Energy SfW Conventional Energy Technologies and the Grid (September 2008)

8/8/2019 Energy SfW Conventional Energy Technologies and the Grid (September 2008)

1/103

Skills for Work:

EnergyIntermediate 2

September 2008

Conventional EnergyTechnologies and the Grid

Support Material


2/103


3/103

Energy: Conventional Energy Technologies and the Grid (Intermediate 2)

Scottish Further Education Unit 3

Acknowledgements

SFEU is grateful to the subject specialists in Scotlands Colleges and otheragencies and industry bodies who have been involved in the writing of this andother support materials in the Skills for Workseries. SFEU is also grateful for thecontribution of the Scottish Qualifications Authority in the compilation of thesematerials, specifically for its permission to reproduce extracts from Course andUnit Specifications and the Skills for WorkRationale.

We are also grateful to the following for permission to use images

Ryan James KingGary HoneymanScottish GazetteerScottish and Southern Energy

RS ComponentsVoith-SiemensThe National GridCarnegie College


Scottish Further Education Unit (SFEU)Argyll Court

Castle Business ParkStirlingFK9 4TY

website: www.sfeu.ac.uke-mail: [email protected]

SFEU is a Registered Scottish Charity No. SC021876 and aCompany Limited by Guarantee No. SC143514 VAT No. 617148346

These support materials were produced with assistance from the European Social Fund.


4/103




5/103



Energy (Intermediate 2)Energy: Conventional Energy

Technologies and the GridF3FV 11

Introduction

These notes are provided to support teachers and lecturers presenting theScottish Qualifications Authority Course F3FV 11, Energy: Conventional EnergyTechnologies and the Grid (Intermediate 2).

Copyright for this pack is held by the Scottish Further Education Unit (SFEU).However, teachers and lecturers have permission to use the pack and reproduceitems from the pack provided that this is to support teaching and learningprocesses and that no profit is made from such use. If reproduced in part, thesource should be acknowledged.

Enquiries relating to this support pack or issues relating to copyright should beaddressed to:

Marketing Officer - CommunicationsThe Scottish Further Education Unit

Argyll CourtCastle Business ParkStirlingFK9 4TY

Website: www.sfeu.ac.uk

Further information regarding this Unit including Unit Specifications, NationalAssessment Bank materials, Centre Approval and certification can be obtainedfrom:

The Scottish Qualifications AuthorityOptima Building58 Robertson StreetGlasgowG2 8DQ

Website: www.sqa.org.uk


6/103



Class Sets

Class sets of this pack may be purchased direct from the printer. Costs aredependent on the size of the pack and the number of copies. Please contact:

Elanders HindsonMerlin WayNew York Business ParkNorth TynesideNE27 0QG

Tel: 0191 280 0400e-mail: [email protected]

Disclaimer

Whilst every effort has been made to ensure the accuracy of this support pack,teachers and lecturers should satisfy themselves that the information passed tocandidates is accurate and in accordance with the current SQA arrangementsdocuments. SFEU will accept no responsibility for any consequences derivingeither directly or indirectly from the use of this pack.


7/103



Contents

How to Use this Pack 9Reference Section 10What are Skills for Work Courses all about? 11The Course in Energy (Intermediate 2) 14Unit Outcomes, PCs and Evidence Requirements 17Employability Skills Profile 20Careers Scotland Support 21Tutor Support Section 22Learning and Teaching with Under 16s 23General Guidance on Unit Delivery 27

Unit Induction 27Learning and Teaching Approach 27

Resources 30Signposting of Employability Skills 34Generating Evidence and Assessment Opportunities for Employability Skills 35Suggested Answers to Student Activities 40Student Support Section 44Tutor Note on Student Activities 45Welcome to Energy: Conventional Technology and the Grid 46Renewable and Non-Renewable Energy: Carbon Footprint 48Energy: Loss, Efficiency and Consumption 50Power Stations 58

Oil Fired Power Stations 58Coal Fired Power Stations 61Gas Fired Power Stations 64Nuclear Power Stations 68Hydro Power Stations 76

Hydro Power Engineers 77


8/103



Turbines 79The National Grid 85Substations 91

Transformers 91Busbars 93Switchgear 95

The Future of Electricity Supplies 99Glossary of Terms 101Appendix 103


9/103



How to Use this Pack

None of the material in this pack is mandatory. Rather, it is intended as a guideand an aid to delivery of the Unit and aims to provide centres with a flexible set ofmaterials and activities which can be selected, adapted and used in whatever waysuits individual circumstances. It may also be a useful supplement to tried andtested materials that you have developed yourself. The pack is available on theSFEU website in Word format to enable you to customise it to suit your ownneeds.

The pack is organised into several sections:

The Reference Section provides information on the rationale for, and ethosbehind, Skills for Workcourses, the course rationale, the Unit Outcomes andevidence requirements and the Employability Skills Profile for Skills for Work

Energy: (Intermediate 2), showing where the specified employability skills andattitudes can be evidenced and assessed throughout the Course and in this unit.

The Tutor Support Section contains a suggested approach to teaching the Unit,advice on learning and teaching with under-16s, guidance on unit induction, unitdelivery and advice on integrating the development of employability skillsthroughout the unit. Industrial visits and lectures from external industry expertswould help enhance the teaching process. Finally, this section suggests resourceswhich may be useful for tutors and students.

The Student Support Section contains guidance and instruction on how studentsshould approach the methods available to seek out information for investigations.The student notes provided do not constitute comprehensive coverage ofconventional technologies and the grid because it is expected that the studentswill research and investigate the topics themselves. However, industry specificwebsites are suggested. Internet access will be required to complete this unit.

The investigation brief and worksheets are contained in the NAB for the Unit.

You may wish to place material from the student notes on your own Intranet bydownloading this pack from the Skills for Worksection of the SFEU websitehttp://www.sfeu.ac.uk/skills_for_work

Activities are identified with the symbol:


10/103



Reference Section


11/103



What are Skills for Work Courses all about?

Skills for WorkCourses are designed to help candidates to develop:

skills and knowledge in a broad vocational area

Core Skills

an understanding of the workplace

positive attitudes to learning

skills and attitudes for employability.

A key feature of these Courses is the emphasis on experiential learning. Thismeans learning through practical experience and learning by reflecting on

experience.

Learning through practical experience

Teaching/learning programmes should include some or all of the following:

learning in real or simulated workplace settings

learning through role play activities in vocational contexts

carrying out case study work

planning and carrying out practical tasks and assignments.

Learning through reflecting at all stages of the experience

Teaching/learning programmes should include some or all of the following:

preparing and planning for the experience

taking stock throughout the experience - reviewing and adapting as necessary

reflecting after the activity has been completed - evaluating, self-assessing andidentifying learning points.

The Skills for WorkCourses are also designed to provide candidates withopportunities for developing Core Skillsandenhancing skills and attitudes foremployability.


12/103



Core Skills

The five Core Skills are:

Communication

Numeracy

Information Technology

Problem Solving

Working with Others

Employability

The skills and attitudes for employability, including self-employment, are outlinedbelow:

generic skills/attitudes valued by employers

understanding of the workplace and the employees responsibilities, forexample timekeeping, appearance, customer care

self-evaluation skills

positive attitude to learning

flexible approaches to solving problems

adaptability and positive attitude to change

confidence to set goals, reflect and learn from experience.

specific vocational skills/knowledge

Course Specifications highlight the links to National OccupationalStandards in the vocational area and identify progression opportunities

Opportunities for developing these skills and attitudes are highlighted in each ofthe Course and Unit Specifications. These opportunities include giving youngpeople direct access to workplace experiences or, through partnershiparrangements, providing different learning environments and experiences whichsimulate aspects of the workplace. These experiences might include visits, visitingspeakers, role play and other practical activities.


13/103



A Curriculum for Excellence(Scottish Executive 2004) identifies aspirations forevery young person. These are that they should become:

successful learners

confident individuals responsible citizens

effective contributors.

The learning environments, the focus on experiential learning and theopportunities to develop employability and Core Skills in these Courses contributeto meeting these aspirations.


14/103



The Course in Energy (Intermediate 2)

Course Rationale

This Course is intended to equip candidates with the necessary knowledge andskills which will enhance their prospects for employment in the wide range ofopportunities within energy sectors. The Course will allow candidates to develop arange of employability skills which are of particular relevance to energy industries.Core Skills of Information Technologyand Problem Solvingwill also be developedthroughout the Course where opportunities arise. The Course will offer a variety ofapproaches to learning and teaching and will include a strong element ofexperiential learning. It is intended that some of the Course will be delivered andassessed in a different learning environment to that of the school through apartnership arrangement with a college, training provider, or employer.

There are many technologies used in the production of energy and this coursehas been designed to contain both an electrical generation practical/skills elementusing wind turbines and a heat generation practical/skills element using solarpanels. These elements were selected to ensure candidates received a range ofskills using different technologies that are involved in the generation of energy.Other systems used to generate energy from both the traditional/conventional andrenewable systems will be discussed and evaluated during the Course.

The primary target group for this Course is school candidates in S3 and S4.However, the Course is also suitable for S5/S6 candidates and adult candidateswho are seeking to enhance their employability and vocational skills in the energy

sector.

The general aims of the Course are to:

widen participation in vocationally-related learning for 1416 year olds

allow candidates to experience vocationally-related learning

provide candidates with a broad introduction to the energy sector

allow candidates the opportunity to develop skills relevant to the micro-generation energy sector

develop the candidates engineering skills

encourage candidates to evaluate the impact of energy generation on theenvironment

encourage candidates to foster a good work ethic, including timekeeping, apositive attitude and other relevant employability skills

provide opportunities to develop a range of Core Skills in a realistic context

encourage candidates to take charge of their own learning and development

provide a range of teaching, learning, and assessment styles to motivate

candidates to achieve their full potential


15/103



facilitate progression to further education and/or training

In particular, the specific aims of the Course are to:

encourage candidates to consider a career in the energy sector

develop an awareness of the role of conventional and renewable energysystems in the UK

develop an awareness of what opportunities there may be within the sector interms of the types and range of career options

provide candidates with knowledge and skills which are directly relevant toemployment within the energy sector, eg. solar hot water and wind turbines

provide opportunities for the personal development of skills and attitudes whichwill improve the candidates employment potential within the energy sector

develop the candidates awareness of their individual strengths andweaknesses in relation to the requirements of the sector, and to reflect on howthis affects their employability potential

raise awareness of the impact of the energy sector on the environment

raise awareness of the responsibilities of the energy industry with regard to theenvironment

Rationale for Course content

The production and use of energy is important in everyones life and is also animportant area of study and work. It is central to how we reduce our impact on theenvironment when generating heat or electrical energy or power and to reducingour CO2 emissions which are widely claimed to have an impact on climate change.

The generation of energy has traditionally been done through the use of fossilfuels; oil, gas, and coal, with some renewable energy produced from hydro power.Nuclear power was seen, and is still seen by some, as a method of generatingenergy with zero carbon emissions, but the disposal of the radioactive spent fuelis of major concern and this can counteract the advantages it has with zero

carbon emissions.

The development of most renewable energy systems is a recent innovation whereenergy is generated from renewable energy sources, eg. wind, solar, geothermal,bio-fuels, tidal, and wave. These systems have the advantage of generatingpower with virtually zero carbon emissions. The bio-fuels and geothermal systemscan release power on demand, but most of the others depend of sources ofenergy outwith the control of human beings, and consequently, do not have aconstant power output. For example, solar is not effective at night or when it isparticularly cold and cloudy; wind is not effective at low wind speeds or very highwind speeds, and while tides are regular, they occur only a few times per week

and wind is required to generate waves in our oceans or seas.


16/103



The main themes of the course are: conventional energy production, renewableenergy production, converting energy from one form to another, industrial ordomestic energy generation facilities, practical work with solar panels and windturbines (integrating team work into the assembly process), and investigatingcareers within the energy sector.

Optional areas covered are the size of an individuals carbon footprint, oil and gasextraction or conventional energy systems; their contribution to the total energygenerated in the UK and their environmental effects.

Candidates will study the overall status of energy in Scotland, and in the UK, ingeneral. They will explore the conventional methods of production, including theirefficiency levels, various energy conversion principles, and how energy can beconserved. They will also explore the more recent developments in energyproduction using renewable energy techniques and will develop practical skills inthe areas of plumbing, electrical, and mechanical engineering. Careers within theenergy sector have been integrated with employability skills which are developedthrough practical activities.

The three optional Units offer different routes for candidates. They can opt for anindividual investigation and evaluation of their own carbon footprint, investigatethe size of the market segment taken up with conventional production techniquesand their sustainability, and explore the use of the national grid as a means oftransmitting electricity throughout the UK, or have an in-depth study into theformation and extraction of one type of fuel in its raw state which is particularlyrelevant to Scotland, ie. offshore oil and gas.


17/103



Unit Outcomes, PCs and Evidence Requirements

National Unit Specification: statement of standards

Unit:Energy: Conventional Technologies and the Grid (Intermediate 2)

Acceptable performance in this Unit will be the satisfactory achievement of thestandards set out in this part of the Unit Specification. All sections of the statementof standards are mandatory and cannot be altered without reference to theScottish Qualifications Authority.

Outcome 1

Investigate conventional energy systems in accordance with a given brief.

Performance Criteria

a) Gather relevant information from a variety of sources according to the givenbrief.

b) Gather information on the contribution of selected energy systems to the UK.

c) Gather information on the environmental effects of selected energy systems.

d) Organise information gathered to produce clear summaries on the energycontribution and environmental effects of conventional energy systems.

e) Check that all steps have been completed in accordance with the given brief,including completing the work to the agreed timescale.

Outcome 2

Investigate electricity transmission and distribution through the national gridsystem in accordance with a given brief.


a) Gather relevant information from a variety of sources according to the givenbrief.

b) Gather information on ways of transmitting electricity through the national grid.

c) Gather information on ways of distributing electricity to the consumer.

d) Gather information on the environmental issues raised when using a nationalgrid system.

e) Organise information gathered to produce clear summaries on thetransmission and distribution of electricity, including environmental effects.

f) Check that all steps have been completed in accordance with the given brief,

including completing the work to the agreed timescale.


18/103



Outcome 3

Present findings on own energy consumption according to a given brief.


a) Present clear summary information on the contribution of conventional energysystems.

b) Present clear summary information on the environmental effects ofconventional energy systems.

c) Present clear summary information on the transmission and distribution ofelectricity.

d) Present clear summary information on the environmental issues of the nationalgrid

Evidence Requirements for this Unit

Evidence is required to demonstrate the candidates have achieved all Outcomesand Performance Criteria.

Performance and product evidence is required for this Unit. The evidence shouldbe gathered at appropriate points throughout the Unit, in open-book conditions, inresponse to a given brief.

Performance and product evidence

Candidates will carry out an individual investigation according to the instructions ina given brief which covers all Outcomes and Performance Criteria. Findings willbe gathered in a folio which the assessor will discuss with the candidate to checkthat all steps have been carried out as specified. The assessor will then completeand retain a checklist for each candidate as evidence that all steps have beencarried out as specified in the brief.

Product evidence

Each candidate will produce a presentation which meets the Performance Criteriain Outcome 3. The method of communication in the presentation may be chosenby the candidate - written/oral, diagrammatic, graphical, and electronic - are allacceptable. The candidate may also choose different forms of communication -poster, leaflet, short talk, PowerPoint presentation - are all acceptable providedthe Performance Criteria are met.

An assessor checklist identifying the critical aspects of the presentation regardlessof form should be completed and retained for each candidate. The critical aspectsare:


19/103



summary information must be clear

summary information of the contribution of conventional energy systems to theUK

summary information on the environmental effects of conventional energy

systems summary information on the transmission of electricity

summary information on electricity distribution systems

summary information on the environmental effects of the national grid

Summary information of the contribution of conventional energy systems mustcover three of the following; coal power, oil power, gas power, hydro power ornuclear power.

Summary information on the environmental effects for conventional energy

systems should include, where appropriate; carbon emissions, sustainability offuel, fuel pipe lines, waste products, radiation, wildlife, climate change, or health.

Summary information on transmission lines should include; cables, pylons,underground cables, efficiencies, and high voltages.

Summary information on distribution systems should include; supply transformerstations, step down voltages (133kV or 110kV), distribution to consumers (230V),and domestic uses.

The National Assessment Bank (NAB) item for this Unit contains an appropriate

brief which covers the investigation and presentation requirements of the Unit andan assessor observation checklist. Centres wishing to devise their ownassessments must refer to the NAB to ensure a comparable standard.

NB Centres must refer to the full Unit Specification for detailedinformation related to this Unit.


20/103



Employability Skills Profile

In addition to the specific vocational skills developed and assessed in this Course,employability skills are addressed as detailed in the table below. For the purposesof the table, the Units are referred to as A, B, C and D as indicated.

Mandatory UnitsEnergy: Introduction = AEnergy: Domestic Solar Hot Water Systems = BEnergy: Domestic Wind Turbine Systems = CEnergy: Employability and Careers = D

Optional UnitsEnergy and the Individual = EEnergy: Oil/Gas Extraction = FEnergy: Conventional Production Technologies and the Grid = G

Employability skill/attitude Evidence

maintaining good timekeeping and attendance A, B, C, D, E/F/G

maintaining a tidy work place B, C

seeking feedback and advice A, B, C, D, E/F/G

following instructions B, C

working co-operatively with others A, B, C

selecting and using tools correctly and for the purposethey were designed

B, C

using Personal Protective Equipment correctly andworking safely

A, B, C

following basic drawings correctly B, C

checking quality of work A, B, C, D, E/F/G

working to agreed deadlines A, B, C, D, E/F/G

organising work effectively A, B, C, D, E/F/G

working confidently A, B, C, D, E/F/G

willingness to learn new skills or techniques B, C

working independently A, B, C, D, E/F/G

reflecting on own performance B, C

learning from past experiences B, C

awareness of a range of careers and job roles D

developing investigation skills A, D, E/F/G

developing presentation skills A, B, C, D, E/F/G

developing creativity skills A, B, C, D, E/F/G


21/103



Careers Scotland Support

for School/College Collaboration for Scotlands Colleges inthe Scottish Enterprise area

Since August 2006 Careers Scotland (SE and HI areas) has been funded by theScottish Government to support College/School Collaboration and encourage andpromote vocational educational choices for pupils in schools.

Careers Scotland (now part of Skills Development Scotland) has an important roleto play in selection, recruitment and pre-entry career guidance, as well as ongoingsupport and pre-exit career guidance, to ensure the pupils experience of SfW iscapitalised upon in any future career planning.

Careers Scotland activity takes place locally and nationally under 4 objectives:

Providing careers advice, guidance and employability support to pupils andtheir parents pre, during and post vocational education experience, focusingprimarily but not exclusively on SfW pupils - demonstrating how theseeducational choices have implications for future career options, and supportthe achievement of future career goals and supporting effective transitions

Providing targeted support to pupils at risk of becoming unemployed whowould benefit from undertaking a vocational course

Partnership working to ensure vocational study is given parity of esteem with

other school and post school options, focusing on recruitment / selection andretention of pupils on vocational courses

Capacity building through relevant shared CPD events and resourcedevelopment to increase understanding of the process of uptake of vocationaloptions and facilitate more effective support to pupils navigating these options

For further information on Careers Scotland (SE)s involvement in school/collegecollaboration locally, please get in touch with your Careers Scotland Regionalcontact:

South East (Edinburgh & Lothians; Forth Valley; Borders)Stephen Benwell 01786 452043 [email protected]

North East (Tayside; Grampian; Fife)Val Ormiston 01592-631155 [email protected]

South West (Dumfries & Galloway; Ayrshire; Lanarkshire)Jean Geddes 01698 [email protected]

West (Glasgow; Dunbartonshire; Renfrewshire)Sandra Cheyne 0141 242 8338 [email protected]


22/103



Tutor Support Section


23/103



Learning and Teaching with Under 16s

Scotlands Colleges have made significant progress in meeting the needs ofyoung learners. Our knowledge of the learning process has increased significantlyand provides a range of strategies and approaches which gives us a clear steeron how lecturers can add to their skill repertoire. Lecturers can, and do, provide astable learning environment where young students develop a sense of self-respect, learn from appropriate role models and see an opportunity to progress.There are basic enabling skills for practical application which can further developthe learning process for this group of students. So what are the characteristics ofeffective learning and teaching which will help to engage young learners?

Ten ways to improve the learning process for under 16s(This list is not exhaustive!)

1. Activate prior knowledge and learning ascertain what the learner knowsalready and teach accordingly. Young people do have life experience but it ismore limited than adult learners and they may not always be aware of how itwill assist them in their current learning.

Tips - Question and answer; Quick Quiz; Quick diagnostic assessment oncomputer; present key words from the course or unit and see how many theyrecognise or know something about.

2. Tune learners into the Big Picture the tutor knows the curriculum insideout and why each lesson follows a sequence, however the young learner does

not have this information and is re-assured by being given the Big Picture.

Tips Mind map or concept map; use visuals, for example wall displays ofdiagrams, photographs, flow charts; explain the learning outcomes in languagethey will understand; We Are Learning Today (WALT) targets and What ImLooking For (WILF) targets; give clear and visible success criteria for tasks.

3. Use Advance Organisers these are lists of the key concept words that arepart of the course or unit.

Tip Highlight on any text the concept words that you will be using; make a

visible list and put it on display concept words can be struck off or referred toas they occur (NB this helps with spelling and independent learning as they donot have to keep checking meaning); highlight essential learning and actionpoints.

4. Vary the teaching approaches. The two main approaches are instructingand demonstrating, however try to provide opportunities to facilitate learning.

Tips Ask students what they know now that they did not know before, orwhat they can do now they could not do before, at appropriate points in thelesson or teaching block; ensure there are problem solving activities that canbe done individually or in groups; ask students to demonstrate what they have


24/103



learned; use a range of question and answer techniques that allowparticipation and dialogue, eg. provide hints and cues so that they can arrive atanswers themselves.

5. Preview and review of learning. This helps to embed previous learning and

listening skills and provides another opportunity to elicit learner understanding.Consolidates and reinforces learning.

Tips At the beginning of each lesson, or session, review previous learningand preview what is coming up; at the end of each lesson or session, reviewwhat has taken place and what will be focussed on next time these can bothbe done through question and answer, quizzes and mind mapping activities.

6. Language in the learning environment. Do not assume that the languagewhich is used in the learning environment is always understood by younglearners, some words may be familiar but do not have the same meaningwhen used vocationally.

Tips - At appropriate points ask students what words mean; explore thevarious meanings of words to find out if they may have come across thislanguage in another context; by looking at the structure and meaning of wordsthere is an opportunity for dialogue about learning and to build vocabulary.

7. Giving instructions in the learning environment. This is one of the mostdifficult tasks a tutor has to do whatever the curriculum area. With younglearners this may have to be repeated several times.

Tips Ask a student to repeat back what you have asked them to do beforebeginning a task; ask them to explain the task to one of their peers; use theKISS principle Keep It Short and Simple so that they can absorb and processthe information.

8. Effective feedback. Feedback is very important for the learner to assess theirprogress and to see how and what they can improve. Provide opportunities toengage in dialogue about the learning function of assessment provide detailsof the learners strengths and development needs either in written or spokenform. With younger learners identifying one or two areas for development is

sufficient along with acknowledgement of what has been done well.

Essentially, learners are helped by being given a specific explanation of howwork can be improved. You can also use summative assessment formatively,ie. as an opportunity to identify strengths, development needs and how toimprove.

Tips Ask students themselves to identify their own strengths anddevelopment needs self evaluation; peer evaluation of work can besuccessful once they have been taught how to do it; the tutor can produce apiece of work and ask students to assess it anonymously; have a discussion

about the success criteria for the task and ensure the students are clear about


25/103



them; allow learners to set criteria for success and then measure theirachievements against these.

9. Managing the learning behaviour. Under 16s are coming into ScotlandsColleges and training establishments from largely structured and routine-driven

environments in schools and early feedback from those undertaking Skills forWorkcourses indicates that they very much enjoy the different learningenvironment that colleges and other training providers offer. Rememberthough that these are still young learners. They will still expect tutors toprovide structure and routine, and will perform best in a calm, orderly learningenvironment. Young students will respond to firm, fair, and consistentmanagement. Such routines have to be established quickly and constantlyreinforced.

Tips - Health and safety is non-negotiable and consequences of non-compliance with the regulations should be made clear and adhered to at alltimes; set out your expectations from day one and provide a consistentmessage; have clear beginnings, middles and endings for each session; be apositive role model for your students, ie. be there before they are and managethe learners with respect; always deliver what you promise; build up goodrelationships and get to know the learners, make the curriculum interesting andstress the relevance of the learning; set up a positive behaviour managementsystem. By following these guidelines you will build up two-way respect,which, while sometimes challenging to achieve, can be very powerful and workto everyones benefit.

10.Care and welfare issues. School/college partnerships mean increasingnumbers of young learners in college. Tutors have to be aware of theirprofessional responsibilities and mindful of young peoples rights. Howevertutors have rights too, in terms of feeling safe and secure in working withyoung people and there are basic steps staff can take to minimise risks. It isessential that colleges ensure that tutors have a working knowledge of theChild Protection policies (local authority and college documentation) and followprocedures and policies diligently. School/College Liaison Officers will befamiliar with these documents and can provide support and advice. There arealso training sessions on Child Protection available from SFEU (see thefollowing page).

Tips -Avoid one-to-one situations with young students in a closed area; do notdo or say anything that could be misinterpreted; if the opportunity arises, dosome observation in schools to see and discuss how teachers use theguidelines for their own protection as well as the young persons.

Most young people are a delight to work with and they will positively enjoy theexperience of learning in college. However, there will inevitably be some who aredisengaged, disaffected and who have not yet had an opportunity to experiencesuccess. Skills for Work is a unique educational initiative that young people canbe motivated to buy into you as the tutor are key to the success of these

programmes.


26/103



Skills for Work Workshops

To take this 10 point plan forward and to add to it, you can attend one of SFEUsGet Skilled Uphalf day workshops for tutors delivering Skills for WorkCourses,when we explore further the learning process and look at a range of specific

teaching and learning techniques to use with the under 16 age group. To find outwhen the next event is visit our website www.sfeu.ac.uk or contact the LearningProcess team at SFEU on 01786 892000.

Child Protection Workshops

These are run on a regular basis by staff at SFEU in Stirling and also in colleges.For more information on these workshops please contact members of the Accessand Inclusion team at www.sfeu.ac.uk or contact the team at SFEU on 01786

892000.


27/103



General Guidance on Unit Delivery

This unit is designed to introduce students to the size and relevance of theconventional energy power generation sector in the UK and how the national gridis used to transmit this electrical power to the domestic market. Issues thatemerge from these generation and transmission technologies are also considered.It is an investigation based unit, where the student is given a set of specific powergeneration industry topics to investigate, and then present their findings.

Note: you should take a precautionary approach when dealing with the terms gridand national grid as they can mean the same. In some documentation and datasourcesthe distinction between where the grid starts and ends may be confusingto some students.

Unit Induction

An induction session in week 1 will prepare students well for the unit and help toclarify aims and expectations, what the unit is all about and any uncertainties theymay have about the unit and how it will be delivered. Its particularly important thatthey understand that the main learning approach will be student-centred, and whatthis means in terms of the investigation, organisation and presentation skills theywill need to use. Induction may include the following:

an outline of the Unit content what theyre going to be doing

how it fits in to the Energy (Intermediate 2 level) course

your plans for teaching the Unit how theyll be learning the skills: in this case,student centred investigation with tutor guidance and support.

assessment methods and schedule

where employability fits in start by asking them what they think!

the importance of regular attendance and good timekeeping to encourage thestudents to get into good habits as if they were at work and in employment!

you might also think about a site visit or invite a representative from a serviceprovider to set the scene, and talk about the types of employment available intheir organisation, and to reinforce the value that employers put on

employability skills.

Learning and Teaching Approach

The focus of this unit is on investigation skills that the candidate will use to accessand organise relevant information and finally present their findings in a clearformat. These notes are therefore not a comprehensive study of power stationsand the grid because it is expected that the students will research and investigatethe topics themselves. Some questions are posed at the end of each section tostimulate their investigations. The NAB for this Unit includes a set of worksheets

to help the students focus on the Outcome requirements, organise their


28/103



investigation and structure their presentation. The NAB also contains a set ofchecklists for the tutor to keep track of student progress.

Because of the investigative nature of the unit, the learning and teachingapproach will be student centred. After some initial input from the tutor to set the

scene, the students should work independently to source, organise and presentthe information required in the investigation brief. There should also beopportunities to carry out some activities as a group, to encourage collaborativelearning. Presenting their findings to the class can help to develop confidence andimprove knowledge and skills by sharing good practice.

Tutor support and guidance will be ongoing as required. The Outcomes havebeen made as practical as possible to involve the students in developing theirinvestigative skills. However they will need to be given guidelines on how toapproach the work in terms of organizing their time to ensure that all stages of theinvestigation are covered. It would be helpful to work with the group to negotiatetarget dates for each stage of the investigation and to monitor progressthroughout. Guidance on carrying out investigations and presenting findings areincluded in the Energy (Intermediate 2) Course Guidance Pack.

This student centred approach will add value to the students learning experienceby helping develop the following key employability skills as well as enhancing theirknowledge of the oil/gas industry

maintaining good timekeeping and attendance

seeking feedback and advice

checking quality of work working to agreed deadlines

organising work effectively

working confidently

working independently

developing investigation skills

developing presentation skills

developing creativity skills

Although this unit could be entirely presented in a classroom environment it will behelpful if visits are arranged to power stations, if time permits. Alternatively youcould use suitable video material or YouTube. Alternatively, you could inviteprofessionals that have progressed through an apprenticeship scheme and thenmoved to the energy sector to come into the school/college.

The information in the Student Support Section is not presented sequentiallyoutcome by outcome. The students need to know about the concept of energymeasurement and losses and the difference between renewable and non-renewable energy, before continuing their investigative study of power stationsand the grid. The investigation approach is intended to stimulate the students

thinking so that any future research that they undertake will benefit theenvironment.


29/103



On the following pages a range of online resources are identified that will helpstudents particularly in the investigation element in Outcomes 1 and 2 and 3 and itwould be appropriate to allocate class time in a flexible learning environment eg. a

dedicated IT room. The online research activities will provide students with a moreblended approach to teaching and learning. School students will be familiar withthis approach. For students returning to study, you may need to spend timesupporting them in the use of electronic resources.

There is a wealth of information giving the percentage of electricity used bydifferent generation sources, but there are conflicting figures around. One case tonote is that hydro power is not always included in the renewable figure.Consequently, large errors could appear in students work when they are asked tolocate percentage figures. To avoid confusion, restrict them to certain known sites.Be aware that a conflict of data sources may lead to confusion over which energysupply is the largest or smallest

There are a number of energy calculators available on the internet and youshould choose the one you think your students will find most user friendly.


30/103



Resources

Websites

It is essential that computers are available fordelivery of this unit as students will requireInternet access to carry out their investigations.

You should make sure that students know how to usedifferent search engines and the ways to searchusing key words

There is a wealth of information available via the web and the websites given inhere are only a flavour of the material available. It is at the discretion of the tutorwhich web resources they choose to use.

There are YouTube links that are very helpful for showing the practical aspects ofpower lines, for example:

http://uk.youtube.com/watch?v=Z3q9WdjD5wc&feature=related

http://uk.youtube.com/watch?v=uEKbMMHAwm0

However, each centre will have its own guidelines for restrictive material. Ifstudents are allowed to access this site its use must be monitored carefully asthere are video clips that may be unsuitable. For example some clips in the areaof high voltage may be inappropriate, as they may demonstrate electrocution.Alternatively, tutors may choose show the clip of their choice to the students anddeny access to students.

Hydro Electric Power

Hydro Electric Power and Dams: How hydropower plants workhttp://people.howstuffworks.com/hydropower-plant1.htm

Hydro Electric Power and Dams: How hydropower plants work

http://people.howstuffworks.com/hydropower-plant2.htm

Glendoe Hydro Scheme (Scottish and Southern Energy)http://www.glendoe.co.uk/

Glendoe Hydro Power Stationhttp://www.scotland.gov.uk/News/Releases/2005/07/28102617

Hydro Might Be the Renewable Answer: Times online Lewis wind farmhttp://www.timesonline.co.uk/tol/news/uk/scotland/article3821800.ece

Micro-Hydro Power: RD Energy Solutionshttp://www.rdenergysolutions.com/technologies/hydro.html


31/103



Power Lines

Maintenance of Overhead Power Lines: YouTube: Like a Bird on a Wire

http://uk.youtube.com/watch?v=Z3q9WdjD5wc&feature=related

Maintenance of Overhead Power Lines: YouTube: Agrotors Helicopter Power LineMaintenancehttp://uk.youtube.com/watch?v=uEKbMMHAwm0

Construction of Overhead Power Cableshttp://aluminium.matter.org.uk/content/html/eng/default.asp?catid=164&pageid=2144416510

Construction of HV underground power cableshttp://cse-distributors.co.uk/cable/tsle-single-core.htm

Power Stations

Careers, Power Stations and the Gridhttp://www.nationalgrid.com/uk/interconnectors/

List of Power Stations (International)http://www.power-technology.com/projects/#Nuclear

Overview of Inverkip Oil Fired Power Stationhttp://www.geo.ed.ac.uk/scotgaz/features/featurefirst3913.html

Kaplan Turbines: Voith-Siemens Kaplan / Pelton / Francis Turbineshttp://www.vs-hydro.com/vs_e_prfmc_pwrful_prdcts_turbines_kaplan.htm

Nuclear Power Stations

Nuclear Power Stations: United Kingdom Atomic Energy Authorityhttp://www.ukaea.org.uk/

Nuclear Power Stations: British Energy: Understanding Nuclearhttp://www.british-energy.co.uk/pagetemplate.php?pid=312

Dounreay Site Restoration Ltd: Linkshttp://www.dounreay.com/links

Dounreay Decommissioning: Photo Libraryhttp://www.dounreay.com/news-room/photo-library

Sellafield

http://www.nda.gov.uk/sites/sellafield/


32/103



Sellafield Image Libraryhttp://www.ialibrarydb.co.uk/index.php

National Grid Supply

Map of Suppliers - UK Electricity Companieshttp://www.nationalgrid.com/uk/Electricity/AboutElectricity/DistributionCompanies/

National Grid: About the Electricity Industry: Maintenance Trolleyhttp://www.nationalgrid.com/uk/Electricity/AboutElectricity/

Energy: Domestic Issues

Energy Consumption: Household Electricity Billshttp://www.esru.strath.ac.uk/EandE/Web_sites/01-02/RE_info/hec.htm

Energy Calculations and Data: Renewable Electricity in the Urban Environmenthttp://www.esru.strath.ac.uk/EandE/Web_sites/01-02/RE_info/urban_design.htm

Calculate Your Energy Bills: Energy Watchhttp://www.energywatch.org.uk/help_and_advice/saving_money/index.asp

Electricity Power Distribution Handbookhttp://books.google.com/books?hl=en&lr=&id=CTmcEVsLy_cC&oi=fnd&pg=PA1&dq=Electricity+Supply+Handbook+1995&ots=qs86Wzgr94&sig=iRFFiTIJrHKqHd67WbQwTOgzCi0#PPP27,M1

Smart Metering: Smarter Metering Solutions from National Grid Meteringhttp://www.nationalgrid.com/uk/Metering/smart_metering/

Energy: Environmental Issues

UK Energy Calculator: BBC News Electricity Calculatorhttp://news.bbc.co.uk/1/shared/spl/hi/uk/06/electricity_calc/html/1.stm

UK Energy Calculator, Emissions and Generation Optionshttp://news.bbc.co.uk/1/hi/sci/tech/4721284.stm

Energy Resources: Fossil Fuelshttp://home.clara.net/darvill/altenerg/fossil.htm

Impact on Economy, Social and Environmental: SEPA Application of the guidance

to proposals for hydropower schemeshttp://www.sepa.org.uk/pdf/wfd/stake/reg/11may07/hydropower.pdf


33/103



Highlands and Islands Enterprise: Renewable EnergyElectricity Generation in Scotland by Power Station Typehttp://www.hi-energy.org.uk/howelectricityisgenerated.html

Publications

Wood, E, (2005), Hydro Boys - Pioneers of renewable energy, Luath PressLimited.

Ross D, (1995), Power from the Waves, Oxford University Press

National Geographic (October 2007), Growing Fuel The Wrong Way, TheRight Way

An investigation into the effects on people and equipment from sources ofelectromagnetic radiation, which are emitted from powered electronic andelectrical equipment- a dissertation for the MSc in Safety Management withEnvironmental Management, University of Paisley, by James King May 2006

Shell UK (1985) Onshore Electrical Systems, Shell UK Ltd.

The Open University (1982) Living with Technology - Energy, Open University

Press

Video/DVD

Video Lines of Power Module I ELL 514 Navigator Productions

Video Lines of Power Module II ELL 515 Navigator Productions


34/103



Signposting of Employability Skills

In addition to the specific vocational skills developed in this Unit, students willhave opportunities to develop and apply their knowledge and understanding of theemployability skills.

1Maintaining goodtimekeeping andattendance*

8Following basicdrawings correctly

15Reflecting on ownperformance

2Maintaining a tidyworkplace

9Checking quality ofwork*

16Learning from pastexperiences

3Seeking feedbackand advice*

10Working to agreeddeadlines*

17 Awareness of arange of careersand job roles

4Followinginstructions

11Organising workeffectively*

18Developinginvestigation skills*

5Work cooperativelywith others

12Workingconfidently*

19Developingpresentation skills*

6

Selecting and usingtools correctly andfor the purpose theywere designed

13Willingness to learnnew skills ortechniques

20Developingcreativity skills*

7

Using PersonalProtectiveEquipment correctlyand working safely

14Workingindependently*

The employability skills marked with an asterisk* are directly assessed in this Unit.However opportunities to learn and develop all of these skills are distributedthroughout the course. Some of the skills can be delivered and assesseddiscretely but there are also many opportunities for this to take place during groupactivities.

It is strongly advised that course teams meet together to discuss and agree a co-ordinated approach to the teaching and developing of the conventional energytechnology throughout the Course and to ensure that the team has a commoninterpretation of the skills and attitudes.

You should be on the lookout for evidence of competence in any of theconventional technology energy skills which may occur. There are manyopportunities for this and plenty of overlap for any student who may have misseda specific lesson. Evidence observed out-with a formal lesson is perfectly valid.

Further advice and approaches to integrating employability skills can be found inthe Energy Course Guidance support materials.


35/103



Generating Evidence and Assessment Opportunities for Employability

EmployabilitySkills

Delivery Advice

Maintaininggoodtimekeepingandattendance

Discuss the importance of good timekeeping within the energy sector andget students to assess their past timekeeping record. They should identifywhat improvements, if any, are needed. This should take place at the startof the Course and will set the expected standards.

Staff should make their expectations clear right from the start of the courseor Unit.

A good initial activity is to have the students write the class guidelinesthemselves by identifying pros and cons of good and poor attendance andtimekeeping the benefits in the workplace of one and the consequences of

the other. These guidelines or ground rules can be posted in the workshops and

classes and referred to on a regular basis.

Relate the ground rules to the world of work, eg. arrive on time, back frombreaks on time etc. The measure of a students success in this aspect is forthem to be honest in their appraisal of their performance and in makingprogress. Distance travelled should be adopted, rather than a particularminimum percentage of classes attended.

Attendance and timekeeping should be monitored throughout the Course.Students should be given feedback on their performance both good and

bad in this regard. If you take note of patterns of performance it should beeasy to give the students accurate feedback.

1


36/103



Seekingfeedback andadvice

Seeking feedback and advice should be encouraged in this unit. However,this doesnt mean that you are on call to answer all the studentsquestions! The tutors role is more likely to be one of reassurance thatthey are on the right lines, guidance on different approaches they might

take to find answers themselves and discussion to stimulate their ownthinking.

Young students can be wary of seeking advice for fear of highlighting theirown lack of understanding or of being singled out for ridicule perhapsbased on past experience. Discuss the benefits of getting feedback fromstaff and asking for advice. This can increase the students level ofconfidence in what they are doing and can reinforce their views of thedirection they are taking. Success can be greatly increased by usingknowledge and experience gained from others.

Checkingquality of work

Discuss how the checking of their tasks can lead to a higher quality ofwork and hence meet the standards required.

Students should be made aware of acceptable standards in terms of thequality of their investigations and presentation of their work.

Working toagreed deadlines

In the context of this unit, students could, as a group, negotiate and agreedeadlines for each stage of the investigation.

Discuss the need to keep to deadlines and the effects that can result ifthey are not maintained. Demonstrate the importance in the real world ofkeeping to deadlines eg. industry employs project managers whose mainrole is to keep work on schedule.

Discuss progress with students in the context of the deadlines.

3

9

10


37/103



Organising workeffectively

The student centred approach taken in this Unit is intended to help thestudents develop their organisational and planning skills, althoughguidance and discussion will be needed to achieve this

Discuss how organising and planning work leads to a greater chance ofmeeting deadlines and meeting quality standards. Staff should emphasisa logical approach to organising work where any process is a combinationof smaller steps taken one at a time.

Workingconfidently

Discuss the benefits that working confidently can give eg. being able toask questions or give their point of view without the fear of feeling stupid,being able to stand up in front of others and give a presentation, to workwithout constantly needing reassurance.

Students will have the opportunity to working confidently as theyinvestigate tasks

Students will have the opportunity to working confidently as they plan andpresent their work

Staff should praise students for effort and good work at every opportunityto help keep their confidence high.

11

12


38/103



Workingindependently

Working independently is a key feature of this unit. Some students willembrace it while for others it will be more of a challenge. For the lattergroup, reassure that working independently does not mean that they will

not be able to discuss their work with others or ask for guidance if theyneed it.

Discuss the advantages and disadvantages of working individually, eg.advantages could include taking full responsibility, having completeownership and not depending on others; to disadvantages such as, inextreme cases, not being able to share problems with others and havinglittle social interaction.

Students can be supported in this objective when you discuss theirperformance with them. Discussions can help to clarify sticking pointsand give them the confidence to work out the next steps for themselves.

Retain brief notes on these conversations about progress as evidence for

employability.

Developinginvestigationskills

Discuss the role of investigating to find out information. Students are veryused to using the internet to find things out, but they dont always see thisas carrying out investigations.

Discuss the various methods of finding out information -a wide rangeshould be encouraged eg. Internet, interviews, papers, TV, books,experiments etc.

In the initial stages, students should be given directions to help findrelevant information.

Use a full range of resources for investigations.

Encourage students to interview people as well as consult books,websites etc.

Emphasise the need to validate Internet sites i.e. is it a reliable website?

14


39/103



Cross match information from two or more sources.

Log details of student investigations.

Developingpresentationskills

Students often find giving oral presentations a daunting task. Staff shoulddemonstrate how presentations should be planned and practised.

Students may feel comfortable using mobile phone technology to video apresentation, load it onto a computer and run it on the screen.

Give encouragement to help them overcome fears.

Use a range of media to help overcome fears eg. PowerPoint or video

Where investigations are presented in written, diagrammatical andgraphical formats, time should be taken to discuss effective methods,layout, use of visuals etc, perhaps showing examples and having studentsevaluate them.

Developingcreativity skills

Creativity may have been introduced earlier in the Energy course as a

skill which comes up with novel solutions to a problem. Creativity indesign is the most usual way to demonstrate this but other ways can beused to show creativity eg. giving an oral / video presentation orpresenting a report using diagrammatical, graphical and pictorial images.

The student centred approach in this unit provides lots of scope forstudents to develop creative skills, particularly in the compilation andpresentation of their investigation findings and they should be encouragedto be imaginative in how they present their findings.

Encourage the integration of presentation methods.


40/103



Suggested Answers to Student Activities

Activity 1: Energy Consumption

Are both measuring the same? - the average home and a typical 3 bedroomhouse

What is a typical 3 bed-room house? It depends on the number of people wholive in the house.

It depends what examples they used to come up with the average figures some houses have more electrical and electronic appliances than others.

The members of one household may be out all day at work and anotherhousehold may have retired people so the amount of time spent in the houseis also a factor.

Activity 2: Energy Consumption

The United States of America became the largest industrial nation in the worldin the 1920s so they use a lot of energy

Americans had fridges/washing machines and televisions well before us in theUK.

Americas grid and generating capacity was more developed than ours so theycould supply more consumers.

America may have had much colder winters than us so they had to heat theirhomes more many parts of the USA have severe winters.

Activity 3

In the 1920s coal fires were the main form of heating but now we useelectricity.

We have many more electrical gadgets nowadays eg. Televisions andmicrowaves, therefore we use far more electricity.

Not many homes had electricity in the 1920s as the national grid was notestablished then. The supplies that were available were not standardised andthe voltage and frequency was not supplied at fixed values across the country.

We now have many more offices and industries that require electricity than inthe 1920s.


41/103



The population or Scotland has remained steady for many years, butnowadays many more people are supplied with electricity.

The metering of electricity is much more accurate today than was the case in

the past, so there may well be inaccuracies when comparing the figures.

Answers Activity 4

Fossil fuels = 70.7%Nuclear = 22.3%Renewable sources 4.2%Imports = 2.8%

Answers Activity 5

There is no absolute solution - each student may well come up with a differentsolution. This is an exercise in manipulating figures to suit.

Answers Activity 8 - For the UK

Answers will depend on the year chosen by the students. It would be interestingfor them to select different years and then to compare.

The Electricity Supply Handbook 1995states that the energy sources used togenerate electricity in Great Britain were in descending order of electrical energyshare in 1993:Coal 53% - Fossil FuelNuclear 26% - UraniumGas 10% - Fossil FuelOil 8% - Fossil FuelHydro 2% - WaterRenewable 1% - Wind, Wave, bio-fuel, etc

Note that renewable and hydro have been separated. Watch out for this whenlooking at any data. Hydro should always be included in the renewable figures.

Answers Activity 9 - For Scotland

The figures given below are for the percentage of electricity generated from powerstations in Scotland for 1993.

Nuclear power stations: 36%Coal fired Power stations: 33%

Gas fired Power Stations 20%Renewable 11%


42/103



Note that oil-fired stations are not stated this is because they are no longerused.

Activity 10

One way to address an energy shortage is to build more generating stations ofvarious types. There is not a simple unique solution. The energy supplies forthe country require to be provided by energy from different types of powergeneration. The more environmentally friendly option is to generate electricityby renewable energy sources eg. hydro, wind and wave.

The government does provide grants to certain sections of the community butthey have left out a large part of the population. They could provide moregrants for all people to install insulation, double glazing, energy saving lightbulbs and micro-generation.

Once the plant is constructed, renewable energy is very cheap as it does notrequire fuel to be purchased, although it does have continuous maintenancecosts and damage to the equipment can take place due to adverse weather.

The government could provide grants to renewable energy suppliers to make iteasier for them to connect to the grid.

Activity 11

Glendoe near Loch Ness - Glendoe will be Scotlands second largest conventionalhydro-electric station and is the first large-scale station to be built since 1957.

Tummel-Garry Scheme this includes Pitlochry and Errochty

Affric-Beauly Scheme

Loch Shin Scheme

Activity 12

Glendoe has an installed capacity of around 100MW (megawatts).

The Errochty station in Perthshire had a capacity of 75MW when it was opened in1957.

You can see the massive difference in generating power, mostly due totechnological advances in turbine and generator design and efficiency.


43/103



Activity 13

Initially the pioneers of hydro electricity were involved in a massive building projectand many hydro stations were built up until the 1970s. Government policies then

brought the hydro plant building programme to a halt. The figure for the UK for thelast few years has been around 25%.

Activity 14

Boxes 1, 2, and 3 represent the national grid.

Activity 16

The substation is not secure there is a large gap in the railings.

Activity 17

As per the advantages and disadvantages listed at the end of each power stationtype.


44/103



Student Support Section


45/103



Tutor Note on Student Activities

It is essential that computers with Internet access are available for teaching this

unit as well as a data projector and electronic white board.

This section includes both student notes and activities. These materials notmandatory but are offered to centres as a flexible set of materials and activitieswhich can be selected, altered and used in whatever way suits individual centresand their particular situation. For example, in the case of the student activities youmight want to talk through the instructions with the learners and then give theinstructions out on paper as reminders.You are encouraged to adapt and use thematerials creatively in ways which will best engage your students.

It is not intended that the Student Support Section is issued to students ascomplete pack.

The online research and activities will provide students with a more blendedapproach to teaching and learning. School students will be familiar with thisapproach. For students returning to study, you may need to spend timesupporting them in the use of electronic resources.


46/103


47/103



The grid is a network of overhead and underground cabling systems that areused to distribute the electricity to industry and households. The grids network ofcables can be seen all over Scotland as they are mounted on large steel metalstructures called pylons. Substations and transformers are also components of

the grid system and will be discussed later.

Image courtesy of Scottish Southern Electricity


48/103



Renewable and Non-Renewable Energy: CarbonFootprint

Non-renewable energy One of the major causes of climate change.

Power stations can use a fossil fuel source (ie non renewable source) of energy togenerate electricity. The traditional fuels that we have used, and are still usingtoday, are coal, oil, gas.

These sources of fuel are classed as non-renewable. They are naturallyoccurring, and once they run out it will take many thousands of years for them tobe replenished. These power stations have a high carbon footprint. Nuclearpower stations which use uranium as a fuel however have a low carbon footprint.

Renewable energy Will help to slow down climate change.

The power that is generated from wind, wave, tidal and hydro power stations areclassed as renewable energy, but there are others. No fuel source is required butthey need something to turn the turbine eg. wind or water. These are naturallyrecurring resources and Scotland has the potential to become a world leader inthis area of power generation. These power stations have a low carbonfootprint.

Carbon Footprint

The phrase carbon footprint comes from one ofour greenhouse gases, carbon dioxide. Youll alsohear these referred to as carbon emissions.

Greenhouse gases are bad for the environment asthey contribute to an increase in the earthstemperature which causes the gradual melting of icecaps, due to rises in global temperatures. This iscalled global warming.

These gases are created from the process of using fuel to generate electricity,although a large proportion also comes from transport.

Although carbon dioxide is one of our largest sources of unwanted greenhousegases, it also keeps our eco-system healthy. but it can have negative effects onour eco-system if the emissions continue to increase .There are proposals tointroduce a method of re-cycling called carbon capture.


49/103



The United Kingdom carbon emissions are measured by the following units:

MtC Million tonnes of carbon.

To convert this to millions of tonnes of carbon dioxide simply divide by 12 andmultiply by 44.

James King

The non-renewable hierarchy for Carbon Footprint

The above diagram shows that coal has the highest carbon footprint and nuclearhas the lowest.

Hydro power is not shown in the above diagram as it is a renewable source ofenergy.

Coal

Gas

Oil

Nuclear


50/103



Energy: Loss, Efficiency and Consumption

The efficiency of a power station is directly related to the amount of energy (the

fuel) you put in, compared to the amount of energy you get out, eg. some of theenergy in the fuel is wasted.

Energy is lost in the form of heat from power stations and from homes in the formof hot air and gases, which will go up chimneys eg. if you burn coal in a fire, about60% of the energy will go up the chimney which is low energy efficiency. Thismeans you are only getting about 40% of the heat.

Power stations that burn fossil fuel have large cooling towers. This is becausewarm water is produced during the burning of fuel and carried away. This is waste

and makes the power station less efficient. The efficiency of this type of powerstation can range between 30-40%.

It has been argued that to use electricity as aform of heating is very wasteful because thepower stations are so inefficient in terms ofenergy generation.

One solution to this is to modify the power station and use the waste hot waterfor the purpose of heating and the name given to this modified power station isa Combined Heat and Power System (CHP). This will take the efficiency backup to around 70%.

In terms of domestic energy efficiency some solutions to improving the efficiencyin your home are to insulate the loft, use low energy light bulbs, and install double-glazing.


51/103



Fossil Fuel, Grid and Home Energy Losses energy lost means lowerefficiency

Fuel reserve or resource in the ground

The mining process uses energy to extract this is lost energy.

Conversion process

Energy lost in conversion eg. heat lost up chimney

Transferring energy over the grid

Energy lost during delivery eg. lost volts over long distances

Consumers losing energy in homes eg. no insulation or double glazing

Useful energy eg. actual energy used


52/103



The actual energy used is what the consumers use in their homes or businesses.

The consumers of electricity must pay their supply company for what they use.We pay our electricity bills to the electricity suppliers based on a measurement of

energy called Kilowatt-hour (KWh).

1 watt is a rate of energy use of 1 joule per second

Can also be written as W (watts) = J (Joule) / S (second).

Therefore, 1 Kilowatt (1000 watts) = 1000 Joules/second.

So:

1 Kilowatt hour = 60 seconds x 60 minutes x 1000 Joules

Note: Mega = 1,000,000

1 KWh = 3.6 Mega-Joules (or 3, 600,000 Joules)

We are charged an amount of money for every KWh of electricity we use in ourhomes. This amount of money charged per KWh is called a tariff.

Our tariffs can be increased or decreased by the electricity suppliers eg. whenthere is an oil or coal crisis or shortage, then prices will increase eg. during theminers strike in 1974 or during the Gulf war.

The tariffs will vary depending on the type of consumer. Industrial and domesticconsumers are charged at different rates.

Consumers can ask the electricity suppliers for specific tariffs. For example, acustomer can ask for their electricity to be supplied on a green tariff. This greentariff means that the electricity supplied to you is from a renewable electricitysource such as a wind farm.


53/103



Each consumer is provided with an electricity meter that measures the amount ofelectricity you use. We all have one in our homes.

James King

A domestic electricity meter

Example:

If the hourly energy consumption for a person living in a small flat was 7.2 mega-joules, how many units of electricity would they consume in terms of standardelectricity units (KWh)?

Tip: Divide the consumed energy by 3.6 mega-joules as this is equivalent to1 KWh.

7.2 mega-joules / 3.6 mega-joules = 2 KWh.

Hence you would be charged for 2 units of electricity, so if the tariff was 10 penceper KWh then the person would be charged a total of 20 pence for one hourselectricity use.

Energy Consumption

Activity 1

The two statements below are from different sources and are believed to be true,so why do you think the energy consumption figures are so different?

Today in the UK it is estimated that the approximate annual energy

consumption for a typical three-bedroom house is around 4300 KWh.


54/103



Today in the UK it is estimated that the average home in the UK currently uses3300 KWh of electricity each year.

Energy Consumption

In the UK in the 1920s, the estimated average consumption of electricity for eachperson for one year was around 105KWh - 115KWh.

For the same period in the USA the average consumption was around 850KWh -950KWh.

Activity 2

The USA consumption was higher than the UK, what does this suggest to you?

Activity 3

In the UK we use a lot more electricity today than was used in the UK in the1920s. Why has this increased significantly?

Discuss this in groups and come up with three significant reasons why this is thecase.

Compare and discuss your group results with the other groups in the class.


55/103



The USA became the largest industrial nation in the world in the 1920s so theyused a lot of energy back then. Americas grid and generating capacity was moredeveloped than ours so they could supply more consumers.

Americans had fridges/washing machines and televisions well before us in theUK. Many parts of the USA have severe winters - much colder winters than us so they had to heat their homes more.

In the UK in the 1920s many people did not have electricity and used coal fires astheir main form of heating and in many cases for cooking. It is very unhealthy tobe in a smoky atmosphere for most of your life eg. it can cause severe breathingdifficulties and cause permanent damage to your lungs.

Ryan James King

A coal fire used for domestic heating

Much of the electricity supply before 1926 came from private generating stations.Many of those supplied DC (direct current), which we do not require in our homes

today.

We now use AC, alternating current. Although the term alternating current isused, in fact it is the generation of an alternating voltage that produces therequired current.

In todays homes the main form of heating is by electricity, gas and oil.

There are a huge number of electrical gadgets and domestic appliances on themarket that we take for granted today but which werent available in the 1920s eg.televisions, washing machines, music systems, and many more.


56/103



Energy Consumption

Y axis Units: Bn KWh X axis Units: Year

The histogram shows Energy use in billion Kilowatt hours for the UK for 2006.(Note: Hydro Power is not included in the above figures)

Activity 4

For the 2006 figures calculate the percentage that each category of energycontributed to the overall UK electricity demand.

Activity 5

Use an energy calculator on the Internet to calculate the electricity requirementsfor 2020.

The government target for the decade from 2020 - 2030 is to get supplies fromrenewable sources this is anywhere between 40% - 60%. An energy calculatorcan be found at:

http://news.bbc.co.uk/1/shared/spl/hi/uk/06/electricity_calc/html/1.stm

0

50

100

150

200

250

300

350

400

2006 2020

Fossil Fuels

Nuclear

Renewables

Imports

Total Demand


57/103



Distribution of Electricity

Ryan James KingPylons on Lewis

The photograph above shows the electricity supply running along the side of aroad on the remote Isle of Lewis, Scotland. These pylons are smaller than thelarge metal pylon structures we see around mainland Scotland and the poles aremade from timber.

Telephone lines also use these timber pylons for telecommunications; known astelegraph poles, so dont get confused with their use. The electricity poles aremore obvious as they have large insulators.

At one time electricity was not available on many of our remote islands and as we

built more power stations and developed our grid we were able to supply moreareas of our country.


58/103



Power Stations

Oil Fired Power Stations

Lets examine three types of power station:

oil fired

gas fired

coal fired.

These power stations are not always located close to the fuel source and many ofthem are often close to the sea or a water source, as the following exampleshows.

The first oil-fired power station in Scotland was Inverkip power station, nearGreenock which is located on the shores of the River Clyde.

Scotlands first oil-fired power Station at

Inverkip south of Greenock, built in the 1970s.

Image courtesy of Scots Gazetter

The tall chimney, sometimes known as a stack or flue, is 700 feet tall (213m).The power stations main source of fuel was oil but oil became very expensive, sothis power station has not been used for some time now. The last time it was inoperation was during the miners strike in the 1980s. The miners strike caused ashortage of coal so this reduced the production of electricity at coal fired powerstations.


59/103



The process for producing electricity from fuel oil is as fol

Date post:	10-Apr-2018
Category:	Documents
Upload:	paul-mcleary
View:	220 times
Download:	0 times

Energy SfW Conventional Energy Technologies and the Grid (September 2008)

Documents