CH 5 Where energy is used in the home Chapter 5 Where energy is used in the home Introduction This chapter compromises a set of activities, which focuses on how and where we use energy in our homes The activities consider - • the type of energy sources we use in our homes • where does this energy come from? • the relationship between primary energy sources and end use of energy • where and for what type of activities do we use energy? • how can we estimate and measure the energy consumption in our houses • how much energy do household appliances consume • comparison between appliances and which ones uses the most and which ones uses the least? TREAM project Resource book for schools V200 d10042005
Transcript
CH 5 Where energy is used in the home
Chapter 5 Where energy is used in the home
Introduction
This chapter compromises a set of activities, which focuses on how and where we use energy in our homes The activities consider -
• the type of energy sources we use in our homes • where does this energy come from? • the relationship between primary energy sources and end use of energy • where and for what type of activities do we use energy? • how can we estimate and measure the energy consumption in our houses • how much energy do household appliances consume • comparison between appliances and which ones uses the most and which
ones uses the least?
TREAM project Resource book for schools
V200 d10042005
CH 5 Where energy is used in the home
Activity 5.1: different uses of energy There are ten cards illustrating different uses of energy. Examine each card in turn and then complete the tasks below Tasks: Identify the energy use and discuss with your group what you see. Then fill in the table Discuss with your group how many hours a day this energy use occurs and complete the last column. Discuss which appliance uses the most, and which one uses the least energy and why. Notes for teachers: Background: This activity is to study energy usage in the home in relation to primary energy sources The aim of the activity is; • Understanding the type of energy we use in our homes • Understanding the activities and appliances at home that use energy • Finding out how much energy these activities and appliances use • Studying the relationship between energy sources, primary energy, secondary energy Material: Worksheets for completion. Key words: Primary energy, gas, electricity, fuel, appliance, end use of energy Skills: Working in groups, setting links between the elements, observation, interpretation and discussion National curriculum subjects: Science, natural sciences, social sciences, languages, citizenship, PSHE Age Range 9-13, key stage 2-3 Activity 5.2: Finding the energy usage in the home Would you like to know where the energy is used in your home? Task: Take the drawing of the home with you. Mark it at both 6pm and 8 pm (or around this time) indicating which appliances are being used. If you have more appliances at home than the ones in the picture add these by way of a simple drawing Bring the completed drawing to school and discuss with your group how your uses vary Notes for teachers: Background: This activity is a simple survey to examine the energy use in our houses at certain times. The aim of the activity is; • Understanding where energy is used in our homes Material: Worksheets for completion. Key words: Primary Energy, gas, electricity, fuel, appliance, end use of energy Skills: Working in groups, setting links between the elements, observation, interpretation and discussion National curriculum subjects: Science, natural sciences, social sciences, languages, citizenship, PSHE Age Range 9-13, key stage 2-3
TREAM project Resource book for schools
V200 d10042005
CH 5 Where energy is used in the home
Activity 5.3: Coming to School The picture illustrates four different ways of travelling to school. On the other side of the picture there is a table related to this drawing. Tasks: Examine the picture and discuss with your group what you see. Fill in the table behind the drawing explaining briefly the advantages and disadvantages of using each mode. Consider the environmental effects of each method and add to your list. Which way do you come to the school? Would you prefer any other option and if so why? Notes for teachers: Background: This activity is to study the environmental consequences of using different transport options. The aim of the activity is; • Studying the options of coming to school • Understanding the environmental consequences of transport (a basic environmental analysis of transport) • Studying the energy sources used by transport Material: A drawing illustrating four modes of travel Key words: fuel, petrol, bus, car, cycling, walking, health and safety, environmental analysis, transport Skills: Working in groups, setting links between the elements, observation, discussion, interpretation and analysis, National curriculum subjects: Science, natural sciences, social sciences, languages, citizenship, PSHE Age Range: 8-11, key stage 2-3
TREAM project Resource book for schools
V200 d10042005
CH 5 Where energy is used in the home
Activity 5.4: how much energy do you use in your home? You will be performing an “energy assessment” to determine the amount of energy that your family uses in any particular day. Working with your group look at the worksheet which lists the rooms in your house. Tasks: List for each room, the appliances that use energy. Calculate the energy consumption in our homes Use the work sheet to calculate the energy consumption of each appliance using the wattage chart to assist you . Include also the use of lamps for which you will need to estimate the number of hours used per day Why do you some appliances use so much energy and others so little? What do you think you could do to reduce the amount of energy used in your house? Summarize briefly what you have discovered about energy use in your home. Discuss with your group and see how your energy uses varies. See if you can apply these concepts also to your classroom or your school. Can you identify some ways to conserve energy in your school? How could you convince your principal to have a more energy efficient school? Notes for teachers: Background: This activity is to study the electricity consumption of appliances that we use at home. The activity is based on estimations and the calculations are simple. The understanding of the concept and finding the relative values are more important than precise answers. After completing the tasks a discussion can take place to examine the findings and to find out how to conserve energy. The aim of the activity is; • Understanding the role of activities or household appliances in energy consumption • Understanding the concept of energy assessment • Practising an energy assessment of an ordinary home • Comparing energy consumption rates between the appliances • Finding out the total consumption figures of all appliances in a house • Discussing the possibilities and the ways to save energy Material: tables to fill in the worksheets, Calculator If desired, different household appliances to demonstrate energy use. Key words: appliance, high-low energy user, energy efficient appliance, energy assessment, energy conservation, Skills: working individually, setting links between the elements, observation, experimenting, discussion, interpretation and analysis, counting, multiplication, use of calculators, comparing, data gathering National curriculum subjects: Science, PSHE, natural sciences, social sciences, citizenship, mathematics Age Range:10-15, key stage 2-4
TREAM project Resource book for schools
V200 d10042005
CH 5 Where energy is used in the home
Activity 5.5: home energy survey Have you ever heard your parents complaining about the electricity bill? Your utility bills are directly related to the energy used in the house. This activity is to help you to find out the “energy-eaters” in the house. Tasks: Use the worksheet called home energy survey. Undertake this survey once in the morning before going to school and a second time just before dinner. It will help you to find out how much energy you use in your house. Then find an electricity bill to compare your estimate with what's been measured. Then answer the questions: Is your estimate close to the measured value? Is it higher or lower? Discuss your findings with your parents According to your estimate which appliances do you think contribute most to your electricity bill and which ones the least? Do you have any appliances in your home that you think you could live without Extended Activity Bring your family’s latest electricity bill to the school and estimate how much CO2 was emitted through your electricity consumption. Notes for teachers: Background: What makes our energy bills costly or cheap? This activity gives the students a chance to evaluate home energy consumption and work on some practical problems. Energy prices should be defined for the calculations. The local energy utility can give you figures that show the average expenditure per household in your community. A further activity provides a direct link between CO2 emissions and energy consumption. • To understand the energy consumption in our houses in relation to appliance usage, • A basic analysis of energy use in our houses, calculating the energy cost for their own homes • Examining electricity bill • Finding the consumption rates of appliances • Comparing the estimated findings with the real life examples • To promote energy saving behaviour Material: Calculators, Handout, Energy Home Survey worksheet. Key words: heat, electricity, electricity bill, CO2 emission, appliance, energy consumption, energy survey, kWh, Skills: Working individually, communicating, interpreting and problem solving, observing, investigating, analysis, counting, multiplication, comparing and data gathering, National curriculum subjects: Natural sciences, science, citizenship, social sciences, mathematics, home economics, PSHE Age Range: 9-14, key stage 2-3
TREAM project Resource book for schools
V200 d10042005
CH 5 Where energy is used in the home
Activity 5.6: Living without energy Some of your grandparents or other older relatives have spent their childhood in the period in which televisions or digital watches didn’t exist Task 1: Memories Interview one of your elderly relatives. With the help of their memories, compare the energy consumption of that period with your energy consumption today. You can start by asking questions like - Which appliances were used when they were young? How did they live their lives without the help of many appliances that we are using today? Task 2: Managing without energy You live in a house and go to school, which has electricity, water and central heating provided. Now imagine living without all these goods as there has been some kind of accident and as a result there is a serious shortage of energy. Consider your day without electricity and heating services provided from the moment you wake up until going to sleep again. List those activities that use energy and then consider with your group and develop your own solutions to the difficulties that you will encounter due to energy scarcity. Will you be able to come to school if your parents are driving you to your school (because there is no more petrol)? Could you use a bike instead or could you walk to school? How would your day differ from a normal day? Notes for teachers: Background: This activity is to understand the importance of conventional energy sources in our daily lives. Our houses are filled with electrical appliances that our grandparents never used. Technological advances, such as industrial processes, sophisticated machinery and computers all require increased energy. Consequently we use more energy now than ever was used in the past. Furthermore as populations increase so does energy demand? The aim of the activity is; • To understand the energy consumption in our houses in relation to appliance usage, • Understanding the role of energy, electricity consumption and appliances in our daily lives • To promote energy saving behaviour Material: a table for completion Key words: appliance, energy consumption, electricity Skills: communicating, interpreting and problem solving, observing, investigating, analysis, comparing and data gathering, National curriculum subjects: science, citizenship, social sciences, mathematics, home economics, PSHE Age Range: 9-14, key stage 2-3
TREAM project Resource book for schools
V200 d10042005
CH 5 Where energy is used in the home
Worksheet 5.1: different uses of energy
Pick one card at a time, discuss with your group and fill in the work sheet
CARD NUMBER
HOW/WHY IS ENERGY USED
TYPE OF ENERGY NUMBER OF HOURS /DAY
1 Cooking food Gas 3 x 1 hour ( 3 meals a day)
TREAM project Resource book for schools
V200 d10042005
TREAM project Resource book for schools
V200 d10042005
TREAM project Resource book for schools
V200 d10042005
TREAM project Resource book for schools
V200 d10042005
Activity5.2: Finding the energy usage in the home Mark the appliances on he picture at 6 pm and 8 pm if they are on. Add the pictures of extra appliances if you have at home.
TREAM project Resource book for schools
V200 d10042005
Activity5.3: Coming to School Advantages: Disadvantages:
Advantages: Disadvantages:
Advantages: Disadvantages:
Advantages: Disadvantages:
TREAM project Resource book for schools
V200 d10042005
TREAM project Resource book for schools
V200 d10042005
Worksheet 5.4: how much energy do you use in your home?
Task1: Think about your house as an energy-using
building. What do you think would influence the total amount of energy used in your home?
5. ____________________________ Your parents bedroom 1. ____________________________ Task2: Energy User Inventory 2. ____________________________ List, by room, as many items in your home that
then answer these questions: Which rooms do you predict will use the most energy? Why? Estimating the energy consumption of these appliances.
________________________ x ________________ = ________________ Watts per hour required # of hours Total energy per for an appliance appliance is used hour for an to run appliance to run 3-Calculate: _______________________ + _______________________ +….+.…+…. = Total energy per hour Total energy per hour Total energy used for an appliance to run for an appliance to run by your household
Wattage Usage Chart How much energy will your home use today?
Appliance # of Hours
Used Per Day
X Watts Per Hour
= TOTAL
Refrigerator X 700 = Freezer X 700 = Dishwasher X 1450 = Microwave X 2100 = Cooker X 1250 = Oven X 16000 = 24 Inch TV X 125 = VCR X 30 = CD Player X 30 = Stereo X 55 = Cell Phone X 20 = Radio X 20 = Electric Clock X 4 = Iron X 1200 = Washing Machine X 1150 = Air Conditioner X 4500 = Space Heater X 1500 = 14” Computer Color Monitor
X 100 =
60 Watt Bulb X Number used
X 60 =
TREAM project Resource book for schools
V200 d10042005
Worksheet 5.5: home energy survey Appliance Electrical Appliances
multiply by Subtotal Total per day
Incandescent Lights: Number of lights on =
1 penny per hour
Fluorescent lights: Number of lights on =
1 penny per every 4 hours
Television: Number of sets on =
4 pennies per hour
Radio: Number of sets on =
1 penny per hour
Stereo: Number of sets on =
2 pennies per hour
Microwave oven: Number of ovens on =
15 pennies per hour
Computer: Number of computers on =
1 penny per hour
Vacuum cleaner: Number on =
9 penny per hour
Portable heater: Number on =
15 pennies per hour
Air conditioner: Number on =
55 pennies per hour
Total for all subtotal usage
Total usage in one day
Add up all the numbers in the Subtotal column. This subtotal is the total cost for these appliances in one hour. Some of these appliances wi1l be on for more than one hour, some less. Based on what you know about your household, write the total number of hours and the total cost in one day for these appliances in the total per day column above.
TREAM project Resource book for schools
V200 d10042005
Worksheet 5.5: home energy survey For example if two stereos are on for eight hours a day, you multiply 2 (stereos) x 2 pennies per hour x 8 hours = 32 pennies per day. . PERIODIC APPLIANCES Some items are not used all the time. They create a cost only when they are used. Periodic Appliances Appliance and loads per month
Multiply by Total per month
Dishwasher: Loads = 10p per load Washing machine: Loads = 5p per load Electric clothes dryer: Loads = 67p per load Gas clothes dryer: Loads = 16p per load
Total usage for one month These answers give you the total cost per month, based on how much your family uses these appliances. Periodic Appliances: Appliance and average use per month
Total per month
Gas water heater: £13.00 Electric water heater: £45.00 Refrigerator: £16.00 Extra freezer: £18.00 Electric heating system: Small home: £85.00 Large home: £250.00 Gas heating system: Small home: £28.00 Large home: £120.00 Total for 1 month
With your teacher’s help, try to figure out your home energy costs for one month. Compare it to the bill that your parents receive each month. How do they compare? My estimate: ______________ My parent’s bill: ____________ Did your estimate come close to the actual cost? If not, why do you think they differ?
TREAM project Resource book for schools
V200 d10042005
TREAM project Resource book for schools
V200 d10042005
Activity 5.6: living without energy Activity What type of appliance
used
Type of energy used Alternative
Waking up Radio Electricity Telling my parents to wake me up
