Energy SfW Energy and the Individual (October 2008)

8/8/2019 Energy SfW Energy and the Individual (October 2008)

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Skills for Work:

EnergyIntermediate 2

October 2008

Energy and the Individual

Support Material


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Energy: Energy and the Individual (Intermediate 2)

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 Work series. 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 Work Rationale.

Scottish Further Education Unit 2008

Scottish Further Education Unit (SFEU)Argyll CourtCastle Business ParkStirlingFK9 4TY

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

SFEU is a Registered Scottish Charity No. SC021876 and a

Company Limited by Guarantee No. SC143514 VAT No. 617148346

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

http://www.sfeu.ac.uk_blank/mailto:[email protected]:[email protected]://www.sfeu.ac.uk_blank/


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Energy (Intermediate 2)Energy and the IndividualF3FT 11

Introduction

These notes are provided to support teachers and lecturers presenting theScottish Qualifications Authority Course F3FT 11 , Energy and the Individual (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 reproduce

items 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 UnitArgyll CourtCastle Business Park

StirlingFK9 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 Authority

Optima Building58 Robertson StreetGlasgowG2 8DQ

Website: www.sqa.org.uk

http://www.sfeu.ac.uk/http://www.sqa.org.uk/http://www.sqa.org.uk/http://www.sfeu.ac.uk/


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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.

mailto:[email protected]:[email protected]


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Contents

How to Use this Pack 9

Reference Section 10

What are Skills for Work Courses all about? 11

The Course in Energy (Intermediate 2) 14

Unit Outcomes, PCs and Evidence Requirements 17

Employability Skills Profile 20

Careers Scotland Support 21

Tutor Support Section 22 Introduction 23

Learning and Teaching with Under 16s 24

General Guidance on Unit Delivery 28

Signposting of Employability Skills 30

Generating Evidence and Assessment Opportunities for Employability Skills 31

Resources 36

Solutions to Student Activities 38

Student Support Section 42

Tutor Note on Student Activities 43

Welcome to Energy and the Individual 44

Global Warming 45

Carbon Footprint 54

Energy Audit 58

On-line Carbon Footprint Calculators 62

Renewable Energy Systems 63

Domestic Monitoring Technology 66

Glossary of Terms 68



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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 Work courses, the course rationale, the Unit Outcomes andevidence requirements and the Employability Skills Profile for Energy

(Intermediate 2), showing where the specified employability skills and attitudescan 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. Finally, this section suggests resources which may be usefulfor tutors and students.

The Student Support Section contains guidance and instruction on globalwarming, individual carbon footprint and renewable energy systems.

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

Activities are identified with the symbol:

http://www.sfeu.ac.uk/skills_for_workhttp://www.sfeu.ac.uk/skills_for_work


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Reference Section



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What are Skills for Work Courses all about?

Skills for Work Courses 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 onexperience.

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 Work Courses are also designed to provide candidates withopportunities for developing Core Skills and enhancing skills and attitudes foremployability .



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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.



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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.



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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 Technology and Problem Solving will 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 energysector.

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 the

environment encourage candidates to foster a good work ethic, including timekeeping, a

positive 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



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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 energy

systems in the UK develop an awareness of what opportunities there may be within the sector in

terms of the types and range of career options provide candidates with knowledge and skills which are directly relevant to

employment 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 the

environment

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 CO 2 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 on 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 weekand wind is required to generate waves in our oceans or seas.



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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.



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Unit Outcomes, PCs and Evidence Requirements

National Unit Specification: statement of standards

Unit: Energy and the Individual (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 and determine own energy consumption 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 forms and quantities of own energy consumption.c) Organise information gathered to produce own carbon footprint based on

identified energy consumption.d) Check that all steps have been completed in accordance with the given brief,

including completing the work to the agreed timescale.

Outcome 2

Investigate changes to lifestyle that will reduce own energy consumption inaccordance with a given brief.

Performance Criteria

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

b) Gather information on possible ways of reducing own energy consumption.c) Organise information gathered to produce a revised carbon footprint which

reduces energy consumption.d) Check that all steps have been completed in accordance with the given brief,

including completing the work to the agreed timescale.



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Outcome 3

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

Performance Criteria

a) Present clear summary information on own existing carbon footprint.b) Present clear summary information on own revised carbon footprint.c) Identify clearly the impact of the changes on own energy consumption.

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 checklists 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,regardless of form, should be completed and retained for each candidate. Thecritical aspects are:

summary information must be clear summary information must cover both own existing carbon footprint and own

revised carbon footprint impact of changes on energy consumption must be clearly identified



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The National Assessment Bank (NAB) item for this Unit contains an appropriatebrief which covers the investigation and presentation requirements of the Unit andan assessor observation checklist. Centres wishing to develop their ownassessments should refer to the NAB to ensure a comparable standard.

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



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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



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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 withother 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 742192 [email protected]

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

mailto:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]


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Tutor Support Section



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Introduction

This Unit is one of three optional Units which comprise the Skills for Work Energy course. Some of the activities suggested may overlap the content of theother Units in the course. Pupils in S3/4 are likely to need significant help tounderstand some of the content and contexts of the Unit eg. utility bills, where it isunlikely that they have much experience or knowledge of these things. Parentsmay have to help with giving students some of the information necessary tocomplete their carbon footprint. It is quite acceptable to simplify any of the figuresto help the process take place.

The aims of this support pack are:

To provide support materials for delivery of the Energy and the Individual Unit

To highlight the issues of greenhouse gases and carbon footprints and how wecan use them to improve our environment.

To support the sector by encouraging people to understand why globalwarming is important to our future lifestyles.

Student tasks and activities in both sections are identified with the symbol

Suggested sequence of teaching:

1. Global warming what it is and how it occurs

2. Fossil fuels what they are, where they come from

3. How individuals use energy for work, social and domestic purposes

4. Greenhouse gases relationships with energy generation

5. Calculation of an individual carbon footprint

6. Analysis and evaluation of an individual carbon footprint

7. Changes and re-calculation of carbon footprint

8. Renewable energy systems - an introduction



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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 avisible 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



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



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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-drivenenvironments in schools and early feedback from those undertaking Skills for Work courses 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.



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Skills for Work Workshops

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

http://www.sfeu.ac.uk/http://www.sfeu.ac.uk/http://www.sfeu.ac.uk/http://www.sfeu.ac.uk/


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General Guidance on Unit Delivery

The emphasis is on an investigation, analysis and evaluation approach in whichstudents complete tasks and exercises to develop their understanding of topicssuch as global warming and greenhouse gases. Possible changes to theirlifestyles will be investigated with a view to improving their carbon footprint ie.reducing it.

The Unit should be delivered in a research type environment. Students should begiven the freedom to investigate environmental issues and draw up evaluationsand changes that will improve their interaction with the environment.

A range of material should be available and the use of the Internet is an essentialpart of the course. Other sources of information that could be used are papers,books, journals, interviews, site visits and classroom discussions.

There should be adequate time for students to investigate the changes to theenvironment and possible solutions that could improve it.

Associated knowledge and skills to be developed include:

investigation using the Internet, books journals, interviews etc

commonly used environmental and energy based terminology

practice in the use of an on-line carbon footprint calculator

analysing results from the on-line carbon footprint calculation

evaluating changes to improve their carbon footprint

Guidance on student approaches to investigation and presentation of findings iscovered in the Energy Course Guidance support materials.



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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. Induction may include thefollowing:

an outline of the Unit content what theyre going to be doing how it fits in to the Skills for Work Energy (Intermediate 2) Course your plans for teaching the Unit how theyll be learning the skills assessment methods and schedule the importance of regular attendance and good timekeeping to encourage the

students to get into good habits as if they were at work and in employment! where employability fits in start by asking them what they think! you might also think about inviting a representative from a service provider to

speak to the class about the types of employment available in theirorganisation, about employment prospects and educational opportunities inenergy, and to reinforce the value that employers put on employability skills.

In the context of this unit it might be useful for the students to hear fromsomeone involved in the renewables industry or from an environmentalawareness organisation to find out why theyve chosen this route.



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Energ

y: Energy and the Individual (Intermediate 2)


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.

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

Throughout the pack there are numbered flags like the one shownhere, showing which specific employability skill can be highlightedand/or assessment evidence recorded when students are busy withthe various activities in the Unit.

Throughout the pack there are numbered flags like the one shownhere, showing which specific employability skill can be highlightedand/or assessment evidence recorded when students are busy withthe various activities in the Unit.

1Maintaining goodtimekeeping andattendance *

8 Following basicdrawings correctly 15Reflecting on ownperformance

2Maintaining a tidyworkplace 9

Checking quality ofwork* 16

Learning from pastexperiences

3 Seeking feedbackand advice* 10Working to agreeddeadlines* 17

Awareness of arange of careersand job roles

4 Followinginstructions 11Organising workeffectively * 18

Developinginvestigation skills*

5 Work cooperativelywith others 12Workingconfidently* 19

Developingpresentation skills*

6

Selecting and usingtools correctly andfor the purpose theywere designed

13Willingness to learnnew skills ortechniques

20 Developingcreativity skills*

7

Using PersonalProtectiveEquipment correctlyand working safely

14 Workingindependently*

The employability skills marked with an asterisk* are directly assessed in this Unit.Some of the skills can be delivered and assessed discretely but there are alsomany opportunities for this to take place during group activities.

It is strongly advised that course teams meet together to discuss and agree a co-ordinated approach to the teaching and developing of the employability skillsthroughout the Course and to ensure that the team has a common interpretationof the skills and attitudes. You will find or create countless opportunities to helpstudents develop their employability skills. The following pages show some waysof going about it to get you thinking!

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

1, 5, 6, 7


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Generating Evidence and Assessment Opportunities for Employability Skills

Delivery Advice PosEmployabilitySkills

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.

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 ofthe other.

These guidelines or ground rules can be posted in the workshops andclasses 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 andbad in this regard. If you take note of patterns of performance it should beeasy to give the students accurate feedback.

1



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Seekingfeedback andadvice

Discuss the benefits of getting feedback from staff and asking for advice.This can increase the students level of confidence in what they are doingand can reinforce their views of the direction they are taking. Success can

be greatly increased by using knowledge and experience gained fromothers. Young students can be wary of seeking advice for fear of highlighting their

own lack of understanding or of being singled out for ridicule perhapsbased on past experience.

Staff should emphasise that in the workplace it is essential that they seekadvice if they are not sure about something as the consequences of notdoing so could be quite serious eg. misusing tools, poor techniques canresult in injury.

Students should be praised for seeking advice and making progress andreassured that staff welcome their questions and it also helps them todemonstrate another employability skill: positive attitude to learning.

3

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 practical, investigative and presentation work.

9



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Working toagreeddeadlines

Discuss the need to keep to deadlines and the effects that can result ifthey are not maintained. Demonstrate the importance in the real world of

keeping to deadlines eg. industry employs project managers whose mainrole is to keep work on schedule. Students made aware of the benefits of keeping to deadlines and of the

possible outcomes of work going beyond deadlines. Staff discuss with students their progress and ability to meet the

deadlines.

10

11

Organisingwork effectively

Particularly relevant in Outcomes 1 and 2 of this Unit, where students

can get carried away with the scale of their investigations, throwing theirtiming out and leaving insufficient time to complete their work. They canalso have difficulty organising and structuring the material they havegathered.

Tutors will need to guide students on the parameters of theinvestigation, the method of investigation, the format and method ofputting together the evidence.

12

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 work

without constantly needing reassurance. Students will have the opportunity to work confidently as they investigate

tasks. Students will have the opportunity to develop confidence as they plan

and present their work.



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Workingindependently

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 not

being able to share problems with others and having little socialinteraction.

Developinginvestigationskills

Discuss the role of investigating to find out information. Students arevery used to using the Internet to find things out but they dont alwayssee it as carrying out investigations. Discuss the various methods offinding out information, a wide range should be encouraged eg. Internet,interviews, papers, TV, books, experiments etc.

Students will develop investigations skills throughout the Course andshould be given directions to help find relevant information.

14

Use a full range of resources for investigations. Encourage students to interview family, friends etc. Validate Internet sites is it a reliable website? Cross match information from two or more sources Log details of their investigations



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Developingpresentationskills

Students often find giving presentations a daunting task. Demonstratehow presentations should be planned and practised. Students may feelcomfortable using mobile phone technology to video a presentation, loadit onto a computer and run it on the screen.

Staff should demonstrate how to give a presentation. Give students opportunities to give very short talks throughout the

Course to help develop these skills. Give encouragement to help them overcome fears. Use a range of media to help overcome fears eg. PowerPoint or video.

Developingcreativity skills

Creativity should be introduced as a skill which comes up with novelsolutions to a problem. Creativity in design is the most usual way todemonstrate this but other ways can be used to show creativity eg. a

new procedure to assemble a system, giving a presentation, methods ofreducing their carbon footprint, integrating energy systems etc.

Creativity will be recognised when students give presentations, ie. themethods they use should increasingly involve the use of technology eg.from initially giving a simple talk, moving on to using PowerPoint, digitalpictures or/and video etc.

Staff should give students feedback on how to increase their level ofcreativity.

Encourage a wide range and imaginative ways of presentation. Encourage the integration of presentation methods.

Encourage novel ways of doing things.


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Resources

It is essential that computers with Internet access areavailable for teaching this unit.

Online resources and websites

UK Government carbon footprint calculator:http://actonco2.direct.gov.uk/index.html The Energy Story:http://www.energyquest.ca.gov/story/ The Forum for Scotlands Renewable Industry:http://www.scottishrenewables.com/ Links to suitable internet sites:http://www.slp-energy.com/Information-For-Schools-And-Colleges.asp Climate Change:http://www.bbc.co.uk/sn/hottopics/climatechange/ Climate Change and Energy:http://www.defra.gov.uk/environment/climatechange/index.htm

Global Warming and Climate Change:http://royalsociety.org/landing.asp?id=1278&gclid=CI_ln7PUxJUCFQWR1Qodm062iQ Global Warming pictures:http://www.worldviewofglobalwarming.org/index.html Fossil Fuels:http://www.discoveringfossils.co.uk/fossilfuels.htm Fossil Fuels:

http://www.ecokidsonline.com/pub/eco_info/topics/energy/ecostats/index.cfm Carbon footprint calculator:http://www.carbonfootprint.com/ Carbon Trust:http://www.carbontrust.co.uk/default.ct

http://actonco2.direct.gov.uk/index.htmlhttp://www.energyquest.ca.gov/story/http://www.scottishrenewables.com/http://www.slp-energy.com/Information-For-Schools-And-Colleges.asphttp://www.bbc.co.uk/sn/hottopics/climatechange/http://www.defra.gov.uk/environment/climatechange/index.htmhttp://royalsociety.org/landing.asp?id=1278&gclid=CI_ln7PUxJUCFQWR1Qodm062iQhttp://royalsociety.org/landing.asp?id=1278&gclid=CI_ln7PUxJUCFQWR1Qodm062iQhttp://www.worldviewofglobalwarming.org/index.htmlhttp://www.discoveringfossils.co.uk/fossilfuels.htmhttp://www.ecokidsonline.com/pub/eco_info/topics/energy/ecostats/index.cfmhttp://www.carbonfootprint.com/http://www.carbontrust.co.uk/default.cthttp://www.carbontrust.co.uk/default.cthttp://www.carbonfootprint.com/http://www.ecokidsonline.com/pub/eco_info/topics/energy/ecostats/index.cfmhttp://www.discoveringfossils.co.uk/fossilfuels.htmhttp://www.worldviewofglobalwarming.org/index.htmlhttp://royalsociety.org/landing.asp?id=1278&gclid=CI_ln7PUxJUCFQWR1Qodm062iQhttp://royalsociety.org/landing.asp?id=1278&gclid=CI_ln7PUxJUCFQWR1Qodm062iQhttp://www.defra.gov.uk/environment/climatechange/index.htmhttp://www.bbc.co.uk/sn/hottopics/climatechange/http://www.slp-energy.com/Information-For-Schools-And-Colleges.asphttp://www.scottishrenewables.com/http://www.energyquest.ca.gov/story/http://actonco2.direct.gov.uk/index.html


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Books

Energy: a beginner's guide Smil, Vaclav

Oxford, England: Oneworld, c2006

Renewable energy resources Twidell, John,Abingdon, Oxon, UK: Taylor & Francis, 2006

Energy matters Cambridge, England: Independence, 2005.

Energy, society, and environment: technology for asustainable future Elliott, David,London, England : Routledge, 2003.

The energy saving house. Salomon, ThierryMachynlleth: the centre for alternative technology, 2003

http://libcat.uhi.ac.uk/search?/Xenergy&SORT=D&searchscope=17/Xenergy&SORT=D&searchscope=17&SUBKEY=energy/1%2C443%2C443%2CB/frameset&FF=Xenergy&SORT=D&searchscope=17&4%2C4%2Chttp://libcat.uhi.ac.uk/search?/Xenergy&SORT=D&searchscope=17/Xenergy&SORT=D&searchscope=17&SUBKEY=energy/1%2C443%2C443%2CB/frameset&FF=Xenergy&SORT=D&searchscope=17&7%2C7%2Chttp://libcat.uhi.ac.uk/search?/Xenergy&SORT=D&searchscope=17/Xenergy&SORT=D&searchscope=17&SUBKEY=energy/1%2C443%2C443%2CB/frameset&FF=Xenergy&SORT=D&searchscope=17&8%2C8%2Chttp://libcat.uhi.ac.uk/search?/Xenergy&SORT=D&searchscope=17/Xenergy&SORT=D&searchscope=17&SUBKEY=energy/1%2C443%2C443%2CB/frameset&FF=Xenergy&SORT=D&searchscope=17&18%2C18%2Chttp://libcat.uhi.ac.uk/search?/Xenergy&SORT=D&searchscope=17/Xenergy&SORT=D&searchscope=17&SUBKEY=energy/1%2C443%2C443%2CB/frameset&FF=Xenergy&SORT=D&searchscope=17&18%2C18%2Chttp://libcat.uhi.ac.uk/search?/Xenergy&SORT=D&searchscope=17/Xenergy&SORT=D&searchscope=17&SUBKEY=energy/1%2C443%2C443%2CB/frameset&FF=Xenergy&SORT=D&searchscope=17&21%2C21%2Chttp://libcat.uhi.ac.uk/search?/Xenergy&SORT=D&searchscope=17/Xenergy&SORT=D&searchscope=17&SUBKEY=energy/1%2C443%2C443%2CB/frameset&FF=Xenergy&SORT=D&searchscope=17&21%2C21%2Chttp://libcat.uhi.ac.uk/search?/Xenergy&SORT=D&searchscope=17/Xenergy&SORT=D&searchscope=17&SUBKEY=energy/1%2C443%2C443%2CB/frameset&FF=Xenergy&SORT=D&searchscope=17&18%2C18%2Chttp://libcat.uhi.ac.uk/search?/Xenergy&SORT=D&searchscope=17/Xenergy&SORT=D&searchscope=17&SUBKEY=energy/1%2C443%2C443%2CB/frameset&FF=Xenergy&SORT=D&searchscope=17&18%2C18%2Chttp://libcat.uhi.ac.uk/search?/Xenergy&SORT=D&searchscope=17/Xenergy&SORT=D&searchscope=17&SUBKEY=energy/1%2C443%2C443%2CB/frameset&FF=Xenergy&SORT=D&searchscope=17&8%2C8%2Chttp://libcat.uhi.ac.uk/search?/Xenergy&SORT=D&searchscope=17/Xenergy&SORT=D&searchscope=17&SUBKEY=energy/1%2C443%2C443%2CB/frameset&FF=Xenergy&SORT=D&searchscope=17&7%2C7%2Chttp://libcat.uhi.ac.uk/search?/Xenergy&SORT=D&searchscope=17/Xenergy&SORT=D&searchscope=17&SUBKEY=energy/1%2C443%2C443%2CB/frameset&FF=Xenergy&SORT=D&searchscope=17&4%2C4%2C


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Solutions to Student Activities

Activity 1 Solution

There is scope for a wide ranging discussion. Students should beencouraged to think of the pros and cons and short term and long termimpacts. Examples of possible points include: Forests affect the carbon cycle.

Living plants and trees absorb carbon dioxide. Forests act as a major carbonstore because carbon dioxide (CO 2) is taken up from the atmosphere and usedto produce the carbohydrates, fats, and proteins that make up the tree.

Clearing trees makes land suitable for farming and hence more jobs and anincrease of money into the local economy.

Increased farming will lead to a more stable local economy.

Global environment suffers due to fewer growing trees converting carbondioxide into food and oxygen.

Loss of habitats for wildlife.

Activity 2 Solution

The graphs show that there is a direct correlation between the increase in fossilfuel use and the global rise in temperature.

Activity 3 Solution

Possible Solutions:House/Home UseHeating the house for 6 hours E2 lights on for 4 hours E

Appliances/DevicesTV on for 5 hours N/EGames console on for 1 hour N/ECooker on for 30 minutes EMicrowave oven on for 5 minutes EKettle on for 3 minutes E



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TravelCar lift to school N/ECar lift to shops at lunch time N/EHome by school bus E

Activities 4, 5, 6

Individual solutions

Activity 7

Possible solutions:

Home Boil only the water needed Reduce the house central heating temperature Turn down radiator thermostatic valves Increase the amount of insulation in the home: wall, ceiling, floor Fit an efficient condensing gas boiler Switch off - dont use standby

Appliances Use less electricity by cutting down use of: playstation/games, heating, tumble

drier, washer, music player, hair drier, shower, dishwasher, video/DVDplayers, lights etc.

Use energy efficient light bulbs

Transport Walk more Cycle more Share a lift Use park and ride schemes Use public transport Use a smaller or electric car



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Activity 8

Possible Solutions

Health Raising fitness levels Reducing obesity Gaining more outside interests Walking more Cycling more

Savings Smaller gas bills Smaller electricity bills Smaller petrol bills

Environment Less greenhouse warming Cleaner air Less extreme weather

Activity 9 Solution

The carbon footprint for overseas goods is much higher, the transportation aloneaccounts for a higher carbon footprint. Transportation consists of moving items tothe airport or dock, moving them by air or sea to this country and again movingthem from the airport or dock to the distributors.

Activity 10 Solution

Individual answers - but could include things like: solar does not work when it isnight or when the sun is hidden by eg. cloud, wind does not blow all the time.Ground sources have energy available all the time but this is much more

expensive to buy and install.



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Activity 11 Solution

These solutions will be individual according to the strengths and weaknesses ofthe individual.

Solutions could be based on materials/information described in the course guidenotes.

Team Presentations

These are fully covered in the Energy Course Guidance materials with helpfulhints and tips.



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Student Support Section


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Tutor Note on Student Activities

This section includes both student notes and activities. These materials areoffered to centres as a flexible set of materials and activities which can beselected, altered and used in whatever way suits individual centres and theirparticular situation. For example, in the case of the student activities you mightwant 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.

Web based carbon footprint calculators will be essential during the delivery of thisunit. It is important that students fully analyse their initial carbon footprint valuesand thoroughly investigate a range of changes they could make to reduce the sizeof it. Ideally it would be useful if you had a classroom with a minimum of 12computers in it.

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


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Welcome to Energy and the Individual

Energy is an increasingly important issue in society. How energy is produced ishaving an increasing impact on our environment and economy. In this unit you willlearn about how energy is produced and how our lifestyles are affecting ourenvironment.

Global warming is becoming the most serious issue facing mankind today. Youwill have the opportunity to understand what it is, what effect it is having and whatwe can do to reduce it.You will investigate what a carbon footprint is and which components combine togive it a final value.

You will learn how your home, the appliances and types of transport you use

collectively determine your carbon footprint.You will use a web based calculator to estimate your carbon footprint. Then youllanalyse this result and draw up possible changes to your lifestyle which willreduce your carbon footprint.

You will be introduced to renewable energy systems and how they can be usedto reduce an individuals carbon footprint.

This Unit will raise your awareness of the issues facing the modern world. Asglobal warming affects us more and more it will become increasingly important for

us all to strive to reduce our reliance on fossil fuels and look towards renewableenergy systems as a way to reduce greenhouse gas emissions.



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Global Warming

Energy is a fundamental commodity that humans use in their everyday lives.Examples of this are boiling a kettle, driving to work, using a bus, heating yourhome, flying to go on holiday, using a washing machine etc.

As technology develops in this country and other countries around the world startto increase their use of energy dependent devices such as cars, air conditioning,TVs etc it should come as no surprise to anybody that this will have an effect onour environment.

Need to see some proof before you believe that the environment is beingaffected? Click on the link below to see some of changes that have taken placebetween 1985 and 2002:

http://www.effectofglobalwarming.com/global-warming-pictures.html

http://www.effectofglobalwarming.com/global-warming-pictures.htmlhttp://www.effectofglobalwarming.com/global-warming-pictures.html


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These damaging effects on the environment are mainly due the use of fossil fuelssuch as coal, oil and gas. Power stations and vehicles using these fuels emitwaste and pollution into the atmosphere .

Many leading scientists believe that these emissions cause an increase in theamount of greenhouse gases in our higher atmosphere. Greenhouse gasesperform a very important role, in that they allow a certain amount of heat from thesun to be reflected off the Earths surface back into space. In fact, we needgreenhouse gases to keep the temperature of the earth warm enough - withoutthem it would be too cold to sustain life as we know it. There are already naturaloccurring greenhouse gases that do this job.

Coal-fired Power Station

However, when greenhouse gases in the atmosphere increase they reduce theamount of heat passing back through it into space, ie. instead of allowing thereflected heat to pass through, the greenhouse gases reflect it back towardsEarth. This has the effect of more heat being trapped within the Earthsatmosphere and thereby warming up temperatures all around the world.

This increase in heat is called global warming.



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Fossil Fuels

Millions of years ago, when plants and animals died, some were buried andcrushed under the ground. Oil, coal and natural gas were formed from these fossil

remains (hence named fossil fuels). When fossil fuels are burned large amountsof carbon dioxide are released into the atmosphere. Carbon is also releasednaturally from volcanoes but humans have increased their contribution greatlyover the last few decades.

Oil Formation

Over time millions of years ago oceanic plants and animals died and were slowlycovered and compressed creating the oil reservoirs.

Oil is made from marine plankton dying and falling to the sea/ocean bed. Overtime, temperature and pressure converts it to oil and/or gas.

Plankton consists of any drifting organisms (animals, plants or bacteria) thatinhabit the oceans.



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Formation of Coal

Millions of years ago vast forests of plants and trees were growing on the surfaceof the earth, thriving on the carbon dioxide rich atmosphere.

Pre Carbonaceous Forest

These early trees absorbed the CO 2 from the atmosphere and produced oxygenallowing other creatures to thrive. Over time the forests were slowly covered andcompressed for millions of years resulting in the plant material being fossilised.The carbon captured from the early atmosphere formed coal.

Formation of Natural Gas

Wherever there are deposits of coal or oil there can be deposits of natural gas .Below are two cross-sections, the first shows the layering where fossil fueldeposits of oil and gas are to be found:


GA S

Oil

OI L

Gas

Ground Cover

PeatCoal

Oil and Gas

Pump

Pumping the oil out releases pressure and the gas is forced to the surface; boththe oil and gas are then available as a fuel.


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Normal Global Heating

Atmosphere

OxygenNitrogenGreenhousegases

Normally Greenhouse Gasesallow some of the heat from thesun to be reflected from theearths surface and allow it topass through back into space

The normaltemperature of theearth is held at the rightlevel due to having the

correct amount ofgreenhouse gases inthe atmosphere.

15.1 0C(1960)

Global WarmingLess heatescaping intospace

Excessive amounts of GreenhouseGases absorb more of the sunsheat and therefore pass less of itback into space.

The effect of theincrease in heat acrossthe world is calledGlobal Warming .

15.6 0C(2007)

More heat

beingabsorbed intotheatmosphere



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The table below shows the increase in Carbon Dioxide levels since the 1860sGas Pre-industrial Level

Greenhouse Gas

The greenhouse gasesmostly consist of thefollowing:-

Carbon Dioxide Nitrous Oxide Methane Halocarbons (CFCs) Ozone Water vapour

Thegreenhousegas which hasthe greatesteffect on globalwarming isCarbon DioxideCO 2.

Current Level

ppm (parts per million) ppm

Carbon Dioxide 280 384

Since Carbon Dioxide (CO 2) is the largest contributor to greenhouse gases itmakes sense to try and reduce the amount of Carbon Dioxide we pump into theatmosphere (sometimes referred to as carbon emissions).

If the main Carbon Dioxide polluters are waste gases from power stations andmotor vehicles, we can reduce this type of pollution by using less energy fromthese types of systems.

Although governments and industry have major parts to playin reducing the amount of Carbon Dioxide emitted acrossthe world, we as individuals can also play an important roleby reducing the amount of energy we consume and therebyreduce the amount of energy needed from power stations ormotor vehicles.



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Photosynthesis

Photosynthesis is the process whereby plants absorb sunlight, combine it with themoisture in the plant and the Carbon Dioxide from the atmosphere to produce

Oxygen and Glucose. It is one of natures ways of reducing the amount of CarbonDioxide in the Earths atmosphere.

The Carbon Neutral Life Cycle of a Tree



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Activity 1

In your group, discuss how the reduction of the worlds rain forests is affecting ourlocal needs and the global environment. You could use the following website forinformation:

www.nature.org/rainforests/explore/facts.html

Topics for discussion:-

Creation of local jobs

Changes to animal and bird life Changes to the local and national economy Changes to the global environment

Amazon rain forest

http://www.nature.org/rainforests/explore/facts.htmlhttp://www.nature.org/rainforests/explore/facts.html


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Activity 2

Compare the two graphs below.

The first graph shows the level of carbon emissions from the use of fossil fuelsover the last 140 years and the second is the global temperature over the last 150years.

What are your views on the link between the increase in temperature around theworld and the increase in carbon emissions from fossil fuels?Are there other things which could explain this rise in temperature?

Global Carbon Emissions from Fossil Fuels

0

1000

2000

3000

4000

5000

6000

7000

1860 1870 1880 1880 1890 19001910 1920 1930 19401950 1960 19701980 1990 2000

C a r

b o n -

M i l l i o n

T o n n e s

Year

Global Temperature

14.2

14.4

14.6

14.8

15

15.2

15.4

15.6

15.8

16

18 60 1 870 18 80 18 80 189 0 190 0 1 910 1 92 0 193 0 1 94 0 1 950 1 96 0 19 70 1 980 19 90 20 00 20 10Year

T e m p e r a

t u r e

C



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Carbon Footprint

We all use energy and are therefore responsible for the resultant carbon dioxideemitted into the atmosphere. Energy can be split into various headings to helpidentify the amount of carbon dioxide we are responsible for.The usual headings are:-

House/home (eg. heating, lighting and cooking) Appliances/devices used (eg. washing machine, TV, games console, phone

charger) Travel (car, bus or aircraft journeys)

A carbon footprint is made up of the sum of two parts, the primary carbonfootprint and the secondary carbon footprint.

The primary carbon footprint is a measure of our direct emissions of CO 2 fromthe burning of fossil fuels including domestic energy consumption andtransportation (eg. car and plane).

The secondary carbon footprint is a measure of the indirect CO 2 emissions fromthe whole lifecycle of products we use - those associated with their manufactureand eventual disposal or decommissioning.

This unit will only be dealing with the primary carbon footprint but it is important toknow that if a small wind turbine emits 100 tonnes of Carbon Dioxide when it ismanufactured, transported, installed and maintained but saves only 80 tonnes ofCarbon Dioxide emissions during its working life then from a carbon footprint pointof view it is not worth having.

The average UK person has a carbon footprint of 11 tonnes of greenhousegas per year.

(1 tonne = 1000kg = 1,000,000g)



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How much CO 2 do we create by using everyday appliances?

Boiling a litre of water in a kettle creates about 60g of CO 2

A TV left on stand-by for 21 hours creates about 35g of CO 2

A LCD switched on for 3 hours creates about 290g of CO 2

A plasma TV switched on for 3 hours creates about 680g ofCO 2

An average fridge-freezer creates about 640g of CO 2 per day



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A washing machine at 60 C creates about 670g of CO 2

A tumble dryer for a single load creates about 2,600g ofCO 2

A five mile car journey creates about 1,500g of CO 2

A return flight to New York adds about 1.2 tonnes(1,200,000g ) of CO 2 to a persons carbon footprint.



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Your Individual Carbon Footprint

Activity 3

Using the headings listed below, write down all the sources of energy you haveused over the last 24 hours and for how long. Once you have listed all the sourceswrite down against each of them whether it was essential or non essential use.

Sources of Energy Use How Long Essential / Non Essential

16

House/home (eg. heating,lighting and cooking)

Appliances/devices used (eg.washing machine, TV, games

console, phone charger etc)

Travel (car, bus or aircraft journeys)



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Activity 4

Work your way through the energy audit below and identify whichoptions apply to where you live. If youre not sure about something you mightneed to ask for help from your tutor or parents/carers.

Energy AuditYour results/findings (tick)

Type of Walls:- Stone Brick air cavity Brick solid Brick insulated cavity Timber frame Other? State:

Walls: Lining on inside of exterior walls no lining plasterboard lining insulated plasterboard lining

Roof/Attic: Insulation:- None 100mm 150mm 200mm 250mm 300mm

Windows:- metal frame single glaze metal frame double glazed wood/PVC single glaze wood/PVC double glaze secondary glazing low emission double glaze

External Doors:- wood/PVC solid wood/PVC single glaze wood/PVC glass double glaze

Floor: -

Concrete Wooden


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Draughts:- low draughts medium draughts very draughty

Lights:- normal light bulbs low energy lights low voltage lights Other? State:

Heating:- gas fire

coal fire log/wood fire gas central heating gas central heating with condensing boiler oil fired central heating wood chip boiler Other? State:

Hot Water System:- Pressurised system Pressurised system with hot water tank gravity fed system with hot water tank Other? State:


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Appliances/Devices

The personal and household equipment/appliances we have range from devicesthat use very little energy eg. mobile phone chargers to heavy energy consumers

eg. tumble driers.

Activity 5

Which of the following are used in your household?

Your AnswersTV - 20, 26 32 40 42, greater than 42TV - CRT, LCD or PlasmaWashing machine rating eg. A++, A+, A, B or CHow old is the washing machine?Tumble dryer energy rating eg. age and A++, A+, A, B or CHow old is the tumble dryer?CD/DVD player or recorderVCRFreeview box(s) if yes - how many?Satellite dishMicrowave ovenRefrigerator - energy rating eg. age and A++, A+, A, B or C

How old is the fridge?Freezer - energy rating eg. age and A++, A+, A, B or CHow old is the freezer?Vacuum cleaner 800W, 1000W, 1200W, or greater than1200WGames console eg. Wii, Xbox, PS2Mobile phone chargerComputer PC or laptopPrinter inkjet or laserjet



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Transport

You may not own a motor bike or car but you could still be responsible for some ofits carbon dioxide emissions e.g. if you get a lift in a car to school or to a friends

house. You may also only travel by plane once a year but that can have an impacton your transport carbon footprint too.

Activity 6

From the list of transportation types below identify which ones you use to get fromone place to another.

Note: You may have more than one selection in each category. Write down besideeach category the number of miles you do in a week.

Your Answers (miles)Car small (2000cc)

Motor cycle small (500cc)

Bus

Train

Taxi

Cycle

Walk

Aircraft



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On-line Carbon Footprint Calculators

There are a number of websites which can calculate your carbon footprint eg:www.bp.com/carbonfootprint You may need help from your parents/carers or teachers to help you find some ofthe required information.

Improving your Carbon Footprint

Activity 7Working in groups, discuss changes in the way you could live your lives whichcould reduce the size of your carbon footprint. Share your findings with the othergroups in the class.

Use the following headings: - Home - Appliances Transport

Activity 8

Working in groups, discuss any health benefits or financial savings that thesechanges could make. What effect would your changes have on the environment?

Share your findings with the other groups in the class.

Activity 9

Working in groups, discuss how buying local products (instead of importing themfrom overseas) eg. food, clothes etc. would bring benefits to you or the localeconomy.

Share your findings with the other groups in the class.

http://www.bp.com/carbonfootprinthttp://www.bp.com/carbonfootprint


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Renewable Energy Systems

These are ways of generating electricity and heat from sources which arerenewable. Most of these systems use very little energy from fossil fuels (eg.pumps) and are only responsible for the emission of small amounts of carbondioxide. Using any of these could reduce the size of your carbon footprint quitedramatically.

Solar hot water systems these use heat from the sun to heat the water in thedomestic hot water system. A minimum heat of about 14 C is required before thesystem is activated.

Solar panels being fitted on a roof

Diagram of a Solar Hot Water System



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olar PV (PhotoVoltaic) uses light from the sun to generate electricity usingn

ind turbines These use the wind passing though blades to turn an electrical

Stransistor technology. It requires sunlight to operate and does not work well ocloudy days.

Wgenerator. They require a minimum amount of wind to turn the blades/generator.


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Heat Pumps

Heat pumps transfer heat from the ground, air or waste to a refrigerant gas. Thisgas is compressed to increase its heat and the heat is then transferred to

underfloor heating or domestic hot water. The ground source can be a bore holeor a coil slinky system. Manufacturers indicate that these systems can get fourtimes as much energy out as is put in. Energy is available all day and year round.

Underfloor Heating

Heat Pump

Ground

BoreHoleSystem

Ground source heat pump system Coil or slinky system

being buried underground

Activity 10

As a group, discuss any applications of renewable energy systems and decidewhich ones you think would be most suitable to each of you.

(You could consider the consistency of energy supply ie. is it available all the time,whether it is heat or electricity you want, the space required, installation andrunning costs etc).



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Domestic Monitoring Technology

Use of a wireless electricity meter can help households measure the electricalenergy they are using at any moment in time and give an estimate of their carbonemissions.

It is made up of three components: Monitor Transmitter Sensor

The sensor measures the electrical energy being used from the mains live wire,this sensor is connected to the transmitter by a cable. The transmitter sends awireless signal to the monitor where various calculations are done and displayed

on the screen.

Transmitter

Sensor

Monitor

Wireless Electricity Meter

Sensor

Transmitter

Installed Sensor and Transmitter

Monitor showing kW used Monitor showing Greenhouse Gas emissions



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This type of system can give householders an almost immediate indication of theelectrical energy being used and the value of their carbon emissions either atthat time or calculated over a year.

These systems can perform the following functions:

Monitor and display electricity cost-per-hour in s Monitor and display total household electricity consumption Calculate greenhouse gas emissions per hour Alert the user when maximum energy limits have been passed Display temperature and humidity inside the house (using built in sensors)

Activity 11

In this Unit you have to present your findings on your own energy consumption.

Determine your strengths and weaknesses when presenting information to others.

Review the methods that could be used for a presentation and select the best

method based on your identified strengths and weaknesses.



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Energy SfW Energy and the Individual (October 2008)

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