Unit 4 Electricity and Media - Algonquin Achievement...

SNC2L Unit 4 – Electricity and Science in the Media

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Unit 4 – Electricity and Media

Lesson 16: What is Electricity?

Lesson 17: Electromagnet

Lesson 18: Electric Power from Different Energy Sources

Lesson 19: Using Electricity Safely

Lesson 20: Science and the Media

Note to Student: Read each lesson and then do all the assignments and when you are finished

hand in each lesson for marking.

UNIT 4 - GLOSSARY OF TERMS

atom: the smallest part of an element that has all of the characteristics of that element

neutral: having no electrical charge

friction: the rubbing of one thing against another thing

static: not moving

circuit: a path that ends at the same point where it starts

generator: machine that makes electricity

electrons: negatively charged particles in the atom.

ampere: unit for measuring the number of electrons moving past a point in a circuit

electromotive force (EMF): electrical pressure

volt: unit for measuring electrical pressure

ohm: unit of electrical resistance


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Lesson 16 – What is Static Electricity?

What is static electricity?

Did you ever walk across a rug, touch something, and get a shock? That shock was caused by

static electricity. Static means not moving. Static electricity is electricity that is not moving along

a path. What causes static electricity?

To understand what causes static electricity, you have to know about the atom. Scientists have

learned that all matter is made up of tiny parts called atoms. An atom is the smallest part of an

element that has all of the properties of that element.

Atoms have charges of electrical energy. There are two kinds of charges. There are positive (plus

or +) charges. There are also negative (minus or -) charges. An atom has both positive and

negative charges.

Usually, an atom has the same number of positive charges as it has negative charges. The

positive and negative charges cancel each other out. The charges are balanced. The atom is

neutral. A neutral atom has no electrical charge.

Sometimes, the positive and negative charges of an atom are not equal. Then the atom is not

neutral. If the atom has more positive charges than negative charges, the whole atom has a

positive charge. If there are more negative charges, the whole atom has a negative charge.

Matter that has charged atoms has static electricity.

Static electricity can develop in several ways. One way is by rubbing certain substances together.

The rubbing of one object against another object is called friction. Static electricity is sometimes

called friction electricity.

Static electricity is not the same as the electricity we use for light bulbs, motors, toasters and

other electrical appliances.

PLUS AND MINUS CHARGES

Charged matter may have a plus (+) charge or a minus (-) charge.

1. Opposite charges attract.

A plus or minus charge

A neutral charge also attracts

2. Same charges repel.


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Look at the image to the right and the following question. (9 marks)

Three of these pairs will attract and two pairs will repel.

(5 marks)

1. Which pairs will attract:

2. Which pairs will repel?

A balloon rubbed with a flannel cloth will stick to the cloth.

3. Do the balloon and the cloth have static electricity? _______________ (1 mark)

4. If so, do they have like charges, or opposite charges? ______________( 1 mark)

A second balloon is rubbed with the same flannel cloth. This balloon also sticks to the cloth.

5. Do the first balloon and the second balloon have like charges, or opposite charges?

______________ (1 mark)

6. If the charge on the flannel cloth is positive, what is the charge on the two balloons?

______________________. (1 mark)


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Experimenting With Static Electricity

First do step 1. Then do step 2. Answer the questions next to each step.

Figure B

SELECT THE CORRECT WORD (4 marks)

1. The comb ________________ pick up the paper. (does, does not)

2. The comb ____________________ charged.(is, is not)

3. The paper __________________ charged (is, is not)

4. This shows that objects with no charge ___________ attract each other. (do, do not)

Step 1:

Touch a rubber comb to a few tiny pieces

of paper (see figure B)

Step 2:

Then life the comb (see figure C)

Figure C


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Figure D

CHOOSE THE CORRECT WORD (5 marks)

1. The comb ____________ (does, does not) pick up

paper.

2. The comb ______ (has, has not) become charged.

3. The comb now ___________ (has a plus charge,

has a minus charge, is neutral.)

4. The paper _____________ (has a plus charge, has

a minus charge, is neutral.)

5. This shows that a charged object _________

(does, does not) attract a neutral object.

Step 3:

Rub the comb with a piece of cloth or fur

(combing your hair may also do the job.)

This rubbing causes negative charges to move

from the cloth to the comb. (Figure D)

Step 4:

Touch the comb to the pieces of paper, then

life the comb. (Figure E)

Figure E


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WHAT DOES THE PICTURE SHOW?

Look at the picture? Then answer the questions.

An electroscope is a simple instrument. It tells us if an

object has static electricity.

If you hold a charged object near the tip of an

electroscope, the leaves move apart.

The leaves move apart because they have

_____________________ (the same, opposite)

charges. (1 mark)

Figure F

MULTIPLE CHOICE (9 marks)

Select the letter of the phrase that best completes each statement.

\

1. An atom has

a) only plus charges.

b) only minus charges.

c) plus and minus charges.

d) no charges.

2. Usually, an atom has

a) the same number of plus and minus charges.

b) more plus charges than minus charges.

c) more minus charges than plus charges.

d) no charges.

3. "Neutral" charge means

a) plus charge.

b) no charge.

c) minus charge.

d) two plus charges.

4. Charged matter has

a) no electricity.

b) moving electricity.

c) static electricity.

d) only plus charges.

Charged rod


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5. Static electricity

a) moves in a path.

b) does not move in a path.

c) is neutral

d) has only minus charges.

6. To make 100 minus charges neutral,

you need

a) 50 minus charges and 50 plus

charges.

b) 100 minus charges.

c) 100 plus charges.

d) 50 plus charges.

7. Same charges

a) attract.

b) repel.

c) do not attract or repel.

d) attract and repel.

8. Opposite charges

a) attract.

b) repel.

c) do not attract or repel.

d) attract and repel.

9. Static electricity can come from

a) batteries.

b) friction.

c) not moving.

d) wire.

MATCHING (5 marks)

Match each term in Column A with its description in Column B. Write the correct letter from

Column B in the space provided to the left of Column A.

Your

Answer Column A Column B

opposite charges A means "not moving"

neutral B repel

rubbing C attract

static D charges are balanced

same charges E can cause static electricity


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Understanding Lightning

Lightning is dangerous and spectacular. In the United States, lightning kills nearly 400 people

every year, and injures many more. But what is it?

Lightning is a spark that jumps from cloud to cloud or from cloud to earth. It's caused by static

electricity that builds up in clouds. Static electricity travels along the shortest path from one point

to another. So lightning moving from a cloud toward the ground will tend to strike a tall object.

Many houses have lightning rods that stick up higher than the roof. If lightning strikes the rod,

the electricity will travel through the metal rod all the way into the ground. No one gets hurt, and

the house is not damaged.

LIGHTNING SAFETY RULES

During a lightning storm. . .

DON'T run onto an open field.

DON'T stay under a tree.

DO stay indoors or find a place indoors.

If you are in a car during a lightning storm, DO stay there. [Can you figure out why?]

If you are swimming, DO get out of the water.

REACHING OUT

Benjamin Franklin was a famous American. He discovered that lightning is

a spark of electricity. Once, during a thunderstorm, he flew a kite with a

wire attached to it. He observed that the metal wire attracted lightning.

1. After the reading the information above, why should you not do this?

(1 mark)

2. What can a kite act as? (1 mark)


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What is electric current?

Think of all the ways you use electricity each day. You awake to an alarm clock or radio, turn on

an electric light, use an electric toothbrush, or make toast. You watch television, listen to records,

use air conditioners. Just think about lights. Almost every place you go you find electrical

lighting.

About one hundred years ago, there was no electricity in homes, schools, factories, and offices.

Try to imagine your life without electricity!

The electricity that works all your electrical appliances is called electric current. This is a flow of

electrons. Electrons are the parts of the atom that have a negative charge. There is another part

of the atom that has a positive charge.

Electrons move along a path called a circuit. While the electrons are moving, the circuit is

complete. If the electrons stop moving, the circuit is incomplete and the electricity stops.

Some of our electricity comes from batteries. Small batteries like those used for flashlights are

called dry cells. Most of our electricity comes from machines called generators.

Each year, the world uses more and more electricity. More and more generators are needed.

Some Common Electrical Symbols


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PARTS OF A DRY CELL

A dry cell changes chemical energy to electric energy.

Dry cells come in many different sizes and strengths.

If you have a television set at home, it is easy to make it work. You just plug the end of the

electric cord into an outlet and turn on the TV. The electric current you need comes from the

outlets in your home.

But when you are away from home, there may not be electric outlets around. Where do you get

electricity to run your radio or your flashlight? Dry cells and batteries store electricity. If you

have a dry cell or a battery, you can take electric energy with you wherever you go.

Dry cells are not really dry. The outside of one kind of dry cell is made of the metal zinc. Inside

the cell is a paste of chemicals. The chemicals react with the zinc, which loses some electrons.

As the chemicals react, a flow of electrons forms an electric current. So chemical energy

becomes electric energy.

A dry cell has two posts called terminals. One terminal is positive. The other is negative. A wire

can be put between the terminals to make a circuit. You can make something that uses electricity,

such as a light bulb, a part of the circuit. The flow of electric current will light the bulb.

A battery is two or more dry cells working together. A battery can give more volts than a dry

cell. The more cells in a battery, the more volts it can give. A battery is used in most cars. The

battery itself does not make the car run. The engine makes the car run. But the battery gives the

current to start the engine.

minus terminal plus

terminal

carbon rod

chemical plate

zinc contaner


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Understanding Electric Current

ANSWER THE FOLLOWING QUESTIONS.

Look at each picture. Then answer the questions.

Anything that works with electricity is called an electrical

device.

We call some electrical devices appliances. Electricians call

them loads.

1. Look at the picture to the right, it shows some electrical

devices. How many others can you name? (2 marks)

Look at the image above then answer the following questions.

2. Is this circuit complete or incomplete? Why or why not? (1 mark)

3. Are electrons moving? Why or why not? (1 mark)

4. Does the bulb light up? Why or why not? (1 mark)


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Look at the image above and then answer the questions below.

5. Is this circuit complete or incomplete? (1 mark)

6. Are electrons moving? (1 mark)

7. Does the bulb light up? (1 mark)

8. Electricity flows from minus to plus. Draw arrows near the wires, the switch, and

battery to show this path. (1 mark)


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FILL IN THE BLANK (9 marks)

Complete each statement using a term or terms from the list below. Write your answers in the

spaces provided.

complete generators incomplete

negative move along a path toaster

positive circuit do not move along a path

1. In static electricity, electrons _____________________________.

2. In current electricity, electrons ___________________________.

3. The path along which electrons move is called a __________________.

4. Electrons do not move in an ________________________ circuit.

5. Electrons do flow in a _____________________ circuit.

6. Electrons leave a dry cell through the ______________ terminal.

7. Electrons return to a dry cell through the _______________ terminal.

8. Large amounts of electricity are made by ____________________________.

9. An example of an electrical appliance is a ________________________.

MATCHING (5 marks)

Match each term in Column A with its description in Column B. Write the correct letter in

the column provided.

Your


flow of electrons A where electrons leave

circuit B path for moving electron

minus terminal C an electrical device

plus terminal D electric current

light bulb E where electrons return


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TRUE OR FALSE (10 marks)

In the space provided, write "T” if the sentence is true. Write “F” if the sentence is false.

1. Electric current is the flow of electrons.

2. Static electricity lights our homes.

3. Most of our electricity comes from generators.

4. The path that electric current follows is called a circus.

5. Electrons leave a battery from the plus terminal.

6. Electrons return to a battery through the plus terminal.

7. The inside of a battery is filled with zinc.

8. Batteries give static electricity.

9. Generators make electric current.

10. Electrons stop moving in an incomplete circuit.

WORD SCRAMBLE (5 marks)

Below are several scrambled words you have used in this lesson. Unscramble the words and

write your answers in the spaces provided.

1. NUTRECR

2. TIRCCUI

3. TARBETY

4. REMLATIN

5. CELOTERN

REACHING OUT (2 marks)

Why don't we get most of our electricity from batteries?


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WRITE THE LETTER FOR THE CORRECT ANSWER. (6 marks)

1. Dry cells and batteries store:

a) electricity

b) mechanical energy

c) outlets

2. Inside a dry cell is a paste of

a) metals

b) batteries

c) chemicals

3. Chemicals in dry cells react with zinc to make

a) terminals

b) electricity

c) more dry cells

4. A dry cell has two posts called

a) outlets

b) electric currents

c) terminals

5. A battery is two or more ___________working together.

a) terminals

b) dry cells

c) volts

6. A battery in a car gives the current to

a) make the car run

b) ring a bell

c) start the engine


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Use each word to write a sentence about dry cells and batteries. (2 marks)

Terminals:

Volts:



1. At home, the electric current you need comes from outlets.

2. Dry cells are really dry.

3. A wire can be put between the terminals of a dry cell to make a circuit.

4. A dry cell can give more volts than a battery.

5. One terminal of a dry cell is positive and the other is negative.


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What are amperes, volts, and ohms?

How do you measure temperature? In degrees.

You measure time in minutes, hours, days, etc.

How do you measure length? Weight?

We use different units to measure different things. There are special units to measure electricity

too. Three of the most important are ampere, volt, and ohm.

AMPERES: The size of an electric current depends on how many electrons pass a point in a

circuit every second. The greater the number of electrons, the larger the current. Fewer electrons

mean a smaller current.

The size of an electric current is measured in amperes. We can say that ampere is another name

for electric current.

VOLTS: Nothing moves by itself. A force is needed to make something move. Electricity needs

a force to move it. Electrons move in a circuit because a force pushes them. The name for the

force or pressure that pushes electrons is electromotive force. It is often called EMF. The

strength of the EMF is measured in volts.

OHMS: Ohms measure the resistance to the flow of electrons. You know that a wire resists the

flow of electrons. The amount of resistance is measured in ohms.

There is a connection between amps, volts, and ohms. When one changes, there must be a

change in one or both of the others. There is a rule for figuring these changes. It is called Ohm's

Law.

VOLTS

The force that moves electrons

in a circuit

AMPERES (AMPS)

The number of electrons that

are moving.

OHMS

Resistance-the force that tries

to stop or slow the electrons


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This number of electrons passing a point in a wire every second is one ampere of current. Which

one is easier to say-one ampere or 6,281,000,000,000,000,000 electrons?

Different electrical devices use different amperes:

A 100-watt light bulb uses about 1 ampere.

An electric iron or broiler uses about 10 to 12

amperes.

ELECTRIC CURRENTS

You have learned that when electrons leave their atoms, matter becomes electrically charged.

The charged particles in electrically charged matter usually move in all directions. The

movement of charged particles in many directions is called static electricity. Electrically charged

matter whose particles all move in the same direction is called current electricity.

Most of the electricity we use every day is current electricity. Current electricity is made by a

generator. The generator gathers electrons. Then it pushes them all in the same direction. It

forces electrons to move through a conductor.

A conductor is a kind of matter that electrons can move through easily. Metal wire is the

conductor we use most to carry electricity. Matter that electrons cannot move through easily is an

insulator. Rubber is a good insulator. Electric wires are often covered with rubber to keep the

electrons moving along in the wire.

There are two kinds of current electricity. Direct current happens when the electrons flow in the

same direction all the time: Batteries produce direct current electricity. Alternating current


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happens when the electron flow changes directions. The electric outlets in your house provide

alternating current electricity.

FILL IN THE BLANKS (5 marks)

Fill in the correct answer for each of the following.

1. Another name for electric current is _______________.

2. Amperes tell us how many ____________________ move past a point in a circuit every

second.

3. EMF stands for ___________________________________________________.

4. Electrical force or pressure is measured in units called __________________.

5. Electrical resistance is measured in units called _______________.

EXPLAIN THE FOLLOWING TERMS (4 marks)

Use your own words to explain what each of the following is:

EMF:

Volts:

Amperes:

OHMS


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MATCHING (5 marks)

Match each term in Column A with its description in Column B. Write the correct letter in the

column provided.

Your


volt A electrical resistance

amps B path for moving electrons

circuit C relationship between volts, amps, and ohms

Ohm’s Law D electrical pressure

ohms E number of electrons passing a point in a wire



EMF stands for a number of electrons

Another name for resistance is ampere.

Volts measure electrical pressure or force

Different circuits have different amps, volts, and ohms.

If volts change, then amps and ohms stay the same.


Below are several scrambled words you have used in this Lesson. Unscramble the words and


1. PREAME

2. SEPRURES

3. MOH

4. TOLV

5. TRENURC


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COMPLETE THE SENTENCES (7 marks)

Write the correct answer for each statement in the space provided.

1. Electricity that is not moving is called electricity ______________ (static, current)

electricity.

2. Electricity that is moving is called _______________ (static, current) electricity.

3. Friction produces ________________ (static, current) electricity.

4. A dry cell produces _______________ (static, current) electricity.

5. The electricity we use is _____________ (static, current) electricity.

6. Current electricity is the flow of ____________________ . (atoms, electrons)

7. Most current electricity comes from ______________ , (generators, dry cells)

CIRCLE THE LETTER FOR THE CORRECT ANSWER (7 marks)

1. The movement of charged particles in many directions is called _____ electricity.

a) current b) static c) regular

2. Electrically charged matter whose particles all move in the same direction is called

electricity.


3. Most of the electricity we use every day is electricity.


4. Current electricity is made by a .

a) generator b) pump c) comb

5. A generator forces electrons to move through .

a) an insulator b) a rope c) a conductor

6. Matter that electrons cannot move through easily is .

a) a conductor b) a metal c) an insulator

7. happens when the electron flow changes direction.

a) alternating

current

b) regular current c) direct current


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What are temporary and permanent magnets?

You probably know the word temporary. Maybe you know someone who had a temporary job.

It lasted for a short time-a week, a month, a summer. The opposite of temporary is permanent. A

permanent job lasts for a very long time--years and years.

Something that lasts a short time is temporary. Something that lasts a very long time is

permanent. Things that are permanent seem to last forever.

Some magnets are temporary magnets. Others are permanent magnets.

TEMPORARY MAGNETS

Temporary magnets keep their magnetism for only a short time. Then they lose the magnetism.

Most temporary magnets are made of soft iron. Soft iron becomes a magnet very easily. But soft

iron also loses its magnetism easily.

PERMANENT MAGNETS

Permanent magnets keep their magnetism. They can be used over and over again. The magnets

you use in class are permanent magnets. So are the magnets in your home.

Most permanent magnets are made of steel. Steel does not become a magnet as easily as iron

does. But once steel becomes a magnet, it keeps its magnetism.

Certain alloys make extra strong magnets. Alnico, for example, makes extra strong permanent

magnets. Permalloy makes extra strong temporary magnets. Alnico is made of iron, aluminium,

nickel, and cobalt. Permalloy is made of iron and nickel.

Figure A: A motor has temporary and permanent magnets.


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Figure B: Some temporary magnets are electromagnets.

Electromagnets have many uses. For example, large electromagnets are used to lift huge pieces

of iron. They are also needed in telephones & bells.


In the space provided, write "T” if the sentence is true. Write "F” if the sentence is false.

1. Rubber is the conductor we use for most of our needs.

2. Batteries produce direct current electricity.

3. The electric outlets in your house provide direct current electricity.

4. Alternating current happens when the electrons flow in the same direction all the

time.

5. When electrons leave their atoms, matter becomes electrically charged.

6. Charged particles moving in many directions is called static electricity.


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spaces provided.

permanent Permalloy alloy

temporary steel lasting a short time

magnetism soft iron easily

loses Alnico lasting a long time

1. Temporary means ___________________________.

2. Permanent means ____________________________.

3. A magnet is permanent or temporary depending how long it keeps its __________.

4. Magnets that keep their magnetism for a short period of time are called _______ magnets.

5. Magnets that keep their magnetism for a long period of time are called _______ magnets.

6. Temporary magnets are made of __________________.

7. Soft iron becomes a magnet ____________. Soft iron also _______ its magnetism easily

8. Most permanent magnets are made of _____________.

9. Steel is an ___________ of iron.

10. Extra strong permanent magnets are made of the alloy _______________.

11. Extra strong temporary magnets are made of the alloy _________________.

MATCHING (5 marks)

Math each term in Column A with its description in Column B. Write the correct letter from

Column B in the space provided to the left of Column A.

Your

Answer

Column A

Column B

permanent A Used for most permanent magnets

temporary B Become extra strong magnets

soft iron C Lasting a short time

steel D Lasting a long time

Alnico and Permalloy E Used to make temporary magnets


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In the space provided, write "T” if the sentence is true. Write ''F” if the sentence is false.

1. All magnets have the same power.

2. All magnets keep their magnetism.

3. Soft iron becomes a magnet easily.

4. Soft iron loses its magnetism easily.

5. Steel becomes a magnet easily.

6. Steel loses its magnetism easily.

7. Soft iron magnets are permanent magnets.

8. Steel magnets are permanent magnets.

9. Alnico magnets are temporary magnets.

10. Every alloy contains iron.

MULTIPLE CHOICE (4 marks)

Circle the phrase that best completes each statement.

1. A temporary magnet differs from a permanent magnet because

a) it does not have domains

b) its magnetism lasts only a short time

c) it is made of soft steel

d) it never has alloys

2. Most permanent magnets

a) are made of steel

b) can never break

c) are made of soft iron

d) lose magnetism easily

3. Steel, Alnico, and Permalloy

a) all become magnets easily

b) only make temporary magnets

c) are alloys that can make magnets

d) lose their magnetism easily

4. Soft iron

a) makes temporary magnets

b) makes permanent magnets

c) is a temporary alloy

d) is always magnetic


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Below are several scrambled words you have used in this Lesson. Unscramble the words and


1 MANTENREP

2 MERATYPOR

3 LEMPRYLOA

4 LESET

5 SROGNT


Both soft iron and steel contain iron. What other metals does steel contain? Do some research

to find out the answer to this question.


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Lesson 17 – Electromagnet

What is an electromagnet?

You may have seen a machine in a junk yard that lifts whole cars. This is a huge electromagnet.

Did you know that there is a tiny electromagnet inside your telephone? It helps you hear people

speak.

Just what is an electromagnet? It is a temporary magnet that gets its magnetism from electricity.

Long ago, a scientist discovered that an electric current gives off a magnetic field. If you place a

magnetic substance in a magnetic field, you can induce magnetism. So you can use electricity to

make a magnet. When the electricity stops, the magnetism in an electromagnet stops.

Three things are needed to make an electromagnet: a soft iron core, a coil of insulated wire, and

a source of electricity. A switch is helpful, but not necessary. When you connect the parts,

electricity moves through the wire. The current makes a magnetic field. The field magnetizes the

soft iron core by induction.

THE STRENGTH OF ELECTROMAGNETS

Electromagnets come in different strengths, which are needed for different jobs. Weak

electromagnets do small jobs. The tiny electromagnet in your telephone is weak. Strong

electromagnets do big jobs. The huge electromagnet in the junkyard is strong.

How can you change the strength of an electromagnet? There are two ways:

1. Change the number of coils the wire makes around the soft iron core

2. Change the strength of the electric current

For example, to make an electromagnet stronger, you could wind more wire around the core, or

increase the amount of electric current. There is a limit to how strong you can make an

electromagnet. Once the core has the most magnetism it can take, it cannot be made stronger.


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WHAT DO THE PICTURES SHOW?

Look at each picture. Then answer the questions. (7 marks)

Figure A

Figure B – A simple electromagnet

Figure C

Figure D

1. Which of the parts in Figure A must an electromagnet have? _______________

2. Which part in Figure A is helpful, but not necessary? _______________

3. In Figure C, this circuit is _______________________. (complete, incomplete)

4. In Figure C, electricity ___________ moving through the wire. (is, is not)

5. In Figure C, the iron core ___________ become a magnet. (has, has not)

6. In Figure D, if you open the switch, the tacks __________. (drop, do not drop)

7. An electromagnet is a __________ magnet. (temporary, permanent)


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Oersted's Experiment

A teacher in Denmark discovered, by accident, that electricity makes a magnetic field. In 1819,

Hans Oersted put a compass near an electric current.

Figure E

When the current was on, the compass needle moved. It turned toward the wire.

Figure F

When the current was off, the compass needle moved back to where it had been. Oersted tried

this again and again. The same thing happened each time.

1. What made the compass needle turn? (1 mark)

2. What did Oersted prove? (1 mark)


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Complete each statement using a term or terms from the list below. Some words may be used

more than once.

number of coils strength of the current coil of insulated wire

soft iron core a magnetic field electromagnet

induction source of electricity

1. An _______________________ is a temporary magnet.

2. An electromagnet becomes a magnet by ___________________________.

3. To make an electromagnet, you need: a _______________________________ and a

_____________________________ and a ___________________________________.

4. A current of electricity gives off ____________________________________________.

5. You can change the strength of an electromagnet by changing the

_____________________or the

_____________________________________________________.


In the space provided, write “T” if the sentence is true. Write “F”if the sentence is false.

An electromagnet is a permanent magnet.

Soft iron loses its magnetism easily.

The core of an electromagnet is soft iron.

When an electromagnet is connected, the core has a north and south pole.

A magnetic field surrounds every electric current.

MATCHING (5 marks)


space provided.

Your

Answer

Column A Column B

soft iron core, coil of insulated

wire, source of electricity

A turns towards magnetic field

magnetic field B parts of an electromagnet

strength of an electromagnet C discovered that electricity gives off

magnetism

compass D depends on current strength and number

of coils

Oersted E given off by electricity


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How does an electrical generator work?

Magnetism and electricity are not the same, but they are related. You learned that electricity can

make magnetism. The opposite is also true: magnetism can produce electricity.

With a wire and a magnet, you can make electricity. Moving a magnet back and forth inside a

coil of wire will make an electric current. Moving the coil of wire back and forth around the

magnet will also make an electric current. This is what happens in an electrical generator.

INSIDE A GENERATOR

A generator is a machine that changes one form of energy into electrical energy. When a coil of

wire turns between the poles of a permanent magnet, the wire moves through a magnetic field.

When any conductor cuts across lines of magnetic force, electrons move in the conductor. The

coil of wire is a conductor. Electric current is the movement of electrons. So as the wire turns in

the magnetic field, electric current flows through it.

The faster the coil turns in the magnetic field, the stronger the electric current that is generated.

The stronger the magnet in a generator is, the stronger the electric current that is made.

Something else has to supply energy to turn the coil of wire in the magnetic field. That is why we

say that a generator changes one form of energy into electrical energy.

What can be used to power a generator?

A generator needs energy to turn the wire coils in the magnetic field of the permanent magnets.

What can supply this energy?

Let's examine three common energy sources.

HYDROELECTRIC POWER

Hydroelectric power is generated by the force of moving water. In some places, like Niagara

Falls, natural waterfalls provide the force needed to turn the generators. In other places,

controlled release of water from a dam on a river supplies the energy.

PROS: Hydroelectric power is renewable. It is renewable because the rivers continue to flow

without our help. It is also non-polluting. Hydroelectric power can be less expensive

than other kinds.

CONS: Hydroelectric power cannot be generated in all areas. The geography must be just right.

A supply of moving water must always' be available. In some locations, it's not possible

to build a dam on a river.


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FOSSIL FUELS

Coal, oil or petroleum, and natural gas are fossil fuels. They are taken out of the ground and

burned. for their energy. Most generators are powered by fossil fuel.

PROS: Fossil fuels are in good supply. Furthermore, fossil fuels are well understood. They

have been used for a long time.

CONS: Fossil fuels are not renewable and cause pollution. Pollutants from fossil fuels

contribute to acid rain and the greenhouse effect, or global warming. Coal is the worst

polluter when burned.

NUCLEAR ENERGY

Nuclear power comes from energy released by splitting atoms. Splitting atoms is called nuclear

fission.

PROS: A very small amount of nuclear fuel can produce a tremendous amount of energy.

Nuclear energy does not emit pollution that causes acid rain or global warming. There

is a plentiful supply of nuclear fuel.

CONS: Leftover materials from nuclear fuel, called radioactive wastes, are dangerous enough

to cause illness or death. And there does exist the danger of a nuclear accident that can

release radioactive waste into the environment.

INSIDE A GENERATOR (9 MARKS)

Name the essential parts of a generator:

1. Look at the picture of the generator to the left and

what are the parts labeled 1? ____________

2. What is the part labeled 2? ______________

3. Must a generator have only one permanent magnet?

__________

4. How many magnets does the generator to the left

have? __________


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You can make a simple generator with a coil of insulated wire, a bar magnet, and a

galvanometer. A galvanometer is a device that measures weak electric current.

1. In the picture of the simple generator to the

____________ (magnet, coil) is moving.

2. If the coil would move instead, the electricity

would _____________ (stop, be the same)

3. If you move the coil or magnet slower, you get

________________ (stronger, weaker)

electricity.

4. If you move the coil or magnet faster, you get

__________ (stronger, weaker) electricity.

5. If you use a stronger magnet, you get _____________ (stronger, weaker) electricity.



spaces provided. Some words may be used more than once.

move magnetism permanent magnet

electricity weak galvanometer

turn the wire coil faster use a stronger magnet generator

coil of insulated wire

1. Electricity can make _________________________.

2. Magnetism can be used to make ___________________________

3. The machine that makes electricity is called a _____________________

4. The necessary parts of an electric generator are a _________________and a

_________________.

5. To make electricity, either the wire or the magnet must____________________.

6. In most generators, the _________________ moves.

7. A __________________ measures weak electricity.

8. Weak magnets can make only ___________________electricity.

9. Two ways to make stronger electricity are ___________________________and

__________________________.


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MATCHING (5 marks)


space provided.

Answer

Here Column A Column B

generator A cuts across lines of magnetic force

magnet & coil of insulated wire B produces electrical energy

galvanometer C measures weak voltage

electricity D parts of a generator

moving coil of wire E moving electrons

Lesson 18 – Electric Power from Difference Energy Sources

Coal 56% Natural Gas 9%

Nuclear 19.0% Petroleum (oil) 6%

Hydroelectric (water) 9% Others – less than 1%

Note: the above numbers may have changed since this course was written.

ANSWER THE FOLLOWING QUESTIONS (refer to the chart above) (6 marks)

1. Which power source generates most electricity? _______________

2. Which two power sources generate the least?

a) ___________________

b) ___________________

3. Which are the fossil fuels?

a) ___________________

b) ___________________

c) ___________________

4. Which fossil fuel produces:

a) The most electricity? _____________

b) The least electricity? ______________

5. Altogether, fossil fuels supply the energy for _________ percent of our nation’s electrical

needs.


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NUCLEAR ENERGY AND ELECTRICAL NEEDS

1. The chart above shows eight countries. It also shows the approximate percentage of their

electrical needs supplied by nuclear power. Study the information and write the percentage

for each country in the following table. (8 marks)

% % %

Belgium France U.S.

Britian Germany U.S.S.R.

Bulgaria Japan

2. Which country obtains the greatest % of its electrical needs from nuclear power?(1 mark)

3. Which country obtains the smallest percent of its electrical needs from nuclear power?

(1 mark)

4. The United States has more than twice the number of nuclear reactors than France. Yet

France supplies 75% of its electrical needs with nuclear energy, while the U.S. supplies

only 21%. How can this be explained? (2 marks)

0

10

20

30

40

50

60

70

80

Belgium Britian Bulgaria France Germany Japan U.S. U.S.S.R.

Perc

en

t


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more than once.

fossil fuels generators petroleum

natural gas location of water nuclear

coal

1. Large and continuous amounts of electricity can be supplied only by ______________.

2. Most generators in the United States are powered by _____________________.

3. The fossil fuels are ____________, ________________ and _______________________.

4. The fossil fuel most used to power American generators is ________________.

5. "Hydro" refers to ________________________.

6. Hydroelectric generation is limited by __________________________.

7. The fuel that uses small amounts to produce the most energy is ______________ fuel.

8. The most polluting fuel is _____________________.

9. The only major fuel that does not contribute to global warming or acid rain is

_____________ fuel.

MATCHING (5 marks)


space provided.

You

Answer

Column A Column B

Coal A not renewable

hydroelectric power B danger from nuclear power

fossil fuels C comes from splitting atoms

nuclear power D contributes to acid rain

radioactive waste E non-polluting


SNC2L Page 37



Large generators supply most of our electricity.

Hydroelectric power can be generated anywhere.

Generators powered by fossil fuels and nuclear energy can be built in many locations.

Fossil fuels pollute

Nuclear power contributes to acid rain.

Fossil fuels are renewable.

Hydroelectric power leads to global warming.

Any large body of water can power generators.

Water is a renewable power source.

Coal is the most polluting fuel

How can people conserve energy?

In the future, renewable energy sources will replace fossil fuels. Energy will cost less. And it will

be clean. Pollution from burning fuel will be a smaller problem.

However, we are not living in the future. The reality of the present is this:

Most of our energy comes from fossil fuels.

Fossil fuels cause very serious pollution.

The cost of fossil fuels is high. And, it will continue to rise.

Every bit of fossil fuel we use is GONE! Nature will not replace it for hundreds of

millions of years. Can you wait that long?

For these reasons, we must learn to conserve. Energy conservation will save money. Even more

important, it will reduce pollution.

What can YOU do to conserve energy? Many things! .'\s a young person, you make many energy

decisions every day. In addition, before long, you will be an adult--and on your own. Then, you

will make decisions your parents now make--like choosing electrical appliances. Wise decisions

can save much energy--and money.

For example: The use of room air conditioners is growing constantly. They offer great comfort.

But air conditioners are expensive to run. They use a lot of electricity. A federal law requires

every air conditioner displayed in an appliance store to carry an Energy Guide label, along with

its Energy Efficiency Rating, or EER.

EER is a measure of how well an air conditioner cools compared to the amount of electricity it

uses. Most EER ratings fall between 7 and 12. The higher the EER, the more efficient the unit is.

When you buy, look for an EER of 9.0 or higher. 9.0 and above is considered very efficient.


SNC2L Page 38

Only room air conditioners are rated by EER. Many other high-energy appliances, such as

refrigerators, dishwashers, washing machines, and clothes dryers are rated in a different way.

They are rated by their estimated yearly cost to use. For example, an energy guide label on an

appliance might say that the product costs about $100.00 per year to use at home.

WHAT ARE KILO-WATT HOURS?

We pay for electricity in kilowatt-hours (kwh). One kilowatt-hour is the equivalent of using

1000 watts for one hour or using a 100 watt light bulb for 10 hours.

All the watts we use a day add up to kilowatts, which in turn add up over the days, months and

years, multiplied by each household and business use. Kilowatt hour usage is going up by

roughly 4-7% per year (any surprise with the increase in our appliance usage?).

Awareness of how we use these kilowatt hours are key to using energy efficiently.

Calculating Appliance Usage

Use the following formula to calculate the exact use of your appliances:

amps x volts = watts

watts x hours = watt-hours

watt-hours/1000 = kilowatt-hours(kwhs)

kwh x .12 = estimated cost of using an electrical appliance

(Note: 12 cents is the current average utility cost for electricity after factoring in distribution and

other charges)

Examples:

Fridge

115 volts x 5 amps = 575 watts

575 watts x 5 hours = 2,875 watt-hours

2,875 watt-hours/1000 = 2.875 kwh

2.875kwh x .12 = $0.35

Water Heater

A large appliance such as a water heater runs only when it has clicked on and is actually heating

water. The length of time it runs it takes to do laundry, take baths, run the dishwasher etc. The

average (national average) length of time a water heater is on is 3 hours.

4500 watts x 3 hours = 13,500 watt-hours

13,500 watt-hours/1000 = 13.5kwh

13.5kwh x .12 (12 cents) = $1.62

This may not seem a lot, but consider that if your average daily kwh hours use (see your

electricity bill) is 27 kwh, close to half your electricity goes towards water heating!


SNC2L Page 39

Furthermore, $1.62 per day over the year translates into:

$1.62 x 365 = $591.3 per year

Using an alternative heating method (solar thermal) can seriously contribute to water heating in a

more economical and eco-friendly manner. The payback on the solar water heater can be as short

as 6 years. In addition, after the payback period, energy costs are continually reduced through the

use of a solar water heater. And your CO2 contribution is reduced by around 2 tons per year. We

all win when we cut down our CO2 contributions.

Living costs are at an all-time high. The purchase of electric appliances represents a fairly large

expenditure in a family budget and the cost of electricity is increasing. There is no indication

these costs will come down. So, if you are concerned about cutting expenses and choosing

energy-efficient appliances, you will need to choose appliances carefully. Here are some

questions to ask yourself to simplify the choice:

Is this new appliance really necessary?

Can the same task be performed manually and thus save energy for other uses?

Will it use less energy than appliances I now have?

Will a more expensive but energy-saving model be cheaper in the long run?

Are optional energy-saving features available?

Can optional features that increase energy consumption be eliminated?

What is the life cycle cost of the appliance (purchase cost plus operating and upkeep

cost)?

Other factors such as style, color, safety, initial price, ease of cleaning, construction, and capacity

are also, of course, part of the decision.

Computing the cost of operating appliances may help you to:

become more aware of the energy appliances use,

consider ways of cutting appliance and energy use if your costs are beyond what you

want to pay,

do your part to conserve energy.

To compute the cost of operating appliances, you need this information:

wattage rating for each appliance;

average number of hours used per year or percentage of time used if unit cycles on and

off (such as a thermostatically controlled appliance);

cost of electricity per kilowatt hour (call your local supplier for this


SNC2L Page 40

1. Make a list of five items in your home that use electricity. Here are two examples, do not

use these examples. (5 marks)

a) _________________________

b) _________________________

c) _________________________

d) _________________________

e) _________________________

2. List three different ways to classify these electrical items. (i.e.: necessary, convenient…) (3

marks)

a) ________________________________________________

b) ________________________________________________

c) ________________________________________________

3. List three ways you can think of that you and your family waste electricity, and all the

ways you can think of that you conserve electricity in your home. (6 marks)

WASTE CONSERVE

4. On a scale of 0 to 10 (10 being very good at saving energy), where do you and you family

rate for energy conservation. Explain your answer. (2 marks)


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UNDERSTANDING THE EER ENERGY GUIDE (15 marks)

Below is a sample Energy Efficiency Rating label. Study this label answer the questions.

Using the EER Label below, answer the following questions, you may have to go back and re-

read pages 37 and 38 to help you with some of the answers: (15 marks)

1. What do the initials EER stand for _________________________.

2. What does EER measure?

3. What is the usual EER range of values? _________________________

4. The higher the EER the ____________ (less, more) efficient the appliance is.


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5. The higher the EER, the ____________(more, less) expensive the appliance is to use

because it uses less energy.

6. Which EER values are considered very efficient? ________________________

7. Is the EER shown in Figure A among the very efficient? __________________

8. How much would the air conditioner shown in the figure cost to run for:

a) 750 hours in an 8¢/kilowatt hour area? __________

b) 3,000 hours in a 4¢/kilowatt hour area? ____________

The government tested many similar air conditioners to arrive at its 8.7 EER rating.

9. The most efficient model rated (number) EER points (higher, lower) than

the labelled air conditioner.

10. The least efficient model rated __________ (number) EER points _________ (lower,

higher).

11. Look at the label. On average, the EER rating of this air conditioner was _____________

(higher, lower) than the other models tested.

12. What on the label tells us how to compare this appliance to other models tested?

ANOTHER ENERGY GUIDE LABEL

Energy guide labels for other kinds of electrical appliances show an estimated yearly cost use.

This gives an indirect value for EER. Study the example on the following page.

Brand X refrigerator costs $100.00 per year to run.

Brand Y is a similar refrigerator, but costs $145.00 to run—in the same energy-cost area.

If rated by EER, which brand would have a higher rating: X refrigerator or Y refrigerator

The sample energy guide label on the following page indicates the estimated yearly cost to run a

certain refrigerator.


SNC2L Page 43

Answer the following questions from by referring to the above label. (15 marks)

1. The estimated cost to run this refrigerator for one year is _____________ in a region that

charges ____________ per kilowatt hour.

2. How much would it cost to run this refrigerator for a year is these kilowatt/hour area:

12¢ 6¢ 10¢ 2¢ 8¢

3. Does energy cost the same throughout the country? __________

How do you know?


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4. The government tested many similar refrigerators to arrive at its figure of $124.00 to

operate this appliance for one year.

What was the lowest cost estimated? ___________

What was the highest cost? ____________

5. Compared to the $124.00 operating cost for this model, the highest operating cost

refrigerator would cost ____________ (more, less) to run.

6. The lowest operating-cost refrigerator would cost _________ (more, less) to run.

7. Look at the label. On average, the operating cost of this refrigerator was ___________

(more, less) than the other models tested.

8. What, on the label, tells us this?



more than once.

higher filter longer lower Night

heating daytime clean window warmly

high five less hot reducing

1. Dress ____________ at home when it is cold. Don’t rely on house ______________.

2. Keep the _________ in your air conditioner ______________.

3. In cold weather, don’t set the house heat too __________. During the daytime, keep the

temperature no _____________ than 70ºF. At ____________, lower the temperature about

_________ degrees.

4. ______________ your heat when you are not at home.

5. Avoid using lights during the _____________. Use sunlight and work close to a

__________ for light.

6. Use dimmers for incandescent bulbs. You can use ________ energy. The bulbs will last

__________ too!

7. Get a flow-____________ shower head.

8. Set your _________ water heater’s temperature to no ___________ than 140º Fahrenheit.


SNC2L Page 45


Make a list of the ways you can conserve electricity at home. Do this for each room at home.

Start with the kitchen.

KITCHEN

LIVING ROOM

BEDROOM

BATHROOM


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CALCULATING THE COSTS OF APPLIANCES USED IN YOUR HOME.

Using the example provided in the text for fridge and water heater (page 38), calculate the cost of

operating the following. (8 marks)

Clothes Dryer

Average wattage – 4856 watts

Average use per week – 4 hours

How many watt hours per week? _____________________________

How many watt hours per year? ______________________________ (52 weeks in a year)

How many kwh are used for the year? _________________________ (1 kwh = 1000 watts)

Average cost of hydro at 0.12 earc kwh _______________________ Total Cost

Does your answer seem reasonable??

Colour Television

Average wattage – 300 watts

Average use per day -- 2 hours

How many watt hours per day? ______________________________

How many watt hours per year? ______________________________ (365 days in a year)

How many kwh for year? ___________________________________ (1 kwh = 1000 watts)

Average cost pf hydro at 0.12 each kwh ________________________ Total Cost

Does your answer seem reasonable??


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USING THE ELECTRICITY CONSUMPTION SCORE CARD

Select all appliances from the attached list found on the following page (page 48) that you and

your family use. Fill in the cost per year for each of this appliance from last column in chart.

(2 marks)

APPLIANCE COST PER YEAR

How much does your family spend? (1 mark)

Which Appliances could you get rid of in order to reduce your hydro bill? (3 marks)

APPLIANCE MONEY SAVED

Suggestions to reduce/save energy on these items: (4 marks)

Instead of using….. I could ….

My heating pad wear more clothes


SNC2L Page 48

Electricity Consumption Score Card

Appliances Average Wattage

Average Hours

per year Est. KWH Used/Year

Cost Per Year

(at 4 ¢)

Comfort/Conditioning

Air Cleaner 50 4320 216 8.64

Air Conditioner* 860 1000 860 34.40

Air Conditioner* 3,750 1000 3750 150.00

Blanket 177 831 147 5.88

Dehumidifier 257 1467 377 15.08

Fan, Attic 370 786 291 11.64

Fan, Circulating 88 489 43 1.72

Fan, Rollaway 171 807 138 5.52

Fan, Window 200 850 170 6.80

Heat Lamp (infrared) 250 52 13 .52

Heating Pad 65 154 10 .40

Humidifier 177 921 163 6.52

Space Heater--portable 1,322 133 176 7.04

Lighting Fixtures (when figuring, do each light fixture separately--then add together. Lighting is said to account for one-fifth to one-fourth of the average electric bill.

40 to 300

Food Preparation

Blender 386 39 15 .60

Broiler 1,436 70 100 4.00

Coffee Maker 894 119 106 4.24

Deep Fryer 1,448 57 83 3.32


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Dishwasher 1,201 302 363 14.52

Disposer, waste-garbage 445 67 30 1.20

Egg Cooker 516 27 14 .56

Fry pan** 1,196 155 186 7.44

Knife, Slicing 92 87 8 .32

Microwave Oven 1,450 131 190 7.60

Mixer 127 102 13 .52

Range with oven 12,200 96 1171 46.84

Range with self-cleaning oven 12,200 99 1208 48.32

6" unit, high setting*** 1,400

8" unit, high setting*** 2,600

Oven built-in 6,000

Roaster 1,333 154 205 8.20

Sandwich Grill 1,161 28 33 1.32

Toaster 1,146 34 39 1.56

Waffle Iron 1,116 20 22 .88

Food Preservation

Freezer

---15 cu ft upright 341 3504 1195 47.80

---15 cu ft upright frostless 440 4002 1761 70.44

Refrigerator

---12 cu ft 241 3021 728 29.12

---12 cu ft frostless 321 3791 1217 48.68

Refrigerator-freezer

---14 cu ft 326 3488 1137 45.48

---14 cu ft frostless 615 2974 1829 73.16


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Health and Beauty

Curling Iron 40 50 2 .08

Hair Dryer 750 51 38 1.52

Shaver 14 129 2 .08

Sunlamp 279 57 16 .64

Tooth brush 7 71 0.5 .02

Home Entertainment

Radio 71 1211 86 3.44

Radio-Record Player 109 1000 109 4.36

Television

---Black-White

-----Tube 160 2188 350 14.00

-----Solid State 55 2182 120 4.80

---Color

-----Tube 300 2200 660 26.40

-----Solid State 200 2200 440 17.60

Housewares

Clock 2 8760 17 .68

Floor Polisher 305 49 15 .60

Garage Door Opener 350 30 10 .40

Garden tools

---edger 190 10 2 .08

---hedge trimmer 265 16 4 .16

Hot plate 1,257 72 90 3.60

Sewing Machine 75 147 11 .44

Trash Compactor 1,380 24 33 1.32

Vacuum Cleaner 630 73 46 1.84


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Laundry

Clothes Dryer 4,856 205 995 39.80

Iron (hand) 1,008 143 144 5.76

Washing machine (automatic) (2500 KWH/year including energy used to heat water)

512 208 107 4.28

Washing machine (non-automatic) (2497 KWH/year including energy used to heat water)

286 266 76 3.04

Water Heater 4,474 1075 4811 192.44

*Based on 1000 hours of operation per year. This figure will vary widely depending on

geographical area and specific size of unit.

**Thermostatically controlled units cycle on and off. Estimates of "hours of use" are based on

the time the heat element is "on" and will be less than actual switch-on time.

***Number of hours used varies widely.

Lesson 19 – Using Electricity Safely

Using Electricity Safely

Machines that run by electricity make life easier. But any machine or tool run by electricity must

be used safely. Electricity can be dangerous.

People should take care when using electric outlets. Outlets are meant for plugging in electric

cords only. Never put anything else into an electric outlet. An object put into an outlet can carry

electricity. Electricity can burn the hand of the person holding the object. When cleaning or

fixing an appliance, be sure to pull the plug out of the outlet. An appliance that is still plugged in

can give a bad shock.

Water is a good conductor of electricity. Keep electric appliances away from water. For

example, never wash or bathe with a hair dryer near you. If the appliance fell into the water, the

electric shock could kill you instantly.

FUSES AND CIRCUIT BREAKERS

You have learned that when electricity flows through a circuit, some electricity changes into

heat. Sometimes too much current goes through a circuit. For instance, lightning can cause too


SNC2L Page 52

much current in a circuit. When this happens, the device that is using the electricity can break.

The wires of the circuit get very hot. The heat can start a fire.

To keep fires from starting, fuses are put in circuits. A fuse is like a little light bulb. It has a

wire inside that melts easily. When the circuit has too much current, the wire heats up. The wire

becomes so hot that it melts. The circuit is broken. The current cannot complete its path. The

path is an open circuit. No more electricity can flow through it.

Every circuit usually has its own fuse. When a fuse breaks a circuit, a fresh fuse must be put in

the place of the burned-out fuse. Otherwise, the circuit will not work.

Circuit breakers are sometimes used instead of fuses. A circuit breaker has a switch that works

like a fuse. If the electric current is too great, a switch opens and stops the current. When a

circuit breaker breaks a circuit, it does not have to be replaced. The switch can be closed, and

the circuit will work again.

Without fuses and circuit breakers, people would have no way of knowing if there were too

much current in a circuit. There would be many more fires started by electricity. Fuses and

circuit breakers help make electricity safe to use.

ANSWER THE FOLLOWING QUESTIONS

1. Why should you not keep a radio near a person bathing? (1 mark)

2. Why should you never put anything other than a plug into an outlet? (1 mark)


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FUSES AND CIRCUIT BREAKERS

TRUE or FALSE. (5 marks)


QUESTION True/False

When electricity flows through a circuit, some electricity changes into heat.

If a circuit is open, the current can complete its path.

When a fuse breaks a circuit, a fresh fuse must be put in the place of the

burned-out fuse.

A circuit breaker has a switch that works like a fuse.

When a circuit breaker breaks a circuit, it has be replaced.

COMPLETE THE SENTENCES (5 marks)

Complete each statement using a term or terms from the list below

breakers fuse lightning circuit safe

1. ____________________ can cause too much current in a circuit.

2. A ________________ is like a little light bulb.

3. Every __________________usually has its own fuse.

4. Circuit __________________ are sometimes used instead of fuses

5. Fuses and circuit breakers help make electricity ________________ to use.

CHOOSE THE LETTER FOR THE CORRECT ANSWER. (2 marks)

1. When electricity flows through a circuit, some electricity changes into ________.

(a) steam (b) heat (c) smoke

2. When there is too much current in a circuit, the wires of the circuit get very ___________.

(a) hot (b) cool (c) hard


SNC2L Page 54

Articles For Review

Concerning Electricity And Issues In Society

In our everyday experience, we are exposed to science-related information in the media.

Examples would be:

1. In printed media: newspapers, magazines, books, product labels and instruction manuals.

2. In electronic media: television, radio, internet

From the information presented in these mediums, we are expected to draw conclusions and

react to its content.

In the following pages are three articles for you to read pertaining to how electricity is consumed

in society.

Prior to reading the article, look at the questions from each reading and read the questions that

pertain to the article. This will help you to determine the information you are expected to write

about.

Read any one (1) of the following articles and answer the questions that follow on the article that

you have read.

Article 1: How to Buy An Energy Efficient Home Appliance

Article 2: Cape Breton Man Builds Energy Saving Home

Article 3: U.S. – Canada Blackout


SNC2L Page 55

1st ARTICLE

How to Buy an Energy-Efficient Home Appliance Produced in cooperation with the U.S. Department of Energy

You go shopping for a new refrigerator, and you're on a budget. The best buy is the 'fridge with

the lowest sales price, right? Not necessarily. If you buy the lowest-priced refrigerator, you may

end up spending more than if you buy a more expensive one. The reason? The cost of owning a

home appliance has three components: the initial purchase price, the cost of repairs and

maintenance, and the cost to operate it.

To figure out how much you'll spend over the lifetime of the appliance, you have to look at all

these costs. The appliance with the lowest initial purchase price, or even the one with the best

repair record, isn't necessarily the one that costs the least to operate. Here's an example of how an

appliance's energy consumption can affect your out-of-pocket costs.

Suppose you're in the market for a new refrigerator-freezer. Different models of refrigerators

with the same capacity can vary dramatically in the amount of electricity they use. For one

popular size and configuration, for example, the annual electricity consumption varies across

models from a low of about 600 kilowatt-hours a year to a high of more than 800 kilowatt-hours

a year. Based on national average electricity prices, that means the annual cost to operate this

refrigerator can range from about $50 to $70, depending on which model you buy. A $20

difference in annual operating costs might not sound like much, but remember that you will

enjoy these savings year after year for the life of the appliance, while you must pay any

difference in purchase price only once. As a result, you may actually save money by buying the

more expensive, more energy-efficient model.

You can learn about the energy efficiency of an appliance that you're thinking about buying

through the yellow-and-black EnergyGuide label it displays. The Federal Trade Commission's

Appliance Labeling Rule requires appliance manufacturers to put these labels on:

Refrigerators, freezers, dishwashers, clothes washers

Water heaters, furnaces, boilers

Central air conditioners, room air conditioners, heat pumps

Pool heaters

When you shop for one of these appliances in a dealer's showroom, you should find the labels

hanging on the inside of an appliance or secured to the outside. The law requires that the labels

specify:

The capacity of the particular model

For refrigerators, freezers, dishwashers, clothes washers and water heaters, the estimated

annual energy consumption of the model

For air conditioners, heat pumps, furnaces, boilers and pool heaters, the energy efficiency

rating

The range of estimated annual energy consumption, or energy efficiency ratings, of

comparable appliances.


SNC2L Page 56

Some appliances also may feature the EnergyStar logo, which means that the appliance is

significantly more energy efficient than the average comparable model. For more information on

the EnergyStar program, operated by the Department of Energy and the Environmental

Protection Agency, visit the EnergyStar website at www.energystar.gov.

For An Energy-Smart Deal On Your Next Appliance...

Read the Energy Guide label.

Compare the energy use of competing models.

Estimate their differences in energy costs.

Consider both purchase price and estimated energy use when deciding which brand and

model to buy.

Why should I care about energy efficiency? The more energy efficient an appliance is, the less it costs to run, and the lower your utility bills.

Using less energy is good for the environment, too; it can reduce air pollution and help conserve

natural resources.

Don't all appliances have to be energy efficient?

All major home appliances must meet energy conservation standards set by the U.S. Department

of Energy. It's the law. But many appliances beat the standard, use even less energy and cost less

to run.

What makes one appliance more efficient than another?

Most of the differences are on the inside -- in the motors, compressors, pumps, valves, gaskets

and seals, or in electronic sensors that make appliances "smarter." Even if two models look the

same from the outside, less-obvious inside features can mean a big difference in your monthly

utility bills.

How can I be sure energy efficiency claims aren't just sales hype?

Manufacturers must use standard test procedures developed by the Department of Energy to

prove the energy use and efficiency of their products. Many have these tests performed by

independent laboratories. The test results are printed on the EnergyGuide labels, which

manufacturers are required to put on many of their appliances.

What's the purpose of EnergyGuide labels?

The EnergyGuide labels help you compare the efficiency or annual energy use of competing

brands and similar models. Look for the labels on clothes washers, dishwashers,

refrigerator/freezers, room air conditioners, water heaters, pool heaters and on central home

heating and cooling equipment. If you don't see an EnergyGuide label, ask a salesperson for the

information.

Shopping Strategy

Select the size and style. Measure the space the appliance will occupy to be sure your new

purchase will fit. Make sure that you'll have enough room to open the door or lid fully and

enough clearance for ventilation. This may help you narrow your choices as you settle on the

best capacity and style.

http://www.energystar.gov/


SNC2L Page 57

Know where to shop. Appliance outlets, electronics stores and local retailers carry different

brands and models. Dealers also sell appliances through print catalogs and the Internet.

Compare the performance of different brands and models. Ask to see the manufacturer's product

literature. Decide which features are important to you. Ask questions about how the different

models operate: Are they noisy? What safety features do they have? What about repair histories?

How much water do they use? How energy efficient are they?

Estimate how much the appliance will cost to operate. The more energy an appliance uses, the

more it will cost to run. Consult the EnergyGuide label to compare the energy use of different

models. The difference on your monthly utility bill can be significant, especially when

considered over the 10-to-20-year life of the appliance. You could save money over the long run

by choosing a model that's more energy efficient, even if the purchase price is higher.

Ask about special energy efficiency offers. Ask your salesperson or local utility about cash

rebates, low-interest loans or other incentive programs in your area for energy-efficient product

purchases -- and how you can qualify.

Tips to Lower Your Monthly Energy Bill

Being an energy-smart consumer means getting the most from the energy you use. Here's how

you can cut energy waste without sacrificing comfort or convenience.

Move your refrigerator if it's near the stove, dishwasher or heat vents. Vacuum the coils

every three months to eliminate dirt buildup that reduces efficiency. Check the door

gaskets for air leaks. Defrost the freezer when more than a quarter-inch of ice builds up.

Scrape but don't pre-rinse dishes by hand if you have a dishwasher that automatically pre-

rinses or has a rinse/hold cycle. Use the "energy saver" option found on many machines.

Use pots that fit the size of your stove-top burners. Use lids on your pots and pans so you

can cook at a lower burner setting.

Match the water level and temperature settings on your clothes washer to the size of your

load. Don't fill the whole tub for a few small items.

Clean your clothes dryer filters after each use or as necessary.

Ensure that the temperature on your water heater is set to 120 degrees. Some thermostats

are preset at the factory to 140 degrees.

1st Article: How to Buy An Energy Efficient Home Appliance

1. In your own words, describe what the article was about. Use proper sentence and

paragraph structure as you outline 4 points provided in the article. (10 marks)

2. In your own words, outline 5 things that you learned from the information in the article.

Use proper sentence and paragraph structure in your answer. (5 marks)

3. Taking what you have learned, how can you apply this information in your everyday life?

Use proper sentence and paragraph structure. (5 marks)


SNC2L Page 58

2nd

ARTICLE Cape Breton Man Builds Energy-Saving Home

ENVIRONMENT AND LABOUR

May 31, 2004

Cape Breton resident John Ross had a mission when he built his new home: he wanted to build a

house that uses alternative energy. But he achieved much more, including a national award from

the federal Department of Natural Resources for the most energy efficient home in Canada in

2004.

The Richmond County home uses less energy produces less pollution and was no more

expensive to build than any similar-sized home in the area. The 2,000 square-foot bungalow

contains three bedrooms, an attached garage, as well as special modules for electricity and active

solar panels for heat and hot water.

"The key to helping to preserve the environment is for people to treat the outside as if it was a

favourite birthday present you received when you were young," says Mr. Ross. "Do not destroy

or dirty anything that is in the air or on the ground."

Not only is he following his passion and saving energy at the same time, this homeowner is also

saving money. Mr. Ross, who closely tracks his hydro and propane bills, estimates that he saves

$1,500 per year compared to a similar home using an oil-fired furnace and the province's

electrical grid. He says a solar water heating system alone will cut the cost of a domestic hot

water bill by as much as 60 per cent.

Environment and Labour Minister Kerry Morash says Mr. Ross sets an example for others to

follow not only this week, Environment Week (May 30 to June 5), but all year. "I would like to

congratulate Mr. Ross on his entrepreneurial skills that help make our environment a cleaner

place," the minister said. "We're always pleased to see homes being built in our province that

help conserve energy and protect the environment."

The Ross home was built with high-efficiency windows on the south side, allowing the sun to

pour in. Solar collectors on the roof, also facing south, heat a liquid that is pumped through

tubing in the insulated floor. In the floor, a central fan forces the heat into heating ducts

throughout the house, distributing heat to each room. In the summer the process is reversed to

help cool the home.

Mr. Ross's life-long passion for energy grew in the early 1980s, when he was studying solar-

power theory and technologies at the University of Minnesota. There he met other enthusiasts

from across North America, who helped fuel his desire to promote the use of alternative energy.

This summer he will lend his expertise to two more construction projects.

"The trend to move to energy-saving buildings is not going to happen overnight," says Mr. Ross.

"But the new homeowner who wants to build this type of home can find good information out

there. This type of home is just as easy to build as any other plan you can pick out of a glossy

home-building book."


SNC2L Page 59

2nd

Article: Cape Breton Man Builds Energy Saving Home





3. Taking what you have learned, how can you apply this information into your everyday life?


3rd

Article

2003 U.S.-Canada Blackout

A massive power outage produced a blackout in parts of the northeastern United States and

eastern Canada on August 14, 2003. It was the largest blackout in North American history,

affecting an estimated 10 million people in Ontario, Canada (about one-third of the population of

Canada) and 40 million people in eight U.S. states (about one-seventh of the population of the

U.S.). Estimated financial losses related to the outage were put at $6 billion.

MEDIA COVERAGE AND OFFICIAL REPORTS

In the United States and Canada, the regional blackout dominated news broadcasts and news

headlines beginning August 15th. American broadcast media pre-empted normal programming

in favour of full-time, commercial-free coverage of the unfolding story. Once terrorism had been

conclusively ruled out as a cause, many stations switched back to normal programming

following an 8:30 p.m. EDT address by President George W. Bush. National news stations, such

as CBC Newsworld and CNN, continued to cover the story by inviting politicians and electrical

experts to discuss the situation and ways to prevent blackouts. Internationally, coverage of the

story focused on the development of the situation in New York City.

More than two days later, the cause of the blackout was officially still under investigation, but

the possibility of a terrorist attack was uniformly dismissed only 20 minutes into the blackout.

STATEMENTS MADE IN THE AFTERMATH

During the first two hours of the event, various officials offered speculative explanations as to its

root cause:

Official reports from the office of Canadian Prime Minister Jean Chrétien stated that lightning

had struck a power plant in northern New York, resulting in a cascading failure of the

surrounding power grid and wide-area electric power transmission grid. However, power

officials in the state of New York responded by stating that the problem did not originate in the

United States, that there was no rain storm in the area where the lightning strike was supposed to

have taken place (though lightning can occur without storm clouds), and that the power plant in

question remained in operation throughout the blackout.

http://www.fact-index.com/a/au/august_15.html

http://www.fact-index.com/g/ge/george_w__bush.html

http://www.fact-index.com/c/ca/canadian_broadcasting_corporation.html

http://www.fact-index.com/c/ca/cable_news_network.html

http://www.fact-index.com/n/ne/new_york__new_york.html

http://www.fact-index.com/l/li/list_of_terrorist_incidents.html

http://www.fact-index.com/c/ca/canada.html

http://www.fact-index.com/p/pr/prime_minister.html

http://www.fact-index.com/j/je/jean_chretien_1.html

http://www.fact-index.com/l/li/lightning.html

http://www.fact-index.com/c/ca/cascading_failure.html

http://www.fact-index.com/e/el/electric_power_transmission.html


SNC2L Page 60

Canadian Defence Minister John McCallum blamed an outage at a nuclear plant in Pennsylvania,

but that state's authorities reported that all the plants were functioning normally. McCallum later

stated that his sources had given him incorrect information.

CNN cited unnamed officials as saying that the Niagara-Mohawk power grid, which provides

power for New York and parts of Canada, was overloaded. Between 4:10 and 4:13 p.m. EDT, 21

power stations throughout that grid shut down.

New Mexico governor Bill Richardson, who formerly headed the Department of Energy, in a

live television interview 2 hours into the blackout characterized the United States as "a

superpower with a third-world electricity grid". In Europe this statement was published

accompanied with comparisons highlighting the tighter, safer and better interconnected European

electricity network.

In the ensuing days, various critics have focused on the role of electricity market deregulation for

the inadequate state of the electric power transmission grid, claiming that deregulation laws and

electricity market mechanisms have failed to provide market participants with sufficient

incentives to construct new transmission lines and maintain system security.

Later that night, claims surfaced that the blackout may have started in Ohio up to one hour before

the network shut down. [1], a claim denied by Ohio's FirstEnergy utility. [1] The president of the

North American Electric Reliability Council (NERC) said that the problem originated in Ohio.

[1]

As of Saturday morning, investigators believed that the problem began with a sudden shift in the

direction of power flow on the northern portion of the Lake Erie Transmission Loop, a system of

transmission lines that circles Lake Erie on both U.S. and Canadian soil.

On August 18, a group associated with al-Qaida released a statement in which it claims

responsibility for the blackout. [1] [1] The statement said that the group acted on Osama bin

Laden's orders.

CAUSES

Background

Electricity cannot easily be stored over extended periods of time, and is generally consumed

within hundreds of milliseconds of being produced. The demand load on any power grid must be

matched by supply to it and its ability to transmit that power. Any great overload of a power line

or underload or overload of a generator can cause hard to repair and costly damage, so they

disconnect from the power grid if a serious imbalance is detected.

Findings

On November 19, 2003, the U.S.-Canada Power System Outage Task Force released an interim

report placing the cause of the blackout on FirstEnergy Corporation's failure to trim trees in part

of its Ohio service area. The report said that a generating plant in the Cleveland, Ohio area went

off-line amid high electrical demand and strained high-voltage power lines later went out of

service when they came in contact with "overgrown trees". It also found that FirstEnergy did not

http://www.fact-index.com/n/nu/nuclear_reactor.html

http://www.fact-index.com/n/ni/niagara_mohawk_power_grid.html

http://www.fact-index.com/n/ne/new_mexico.html

http://www.fact-index.com/b/bi/bill_richardson.html

http://www.fact-index.com/u/un/united_states_department_of_energy.html

http://www.fact-index.com/u/un/united_states.html

http://www.fact-index.com/e/el/electric_power_transmission.html

http://www.fact-index.com/d/de/deregulation.html

http://www.fact-index.com/e/el/electricity_market.html

http://www.rockymounttelegram.com/news/content/news/ap_story.html/National/AP.V5582.AP-Blackout-What-H.html

http://customwire.ap.org/dynamic/stories/B/BLACKOUT_INVESTIGATION?SITE=DCTMS&SECTION=HOME

http://www.nerc.com/pub_doc/media-statement-08-16-03.doc

http://www.fact-index.com/l/la/lake_erie.html

http://www.fact-index.com/a/al/al_qaida.html

http://english.daralhayat.com/arab_news/08-2003/Article-20030818-14bdd659-c0a8-01ed-0079-6e1c903b7552/story.html

http://memri.org/bin/articles.cgi?Page=subjects&Area=jihad&ID=SP55303

http://www.fact-index.com/o/os/osama_bin_laden_1.html

http://www.fact-index.com/o/os/osama_bin_laden_1.html

http://www.fact-index.com/e/el/electricity.html

http://www.fact-index.com/1/1_/1_e_1_s.html

http://www.fact-index.com/n/no/november_19.html

http://www.fact-index.com/2/20/2003.html

http://www.fact-index.com/o/oh/ohio.html

http://www.fact-index.com/c/cl/cleveland__ohio.html


SNC2L Page 61

warn other control centers until it was too late because of faulty monitoring equipment and

inadequate staff. The cascading effect that resulted ultimately forced the shutdown of more than

100 power plants. [1]

POPULATION OF MAJOR CITIES AFFECTED AT A GLANCE

City Number of people affected

New York City 8,000,000

Toronto 5,600,000

Detroit 951,000

Ottawa 820,000

Hamilton 680,000

Cleveland 478,000

London 350,000

Toledo 314,000

Windsor 208,000

Estimated Total[1] 50,000,000

AFFECTED INFRASTRUCTURE

Power generation

With the power fluctuations on the grid, power plants automatically went into "safe mode" to

prevent damage in the case of an overload. This put much of the nuclear power normally

available offline until those plants could be slowly taken out of "safe mode". In the meantime,

the coal and oil fired plants were brought online, bringing some electrical power availability to

the area by the morning of the 15th. Homes and businesses both in the affected area and in

nearby areas were requested to limit power usage until the grid was back to full power.

Water Supply

Some areas lost water pressure because pumps did not have power. This loss of pressure caused

potential contamination of the water supply. 4 million customers of the Detroit water system in 8

counties were under a boil water advisory until August 18. One county, Macomb, ordered all

2300 restaurants closed until they were decontaminated after the advisory was lifted. 20 people

living on the St. Clair River claim to have been sickened after bathing in the river during the

blackout. The accidental release of 310 lbs of vinyl chloride from a Sarnia, Canada chemical

plant was not revealed until 5 days later. Cleveland also lost water pressure and instituted a boil

water advisory. Cleveland and New York had sewage spills into waterways requiring beach

closures.

Transportation

Amtrak's Northeastern corridor railroad service was stopped north of Philadelphia, Pennsylvania,

and all trains running into and out of New York City were shut down, including the Long Island

Rail Road and the Metro-North Railroad. Canada's VIA Rail, which services New York City,

suffered service delays, but most routes were still running, and normal service was resumed on

most VIA routes by the next morning.

http://www.nrcan-rncan.gc.ca/media/docs/reports_e.htm


http://www.fact-index.com/t/to/toronto__ontario.html

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http://www.fact-index.com/c/cl/cleveland__ohio.html

http://www.fact-index.com/l/lo/london__ontario.html

http://www.fact-index.com/t/to/toledo__ohio.html

http://www.fact-index.com/w/wi/windsor__ontario.html

http://www.cbc.ca/news/background/poweroutage/numbers.html

http://www.fact-index.com/m/ma/macomb_county__michigan.html

http://www.fact-index.com/s/st/st__clair_river.html

http://www.fact-index.com/v/vi/vinyl_chloride.html

http://www.fact-index.com/s/sa/sarnia__ontario.html

http://www.fact-index.com/a/am/amtrak.html

http://www.fact-index.com/p/ph/philadelphia__pennsylvania.html

http://www.fact-index.com/l/lo/long_island_rail_road.html

http://www.fact-index.com/l/lo/long_island_rail_road.html

http://www.fact-index.com/m/me/metro_north_railroad.html

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SNC2L Page 62

Passenger screenings at affected airports ceased. Regional airports were shut down for this

reason. In New York, flights were cancelled even after power had been restored to the airports

because of difficulties accessing "electronic-ticket" information. Air Canada flights remained

grounded on the morning of the 15th due to reliable power not having been restored to its

Mississauga, Ontario control centre. It expected to resume operations by mid-day. This problem

affected all Air Canada service and cancelled the most heavily travelled flights to Halifax and

Vancouver.

Many gas stations were unable to pump fuel due to lack of electricity. In North Bay, Ontario, for

instance, a long line of transport trucks was held up, unable to go further North to Manitoba

without refuelling there. Gas stations operating in pockets of Burlington, Ontario that had power

were reported to be charging prices up to 99.9 cents/litre when the going rate prior the blackout

was under 70 cents/litre. Customers still lined up for hours to pay prices most people considered

unjustified by any additional difficulties imposed by the blackout.

Many oil refineries on the East Coast of the United States shut down as a result of the blackout,

and they have been slow to resume gasoline production. As a result, gasoline prices are expected

to rise approximately 10 cents/gallon in the United States.

Communication

Many people were very surprised to find that (unlike wired telephones) cellular communication

devices were disrupted. Wired telephones continued to work although some systems were

overwhelmed by the volume of traffic. Many people who in prior blackouts would have relied on

transistor radios for news discovered to some dismay that they no longer had one, having long

since replaced them with portable CD players and other such devices. Most New York and many

Ontario radio stations were momentarily knocked off the air but were able to return with back-up

power.

Cable television systems were disabled and areas that had power restored (and had power to their

television sets proper) could not receive information until power had also been restored to the

cable provider. Those who relied on the Internet were similarly disconnected from their news

source for the duration of the blackout, with the exception of dialup access from laptop

computers, which was widely reported to work until the battery would run out of charge.

Industry

Large numbers of factories were closed in the affected area and others outside the area were

forced to close or slow work because of supply problems and the need to conserve energy while

the grid was stabilized. At one point a 7-hour wait developed for trucks crossing the Ambassador

Bridge between Detroit and Windsor due to the lack of electronic border check systems. Freeway

congestion in affected areas affected the "just-in-time" supply system. Some industry including

the auto industry did not return to full production until Aug. 22.

Looting

Incidents of looting were reported in Ottawa (notably in the suburb of Orleans where it appeared

to be systematic) and Brooklyn. However, these were isolated incidents in specific areas. All of

http://www.fact-index.com/a/ai/air_canada.html

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SNC2L Page 63

New York City suffered only four burglaries as of noon August 15 -- in fact, crime rates for the

night of August 14 were actually down from statistical averages.

Unlike the previous northeast blackouts looting was minimal. In general, the public was orderly;

public officials attributing this to increased public awareness and emergency preparedness plans

put in place since the terrorist attacks of September 11, 2001.

Ontario, Canada

Traffic lights, the subway and streetcar, the Toronto Stock Exchange, the CBC's Toronto studios,

and Pearson International Airport were shut down. Major Toronto hospitals reported that they

had switched to generators and hadn't experienced problems. The 911 system was operational.

Highway 407, the world's first all-electronic toll highway, was gridlocked with passengers

hoping to get a free ride.

Toronto officials were asking residents to curtail unnecessary use of water, as the pumps were

not working and there was only a 24-hour supply.

Traffic lights were out and Parliament Hill was evacuated in Ottawa. Passers-by were reported to

be directing traffic.

Fierce disruptions of truck traffic in northeastern Ontario were reported due to the unavailability

of fuel, including the backlog near North Bay. The tunnel between Windsor and Detroit was also

closed.

About 140 miners were marooned underground in the Falconbridge mine in Sudbury when the

power went out. Mine officials said that they were safe and could be evacuated if necessary, but

were not being evacuated due to the risks of doing so with no power. They were safely evacuated

by the morning. In Sarnia, a refinery scrubber lost power and released above-normal levels

pollution; residents were asked to close their windows.

In the evening of the 14th, Ontario premier Ernie Eves declared a state of emergency, advising

non-essential personnel not to go to work on the 15th. Residents were asked not to use

televisions, washing machines, or air conditioners if possible, and warned that some restored

power might go off again.

FATALITIES

The blackout contributed to at least eight fatalities,

In Ottawa, two fatalities were reported. [1]

In Connecticut, one fatality was reported.

In New York City, five fatalities were reported. Two were deaths from carbon monoxide,

two were deaths from fire, and the fifth was a fall from a roof while breaking into a

shoestore. [1]

Long Term Effects

The Ontario government fell in a provincial election held in October, 2003; power had long been

a major issue. The government may have been hurt by the success of Quebec and Manitoba in

http://www.fact-index.com/t/to/toronto_transit_commission.html

http://www.fact-index.com/t/to/toronto_stock_exchange.html

http://www.fact-index.com/c/ca/canadian_broadcasting_corporation.html

http://www.fact-index.com/t/to/toronto_pearson_international_airport.html

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http://www.fact-index.com/o/ot/ottawa.html

http://www.zwire.com/site/news.cfm?newsid=10019242&BRD=1817&PAG=461&dept_id=68561&rfi=6

http://www.fact-index.com/c/co/connecticut.html


http://www.newsday.com/news/local/wire/ny-bc-ny--blackout-newyork0818aug17,0,7748430.story?coll=ny-ap-regional-wire

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SNC2L Page 64

avoiding calamity while Ontario was shut down. The extra publicity given to Ontario's need to

import electricity from the United States, mostly due to a decision of the government not to

expand the province's power generating capabilities, may also have adversely affected the

Conservative government. Premier Ernie Eves' handling of the crisis was also criticized; he was

not heard from until long after mayor Bloomberg and Governor Pataki had spoken out.

In the United States, the effects may be even more profound, as the George W. Bush

administration has emphasized the need for changes to the US national energy policy, Critical

Infrastructure Protection, and Homeland Security. During the blackout, most systems that would

detect unauthorized border crossings, port landings, or detect unauthorized access to many

vulnerable sites, failed. There was considerable fear that future blackouts would be exploited for

terrorism. In addition, the failure highlights the ease with which the power grid can now be taken

down.

RESTORATION OF SERVICE

By evening of August 14, power had been restored to:

Burlington, Ontario - seemingly the first place which had lost power was the first to have

it restored

parts of London, Ontario;

western Ottawa and Kanata;

a portion of downtown Toronto;

three-quarters of the million customers who had lost power in New Jersey;

parts of Pennsylvania and Ohio.

parts of Long Island

Con Edison retracted its claim that New York City would have power by 1 AM that night, and

predicted that the Niagara Falls area would have to wait until 8 a.m.

By early evening, two New York airports and Cleveland airport were back in service.

Half of the affected part of Ontario had power by the morning of August 15, though even in

areas where it had come back online, some services were still disrupted or running at lower

levels.

By August 16, power was fully restored in New York and Toronto, although the Toronto subway

was closed till the 18th. Power has been mostly restored in Ottawa, though authorities warned of

possible additional disruptions and advised conservation as power continued to be restored to

other areas. Ontarians have been asked to reduce their electricity use by 50% until all generating

stations can be brought back on line. Four remained out of service on the 19th.

Preparations against the possible disruptions threatened by the Year 2000 problem have been

credited for the installation of new electrical equipment and systems which allowed for a

relatively rapid restoration of power in some areas.

http://www.fact-index.com/e/er/ernie_eves.html

http://www.fact-index.com/g/ge/george_w__bush.html

http://www.fact-index.com/h/ho/homeland_security.html

http://www.fact-index.com/t/te/terrorism.html

http://www.fact-index.com/b/bu/burlington__ontario.html

http://www.fact-index.com/l/lo/london__ontario.html

http://www.fact-index.com/n/ne/new_jersey.html

http://www.fact-index.com/l/lo/long_island.html

http://www.fact-index.com/n/ni/niagara_falls__new_york.html

http://www.fact-index.com/y/ye/year_2000_problem.html


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3rd Article: U.S. – CANADA BLACKOUT





3. Taking what you have learned, how can you apply this information into your everyday life?


Lesson 20 – Science and the Media

In this lesson, you will have the opportunity to see how science is used to promote, persuade,

educate and entertain our society through the media.

Newspapers, radio, television and the Internet all rely on science and technology to even exist.

They are financially supported by advertisers and sponsors who use these media to promote their

products.

These advertisers and sponsors use words of a scientific nature to convince consumers to

purchase their products by suggesting they are superior. How many times have you heard the

terminology, “Clinical studies have shown….”, or “…science breakthrough…”, etc.

Each of the following advertisements/articles uses scientific information to promote, persuade

and educate you as the potential consumer. Choose any 3 of them to write about. After you

have considered the information presented in each article, answer the questions for that article.

Use proper sentence and paragraph structure!

Read any three (3) of the following articles and then answer the questions that go with to the

article that you have chosen to read.

Article 1: The Balanced Spectrum Floor Lamp

Article 2: Aquafina Bottled Water

Article 3: Marijuana and Your Teen’s Mental Health

Article 4: Oxylene Weight Loss Product

Article 5: Help Protect Our Urban & Natural Forests

Article 6: Stay Young Breakthroughs

Article 7: Pesticide’s Last Gasp

Article 8: You Can Get Your Kids Vaccinated


SNC2L Page 66

Article 1: The Balanced Spectrum Floor Lamp (25 marks)

1. Which words in the article suggest “scientific” evidence is being presented as proof of their

claims (i.e. doctor, studies, etc.)? (5 marks)

2. Did the use of scientific information in the article increase the message’s appeal for the

reader? In other words, did the scientific information change your opinion and make you

believe the claims of the advertisement? Did the “science” included in the article clarify

the message or confuse you? Use specific examples from the article to support your

answer to these questions.(10 marks)

3. What did you think about the information in this message? Provide 3 points about the

advertisement/article and how you reacted to each one.(10 marks)

Article 2: Aquafina Bottled Water (25 marks)







answer to these questions. .(10 marks)


advertisement/article and how you reacted to each one. . (10 marks)

Article 3: Marijuana and Your Teen’s Mental Health (25 marks)







answer to these questions. (10 marks)


advertisement/article and how you reacted to each one. (10 marks)


SNC2L Page 67

Article 4: Oxylene Weight Loss Product (25 marks)










Article 5: Help Protect Our Urban & Natural Forests (25 marks)



2. Does the article succeed in its appeal to readers to be responsible citizens concerning these

pests? Was the advertisement successful in making you believe its claims? Use specific

examples from the article to support your answer to these questions. (10 marks)


advertisement/article and how you reacted to each one.(10 marks)

Article 6: Stay Young Breakthroughs (25 marks)











SNC2L Page 68

Article 7: Pesticide’s Last Gasp (25 marks)








3. What did you think about the overall information in this message? Provide 3 points about

the advertisement/article and how you reacted to each one. (10 marks)

Article 8: You Can Get Your Kids Vaccinated (25 marks)











SNC2L Page 69

ARTICLE: THE BALANCED SPECTRUM FLOOR LAMP


SNC2L Page 70

ARTICLE: AQUAFINA BOTTLED WATER


SNC2L Page 71

ARTICLE: MARIJUANA AND YOUR TEEN’S MENTAL HEALTH


SNC2L Page 72

ARTICLE: OXYLENE WEIGHT LOSS PRODUCT


SNC2L Page 73

ARTICLE: HELP PROTECT OUR URBAN & NATURAL FORESTS


SNC2L Page 74

ARTICLE: STAY YOUNG BREAKTHROUGHS


SNC2L Page 75

ARTICLE: PESTICIDE’S LAST GASP


SNC2L Page 76

ARTICLE: YOU CAN GET YOUR KIDS VACCINATED

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