If it is an energy measuring device, set it to display the output (W). If it is an ammeter or multimeter, set it to display amperage (mA).

2. Connect the spotlight with filament bulb to the measuring device. Switch on the light.

3. Read the result and write it down.

4. Switch off the spotlight/light and pull the jack out of the measuring device.

5. Now connect the jack of the spotlight with the energy-efficient bulb to the measuring device. Switch the bulb on.

6. Read the result and write it down.

7. Switch off the spotlight/bulb and pull the jack out of the measuring device.

8. Repeat the same procedure for the other bulbs.

9. Now compare the performance (energy consumption in W) of the bulbs investigated. You will first need to calculate performance using the equation W = U * I (performance= voltage * amperage)

10. Now consider why different bulbs deliver different levels of performance (different rates of power usage). Write down your thoughts.



Standby Safety notice: You will be working with mains power in this experiment. Be careful!

Before you start, ask the teacher to explain how the measuring device works.

For this experiment, you must disconnect the appliances you are investigating from the mains in order to attach the measuring device. First switch off the appliances correctly (shut a computer down first, for example), or you could damage them or lose data.

1. Switch off the appliance you are investigating.

2. Connect the jack of the energy consumption measuring device to the socket. Set it to display the output (W).

3. Connect the jack of the appliance you are investigating to the measuring device. With some appliances, you won’t see anything happening; other appliances (with no OFF switch e.g. fax machines) will automatically go into READY mode. Wait a minute for this to happen.

4. Look at the dial on the measuring device, read the result and enter in the record under “OFF/standby”.

5. Where possible (e.g. copier, computer), switch the appliance on. Wait a short time for it to start. Don’t do anything else (i.e. don’t make any copies or work on the computer). Now read the result on the energy consumption measuring device and enter this on the record, too.

6. Now switch the device off and remove the jack from the measuring device.

7. Repeat the same procedure for the other appliances.

8. Now think about why some appliances use power even when they are not in use.


Record of Energy Loss on Standby

Appliance Loss(example; in W) Loss (measured, in W) Annual cost*

DVD player 15

PC loudspeaker 10

Ink-jet printer 12

Colour laser printer 103

Loudspeaker 57

Hard drive recorder 63

Source: German Federal Environment Agency (2008): Saving energy at home. Tips and information on the correct use of energy. Download at: www.umweltdaten.de/publikationen/fpdf-l/188.pdf *The German Federal Environment Agency estimates the annual costs for Germany at €1.46 per Watt (continuous operation). Pupils can also work this out at current electricity prices. (P=W*t annual electricity usage = standby loss * hours per year; use current electricity price).



Fuel consumption of passenger vehicles. 1. What kind of vehicle do your parents/teacher drive?

2. Check on the Internet how much fuel these vehicles use per 100 km! Record the results and the source of your information!

3. Check on the Internet which cars are particularly fuel-efficient and how much fuel they use per 100 km. Record this information and the sources, too.

4. In your opinion, what are the factors in terms of fuel consumption? Find as many factors as you can and write them down.

5. Find a fuel-efficient car that you like and tell the class.

energy diet

Documents

unit of energy

energy conversion

conversion of energy

energy converters

concept of energy

biology junior high

man chemistry secondary

machine energy efficiency