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PRIMARY STUDENT WORKBOOK CSF Levels 3 & 4

Table of Contents
Activity 1c: Our top 10 appliances ................................................................................... 3 Activity 1d: From candles to compacts ............................................................................ 4 Activity 1e: Energy words (1) ........................................................................................... 5 Activity 1e: Energy words (2) ........................................................................................... 6 Activity 1f: Energy quiz .................................................................................................... 7 Activity 1f: Energy quiz (continued) ................................................................................. 8 Activity 2a: When do we use energy?............................................................................. 9 Activity 2c: Powering our classroom .............................................................................. 10 Information sheet 2c: Typical power ratings .................................................................. 11 Information sheet 2d: How to read an energy meter..................................................... 12 Activity 2d: How to read an energy meter..................................................................... 13 Activity 2e: How to read energy bills.............................................................................. 14 Activity 3b: Strike a light ................................................................................................ 17 Activity 3c: Find the hot spots ........................................................................................ 18 Activity 3c: Find the hot spots (continued) ..................................................................... 19 Activity 5a: Monitoring sheet – appliance use............................................................... 20 5b. Monitoring sheet - Reading electricity and gas meters - Option 1: ......................... 22 5b. Monitoring sheet - Reading electricity and gas meters - Option 2 ........................... 24 Activity 6b: Greenhouse gas emissions from a sample school ...................................... 26 Activity 6c. Greenhouse gas emissions from our school ............................................... 27 Activity 7b: Wasting energy at home (1) ....................................................................... 29 Activity 7b: Wasting energy at home (2) ....................................................................... 30

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PRIMARY STUDENT WORKBOOK CSF Levels 3 & 4

Activity 1c: Our top 10 appliances
List of appliances Uses gas (G) or electricity (E) How many students used it

List the 10 appliances most commonly used by students in your class.

Appliance …………………………………………………………………………………………… Why it is important to me …………………………………………………………………………..

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PRIMARY STUDENT WORKBOOK CSF Levels 3 & 4

Activity 1d: From candles to compacts
Interview an older person and find out what energy they used when they were the same age as you. Ask what appliances they had.

In what year were they your age? ………….. Where did they live? …………….………………. Electrical appliance TV Video Radio Computer Air conditioner Electric blanket Radiator Hot water heater Lights Mosquito zappers Toaster Electric kettle Microwave oven Refrigerator Vacuum cleaner Iron Washing machine Clothes drier Dishwasher
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Was it in their home?

If they answered no, what did the use instead?

PRIMARY STUDENT WORKBOOK CSF Levels 3 & 4

Activity 1e: Energy words (1)

wind light temperature

heat fuel sun

solar celsius energy

cool oil fire

wood coal cold

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PRIMARY STUDENT WORKBOOK CSF Levels 3 & 4

Activity 1e: Energy words (2)
Using the letters in the word "temperature" make words according to the following directions. You may re-arrange the letters, but you may only use them in any one word as often as they appear in the word "temperature". Make 1 - one letter word Make 2 - two letter words Make 15 - three letter words Make 5 - four letter words Make 1 - five letter word Make 2 - six letter words Make 2 - seven letter words

Energy word snakes
Work in pairs or threes. You must find an energy word beginning with the last letter of the previous word. For example: Begin with the word "solar". Decide which person will go first, second and third. Each person adds a word in turn, e.g. solarenewablenergy etc. The person who puts the last word on wins. After five minutes check that your partner’s words are spelt correctly and that they are energy related words. (Remember if words are spelt incorrectly, or are not real words you cannot count them.)

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PRIMARY STUDENT WORKBOOK CSF Levels 3 & 4

Activity 1f: Energy quiz
Name ………………………………………………………………………………………………. Date: ……………………………………. Your score …………………………………….

Use information from the Energy Times and other sources to answer these questions. 1. The amount of energy each Australian uses in a year is about the same as: (a) (b) (c) 7 bar radiators operating all of the time the same amount of petrol needed to drive 70,000 km 60,000 kg of coal

2. Compared with people in developing countries, Australians use about: (a) (b) (c) 5 times as much energy 15 times as much energy 30 times as much energy

3. The energy resource used mostly in Australia is: (a) (b) (c) (d) Black coal Brown coal Oil and petrol Natural gas

4. The energy resource Australia has the least of is: (e) (f) (g) (h) Black coal Brown coal Oil and petrol Natural gas

5. For how many years can Australia pump oil from the ground at the present rate? (a) (b) (c) 10 years 20 years 30 years

6. How many years does it take to make oil? (a) (b) (c) 2 thousand years 2 million years 200 million years

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PRIMARY STUDENT WORKBOOK CSF Levels 3 & 4

Activity 1f: Energy quiz (continued)
7. Which of the following products are made from oil? (a) (b) (c) (d) (e) (f) (g) Petrol Plastic Some medicines Some pesticides Some cosmetics Paints Some clothes

8. Which of the following are non-renewable forms of energy? (a) (b) (c) (d) (e) Brown coal Black coal Oil Natural gas Wind power

9. Which environmental problems are caused by burning oil, petrol, coal and gas? (a) (b) (c) (d) Smog Acid rain Nuclear radiation Greenhouse gases that can cause the Earth to get warmer

10. Which of the following are being used in Victoria? (a) Solar power (b) Biomass (c) Wind energy (d) Hydro power (e) Geothermal power

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PRIMARY STUDENT WORKBOOK CSF Levels 3 & 4

Activity 2a: When do we use energy? Name: …………………………………………………………………………. Room ………………………………………………………………………….. Date ……………………………………………………………………………
Item
Time it is turned on Time it is turned off Hours on each day

……………………..

…………………..

……………………..

…………………..

……………………..

…………………..

……………………..

…………………..

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PRIMARY STUDENT WORKBOOK CSF Levels 3 & 4

Activity 2c: Powering our classroom
Energy (Watt-hours) for an appliance = watts x number of appliances x hours they are on. Appliance Watts (typical) Number of appliances Number of hours switched ON per day Energy (Watt hours) (Wh = W x n x h) Light globe Light globe Light globe Fluorescent Fluorescent Tape recorder TV Computer Fan Electric heater Video player Printer Air Conditioner 40 60 100 36 20 50 200 150 50 2000 100 50 2200

Total daily watt hours (Wh) Divide by 1000 = Total kilowatt hours (kWh)
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PRIMARY STUDENT WORKBOOK CSF Levels 3 & 4

Information sheet 2c: Typical power ratings
If it is difficult to find the power rating written on the appliance, use this table as a guide. Appliance Power (Watts) Dishwasher Electric kettle Toaster Vacuum cleaner Clothes drier Electric blanket (single) Electric fan Spa bath Fan heater Computer Hair dryer Electric clock Can opener Clothes drier Radiator heater Incandescent light Can opener Electric shaver 2400 1500 600 500 2400 70 70 5000 1500 150 1500 2 60 2400 1000 40/60/100 60 10 Microwave oven Coffee percolator Refrigerator (2 door) Washing machine Colour TV Room air conditioner Sewing machine Exhaust fan Video recorder/DVD Power saw Evaporative cooler Food blender Coffee grinder Iron Radio Fluorescent light tube Coffee grinder Garbage disposal sink unit Appliance Power (Watts) 650 600 210 900 200 2200 75 40 100 500 600 450 100 1000 69 13/20/40 100 650

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PRIMARY STUDENT WORKBOOK CSF Levels 3 & 4

Information sheet 2d: How to read an energy meter
Types of meters Electricity and gas meters may have: 1. clock face dials 2. mechanical displays, or 3. electronic displays. 1. Clock face dials These meters can have 5, 6 or 7 dials. The arrow of each clock face shows which way it turns, clockwise or anti-clockwise. It is best to read the dials from the right to the left. To read, stand directly in front of the meter and read the right hand side dial first. Then read each dial in sequence from right to left. When the pointer is between numbers, record the smaller number, except when the pointer is between 0 and 9, read it as 9.

The above clocks on the meter read: 04508. Read the clock face dials yourself to check you get the same reading. 2. Mechanical displays The numbers roll over on an axle and can be easily read. If the meter has two sets of numbers, one is for peak periods (H) and off peak periods (L). Both sets of numbers must be read. 3. Electronic meters This type of meter electronically shows how much energy has been used over time.

Measuring energy consumption over a period of time All of these meters measure the amount of energy used over time. To calculate the electricity or gas used over a given period of time, subtract the reading taken at the beginning of the period from the reading taken at the end of the period. Amount of energy consumption = Final reading – initial reading
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PRIMARY STUDENT WORKBOOK CSF Levels 3 & 4

Activity 2d: How to read an energy meter
Name: ………………………………….…………………….…… Date: ………………………

Meter reading exercises
1. Look at the clock face meter dials below and write down the number of kWh each of these dials is showing. Remember you should record the smaller number when the pointer is between two numbers except between 0 and 9, which should be read as 9.

Monday:_____________________ kWh

Friday: ______________________ kWh

How much electricity was used between Monday and Friday? …………………………………………………………………………………………………………… 2. The two electricity meter displays below show the reading at the start and end of a two week time period.

How much electricity was used over the two weeks? …………………………………………………………………………………………………………… How many kWh’s of electricity were used on average per day? …………………………………………………………………………………………………………… 3. These two dials record the amount of gas in a LPG tank. These dials display the percentage of LPG in the tank. The two readings were taken seven days apart. If the tank holds 1800 litres of LPG, how much LPG has been used in a week? ………………………………………… …………………………………………………………………
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PRIMARY STUDENT WORKBOOK CSF Levels 3 & 4

Activity 2e: How to read energy bills
Electricity and gas bills show the amount of gas and electricity used, and what it costs.

Electricity bills
Off peak electricity costs less than Peak electricity. The electricity bill shows the amount of peak and off-peak energy used.

Electricity bill typical in smaller schools. Large schools have a more complex bill.

In the above bill the energy used during ‘peak times’ (Mon – Fri 7am – 11pm) is labelled DH. The energy used at other times is called ‘Off Peak’ and labelled DL. Read the bill to get the following information. What time period does this bill cover? …………………………………………………………………. What was the DH meter reading at the end of the billing time? ……………………………………… What was the DH meter reading at the start of the billing time? ………………..….………………… What amount of Peak energy has been used? ………………………………………………………… What is the cost of Peak energy the school has used in this time? ………………………………… What amount of Off peak energy has been used? ……………………………………………………
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PRIMARY STUDENT WORKBOOK CSF Levels 3 & 4

What is the cost of Off peak energy the school has used in this time? ……………………………. What is the total cost for the energy the school has used in this time? ……………………………

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PRIMARY STUDENT WORKBOOK CSF Levels 3 & 4

Natural Gas
Gas meters measure the amount of gas used. The unit if measure is cubic metres of gas. Natural gas is charged for in units called megajoules (MJ). The Gas bill show how cubic meters are converted to megajoules.

Read the bill to get the following information. What time period does this bill cover? …………………………………………….……………………. What was the gas meter reading at the end of the billing time? ……………………………………… What was the gas meter reading at the start of the billing time? ……………………..……………… How many cubic meters of gas energy have been used? ………………………………….………… How many megajoules of gas energy have been used? ……………………………………………… What are the costs of megajoules of gas energy? ……………………………………………………. What is the cost of the Peak energy used in this billing period? …………………………………… What is the total cost for the energy the school has used in this time? ……………………………

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PRIMARY STUDENT WORKBOOK CSF Levels 3 & 4

Activity 3b: Strike a light
Check the rooms in your school to see if lighting is being used wisely. Record your findings in the table below. Make sure you record when it was that you checked the rooms, and place the correct symbol in the table. Lights off Lights on but used wisely Light on but waste of electricity Room Corridor Hall Office Sick room Classroom ………… Classroom ………… Classroom ………… Classroom ………… Classroom ………… To help save energy used by lights, I think we should .............................................................................................................................. .............................................................................................................................. ..............................................................................................................................
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Checked on ………/……../…….

Checked on ………/……../…..

Checked on ………/……../…..

PRIMARY STUDENT WORKBOOK CSF Levels 3 & 4

Activity 3c: Find the hot spots
Classroom temperature over the day
Time e.g. 9:00 10:00 11:00 12:00 noon 1:00 2:00 3:00 Outside Temp (oC) Room Temp (oC) Tick if 80% people are comfortable

Weather conditions ……………………………………………………………………………………. What is a comfortable room temperature for most of the students? ……………………………. Draw a graph of these temperatures with time across the bottom axis. Mark in the temperature (range) that 80% of people find comfortable.

Calculating heating cost
Heaters have a power rating in Megajoules per hour (MJ/h). If you have a gas heater in the room find out its power rating. ………………………….…………… Calculate how much it costs to run the heater for a day. Estimate how much it would cost for a year.
Example: A Rinnai 1001 gas heater can operate at 37 MJ / h. If it runs for a total of 3 hours per day it uses 37 x 3 = 111 MJ of gas. If the cost of gas is 0.8 cents per MJ, the heater in this example therefore costs about 88 cents a day to operate. Show how you can work this out.
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PRIMARY STUDENT WORKBOOK CSF Levels 3 & 4

Activity 3c: Find the hot spots (continued)
Room temperatures in the school Measure and record the temperature of rooms in your school to find out the hot spots. Remember to record the time and date for each measurement.

Temperatures inside rooms during winter should be between 18oC and 20oC. If the temperature is higher then energy is being wasted.

Comparing rooms Record the date and time of temperature reading: ROOM Date/time Temperature Is the (degrees C) temperature comfortable for most students? Classroom 1 Classroom 2 Classroom 3 Classroom 4 Classroom 5 Hall Corridor Art Room Music Room Office Weather conditions: ........................................................................................................................................ List ways energy could be saved in the rooms you measured: ........................................................................................................................................ ........................................................................................................................................ Windows Heater OPEN or ON or SHUT OFF

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PRIMARY STUDENT WORKBOOK CSF Levels 3 & 4

Activity 5a: Monitoring sheet – appliance use
Name: ………………………………………………………………………….

Electricity use
Room name ……………………………………….. Week of………………………………
Item 1 ………… Day 1 ………….. Day 2 ………….. Day 3 ………….. Day 4 ………….. Day 5 ………….. Weekly total Item 2 ………… Item 3 ………… etc ………… Comments Weather: Doors: Blinds: Shades: Weather: Doors: Blinds: Shades: Weather: Doors: Blinds: Shades: Weather: Doors: Blinds: Shades: Weather: Doors: Blinds: Shades:

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PRIMARY STUDENT WORKBOOK CSF Levels 3 & 4

Gas use
Room name …………………………………………… Week of……………………………
Item 1 ………… Day 1 ………….. Day 2 ………….. Day 3 ………….. Day 4 ………….. Day 5 ………….. Weekly total In the Comments column, note things such as: Weather hot, cold Doors open/closed Blinds/curtains up/down/drawn Shades up/down etc ………… Comments Weather: Doors: Blinds: Shades: Weather: Doors: Blinds: Shades: Weather: Doors: Blinds: Shades: Weather: Doors: Blinds: Shades: Weather: Doors: Blinds: Shades:

(on inside of windows) (on outside of windows)

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PRIMARY STUDENT WORKBOOK CSF Levels 3 & 4

5b. Monitoring sheet - Reading electricity and gas meters - Option 1:
ELECTRICITY
Reference week
Date 1: ……………………………. Date 2: …………………………….

Energy consumption during Reference Week (R) = Last reading minus first reading Last reading ..................... kWh - first reading ........... kWh = .................................kwh

Energy Saving week
Date 3: ……………………………. Date 4: ……………………………. Energy consumption Energy Saving Week (L) = Last reading minus first reading Last reading ..................... kWh - first reading ........... kWh = .................................kWh

How much energy have we saved?
Energy reduction (R - L) = Reference Week minus Energy Saving Week Reference Week ...............kWh - Energy Saving Week .........................................kWh = ................................. ...................... kWh Percentage reduction = (R - L) X 100 R Energy reduction X 100 = …………………………. X 100 = Reference week ……………………….. ………………………%

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PRIMARY STUDENT WORKBOOK CSF Levels 3 & 4

GAS
Reference week
Energy consumption Reference Week (R) = Last reading minus first reading Date 1: ……………………………. Date 2: …………………………….

Last reading .......................cu.m - first reading .......... cu.m ..................................cu.m

Energy Saving week
Energy consumption Energy Saving Week Challenge (L) = Last reading minus first reading Date 3: ……………………………. Date 4: ……………………………. Last reading .......................cu.m - first reading .......... cu.m ..................................cu.m

How much energy have we saved?
Energy reduction (R - L) = Reference Week minus Energy Saving Week Reference Week ................ cu.m - Energy Saving Week ........................................cu.m = ....................................................... cu.m Percentage reduction = (R - L) X 100 = R Energy reduction X 100 = …………………………. X 100 = ……………………% Reference week ………………………..

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PRIMARY STUDENT WORKBOOK CSF Levels 3 & 4

5b. Monitoring sheet - Reading electricity and gas meters - Option 2
ELECTRICITY

Meter readings
Reference week Date Reading date 1 Meter reading (A) Peak = …………………………….. (B) OP = …………………………….. (C) Peak = …………………………….. (D) OP = ……………………………..

……………………………… Reading date 2 ………………………………

Reference Week Consumption

Peak = (A) - (C) = …………………………….. (H) OP = (D) - (B) = ………………....……………..(1)

Total = (H) + (1) = …………………………….. kWh (J)

Energy saving week Date Reading date 1 Meter reading

………………………………(K) Peak = …………………………….. (L) OP = …………………………….. Reading date 2 ………………………………(M) Peak = …………………………….. (N) OP = …………………………….. Reference Week Consumption Peak = (M) - (K) = …………………………….. (P) OP = (N) - (L) = ………………………..…….. (Q)

Total = (P) + (Q) = …………………………….. kWh (R)

Energy Saving Week Reduction (J) - (R) = …………………………….. kWh (S) Percentage reduction = (J - R) X 100 = J = …………………………. X 100 = ........................ ……………………% (T) ……………………….. OP = Off peak kWh = Kilowatt hours
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PRIMARY STUDENT WORKBOOK CSF Levels 3 & 4

NATURAL GAS

Meter readings
Reference week Reading date 1 ……………………………… Reading date 2 ……………………………… (b) …………………………….. (a) ……………………………..

Reference Week Consumption (b) – (a) = …………………………….. cu.m (c)

Energy saving week Reading date 3 ……………………………… Reading date 4 ……………………………… (e) …………………………….. (d) ……………………………..

Reference Week Consumption (e) – (d) = …………………………….. cu.m (f)

Low Energy Week Reduction(c) - (f) = …………………………….….. cu.m (g) Percentage Reduction100 X [(c) - (f)] / (c) =…………………………….. % (h)

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PRIMARY STUDENT WORKBOOK CSF Levels 3 & 4

Activity 6b: Greenhouse gas emissions from a sample school
The production and use of energy is one of the main causes of greenhouse gas emissions. These emissions contribute to global warming. In Victoria every megajoule of electricity used in a school or at home creates about 0.39 kilograms of carbon dioxide emissions. When natural gas is burned, each megajoule of energy creates about 0.063 kilograms of carbon dioxide. The table below comes from the summary page of a school’s energy spreadsheet.

School Information Number of students Total number of classrooms Floor area (in square metres) Total Annual Energy Use (in gigajoules) Electricity Natural Gas LPG Total

Year 2000 655 45 8900 892 1905 0 2797

* Energy units (one gigajoule = 1000 megajoules) Calculate: 1. What fraction of the school’s total energy consumption is from electricity? …………………………………………………………………………………………………..… 2. Calculate total energy per student …………………………………………………………………………………………………..… 3. According to the table above, how many megajoules of electricity was used in 2000? …………………………………………………………………………………………………..… 4. How many kilograms of carbon dioxide were emitted due to the school’s electricity use? ……………………………………………………………………………………………….……. 5. How many kilograms of carbon dioxide were emitted due to the school’s natural gas use? ……………………………………………………………………………………………….……. 6. Which source of energy creates a higher amount of greenhouse gas emission? …………………………………………………………………………………………………..… 7. What is the average level of greenhouse gas emissions per student? ……………………………………………………………………………………………….…….
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PRIMARY STUDENT WORKBOOK CSF Levels 3 & 4

Activity 6c. Greenhouse gas emissions from our school
About 1.4 kg of greenhouse gases are emitted to the atmosphere for every kWh of electricity used. This equates to about 0.39 kilograms of carbon dioxide emissions for every megajoule of electricity used. When natural gas is burned, each megajoule of energy creates about 0.063 kilograms of carbon dioxide. Use these figures and the figures you have calculate for your school’s electricity and natural gas to calculate how many kilograms of greenhouse gas were created through the school’s energy use. Dates (time period) when school energy use was measured …………………………………………………………………………………………………..…
1. How many kWh of electricity was used during this time period?

…………………………………………………………………………………………………..…
2. Using the information above, how many kilograms of carbon dioxide were emitted due to

the school’s electricity use? ……………………………………………………………………………………………….…….
3. How many megajoules of natural gas were used during this time period?

…………………………………………………………………………………………………..…
4. Calculate how many kilograms of carbon dioxide were emitted due to the school’s natural

gas use during this time period. ……………………………………………………………………………………………….…….
5. What is the average level of greenhouse gas emissions per student?

……………………………………………………………………………………………….…….

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PRIMARY STUDENT WORKBOOK CSF Levels 3 & 4

Is your school reducing its greenhouse gas emissions? 10. Use this table to help you calculate how much less greenhouse gas your school creates after putting energy saving practices in place in your school. Your school Time period 1 Before energy saving measures adopted) Time period 2 (after energy saving measures adopted) % reduction in greenhouse gas emissions

…………….
Kilograms of greenhouse gas created by electricity use over the time period

……………

Kilograms of greenhouse gas created by natural gas use over the time period

Kilograms of greenhouse gas created by LPG use over the time period

TOTAL kilograms of greenhouse gas created by energy use over the time period

Average level of greenhouse gas emissions per student in kilograms

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PRIMARY STUDENT WORKBOOK CSF Levels 3 & 4

Activity 7b: Wasting energy at home (1)
Jason’s family has very high energy bills because they waste a lot of energy. Find eleven ways energy is being wasted.

How can Jason’s family save energy at home?

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PRIMARY STUDENT WORKBOOK CSF Levels 3 & 4

Activity 7b: Wasting energy at home (2)

Being energy wise at home
Does your family do these things to save energy? Ways to save energy Turn lights of when no-one is in the room. Turn lights off during the day when enough light comes through the windows. Set heater temperatures to 20oC or less Set air conditioner temperatures to 24oC or more Stop taps from dripping Only heat or cool rooms that are occupied In winter close the curtains to reduce heat loss. In winter close doors to keep the heat in. Have short showers Have a shower instead of a bath Use a clothes line NOT a clothes drier Buy compact fluorescent lamps to replace normal globes Use cold water in the washing machine Only use dish washer and washing machine with a full load Others Yes or no

ADD up the number of ‘yes’ responses. If you have 10 or more you may live in a very energy smart family! Suggest other ideas for saving energy at home: ……………………………………………………………………………………………… ……………………………………………………………………………………………… ………………………………………………………………………………………………
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