# Weather & Climate P2

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## Weather & Climate P2

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1) Begin class in the dark today. If possible, close blinds and turn off lights. Ask students if they know where their electricity comes from. Is it from a coal-fired power plant? Hydro-electric? Wind energy? Is the plant nearby? Have this discussion in the dark. 2) Turn on the lights and point out the ease with which the room was supplied electricity. Where does the power originate? Explain that students will investigate this today in class.

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## Nội dung Text: Weather & Climate P2

1. m of cli ate ch es a s ng cau ge impacts associated with building a hydro- change than burning fossil fuels because of electric plant, including hydrologic changes, its shorter carbon cycle. Fossil fuels are made water quality degradation, and blockage of from plants and animals that have been dead fish migration routes. and stored underground for many millennia, thus the name “fossil” fuel. Without human Solar energy comes from the sun. Using intervention, fossil fuels would continue to solar panels or other technologies, the sun’s store or sequester carbon, preventing it from rays are converted to electrical energy. entering our atmosphere. Plants grown for Atmospheric conditions and the solar panels’ biomass and biofuels are active components positions on the earth relative to the sun can of the carbon cycle, taking up carbon while affect the amounts of solar power collected. growing and releasing carbon when burned Wind energy generates electricity from the or decomposed. Unlike fossil fuels, biofuels wind. Wind energy reduces greenhouse gas can be re-grown quickly, providing food emissions when it offsets, or takes the place (corn, sugar) and timber and taking up CO2 of, a fossil fuel power plant. Wind energy’s negative environmental impacts can include (a major greenhouse gas). 2 Geothermal energy is heat energy collected impacts on migrating birds or bats and from beneath the earth’s surface or energy aesthetic impacts on neighbors. absorbed in the earth’s atmosphere or oceans. Biofuels/Biomass These are solids, liquids, or This naturally occurring energy is collected gases from recently dead biological materials, and used to make electrical energy. Emissions most commonly plants. Biomass refers more from the collection process are small and specifically to the solids from recently dead require no use of fossil fuel. Installing geo- biological materials. Firewood is an example thermal energy units can be rather expensive of biomass used for energy. Fuel from sugar and homeowners may have problems with crops (sugar cane) or starch crops (corn) is repairs due to the systems’ uniqueness. called ethanol; fuel from non-edible plant Energy conservation is the easiest way to limit sources like wood or grass is chemically the amount of greenhouse gases going into identical but called cellulosic ethanol. Ethanol the atmosphere. is used as a supplement to gasoline in cars. Vegetable oil can be used as a fuel, but usually just in cars with older diesel engines under specific climate conditions. While burning biomass and biofuels does produce some air pollution, it has less impact on climate Wisconsin Department of Natural Resources • CLIMATE CHANGE: A Wisconsin Activity Guide, Grades 7-12 31
3. m of cli ate ch es a s n ng cau e private well, they’d need to include the kilowatts, they will have to calculate the pump that delivers water from the well to kilowatt-hours using the following formula: the house. Even a gas stove, oven, or furnace Watts x (1 kilowatt/1000 watts) x hours used has electric lighters and controls. To motivate per day = daily kilowatt-hours (kWhr)/day the groups, award one point for every item they identify and two for any original item Students can then multiply this by days per thought of by only one group. Recognize the year to calculate the annual use. group with the most points. Some appliances, like refrigerators, may have 4) Have students pick 10 items from the list listed their ratings in kWh per year already. for which they will calculate energy use and evaluate how they can reduce that energy 7) Now, using the cost per kWh from their use. For each item, they should track the home electric bill, students can calculate number of hours it is used for the next week. annual energy costs at current rate of use. For some appliances, e.g. a refrigerator, the use should be assumed to be 100% of the 8) Students should look at their list and look for ways they can reduce their energy use, 2 time. For others, e.g. televisions, students e.g. by using more efficient appliances or should actually measure how many hours the light bulbs or by reducing the number of device is turned on. hours they use an item. Additional work 5) Next, students need to investigate the could include calculating energy savings energy use of each item and fill out Part B: and resulting emissions savings. Energy in Our Daily Lives Worksheet. Some of their household items will have the energy Going Beyond use printed on them (e.g. light bulbs) or possibly in owner manuals (e.g. refrigerators 1) Have students review and complete the or air conditioners). For those they cannot Wisconsin DNR’s Green and Healthy Schools track down, the e-Appendix lists some assessment on Energy in the School. references for average energy use. Students 2) Have students combine the two parts can try an internet search on to find their own resources, or power, the energy plant’s emissions, and they could visit an appliance or electronics how many emissions their own use store to investigate the range of energy used contributes. by different items. 3) Students can track and graph their energy 6) Once students have the energy data, they use over the school year. Prizes or recogni- can calculate their annual energy use for tions can be given for those using the least those items. If the rating is in watts or energy or for “most improved.” Wisconsin Department of Natural Resources • CLIMATE CHANGE: A Wisconsin Activity Guide, Grades 7-12 33
4. im of cl ate ch es a s activity Part A – Power in Wisconsin ng cau ge POWER TO THE PEOPLE NAMES ____________________________________________________________________________________ _____________________________________ TEACHER ___________________________________________ 1) What is the name of the power plant you are researching? 2) Where is the power plant located in Wisconsin? List town/city and two nearby towns/cities. 3) What kind of energy source does your power plant use? (coal, water, nuclear, renewable, etc.) Where is the source of the power plant’s fuel? 4) What types of emissions come from this power plant and how do they affect climate change? 5) Does the power company offer renewable energy? If yes, what types? worksheet 6) What three energy-saving actions are you most likely to take? 34 Wisconsin Department of Natural Resources • CLIMATE CHANGE: A Wisconsin Activity Guide, Grades 7-12
5. im of cl ate ch es a activity s Part B – Energy Use in Our Daily Lives n ng cau e e POWER TO THE PEOPLE NAME _______________________________________________ CLASS _________________________________ TEACHER _____________________________________________ DATE __________________________________ ENERGY USE LOG Power in Hours item Annual Annual Ideas for how to Appliance Daily energy kilowatts used each energy use energy cost reduce energy use or Item use2 (kW-hr) (kW)1 day (hr) (kW-hr/yr)3 ($/yr)4 from this item 2 worksheet 1 Power conversion formulas: watts ÷ 1000 = kilowatts; horsepower (hp) x 0.746 kW/hp = kilowatts; amps x volts ÷ 1000 = kilowatts 2 Daily energy use formula: Power (kW) x Hours used per day = Daily energy use (kW-hr/day) 3 Energy use/year formula: Daily energy use (kW-hr/day) x 365 days/yr = Annual energy use (kW-hr/yr) 4 Energy cost per year formula: Annual energy use (kW-hr/yr) x Energy cost from bill ($/kW-hr) = Annual energy cost (\$/yr) Wisconsin Department of Natural Resources • CLIMATE CHANGE: A Wisconsin Activity Guide, Grades 7-12 35
6. m of cli ate ch es a s n ng cau e How Green Are You? Students will: • Understand how their personal choices can affect learning climate change. objectives • Make choices to reduce the amount of resources they consume over time. • Educate others on ways to reduce their impact on climate change. subjects Environmental Education WISCONSIN MODEL ACADEMIC STANDARDS ENVIRONMENTAL EDUCATION B.8.15, C.8.3, D.8.1, Background D.8.3, D.8.5, D.12.2 An ecological footprint is a tool to measure how much land and materials water a human population requires to produce the How Green Are You? Worksheet resources it consumes and to absorb its wastes. By measuring the ecological footprint of a population (an individual, a city, a nation, or all of humanity) we can find out how we’re activity HOW GREEN ARE YOU? impacting the planet. Measuring ecological footprints gives people information to help Ecological Footprint them take personal and collective action to Students will complete the worksheet live within the means of our planet. This and discuss how their daily actions affect activity flips the traditional notion of an the planet. ecological footprint on its side: it eliminates the negative connotation of how many resources we use and replaces it with Procedure positive reinforcement for the “green” 1) Have your students list the choices they actions we take. made this morning before school. List them Each day we make choices. Most days we on the chalk board. Ask them to think about make at least 10 choices before we eat whether their choices may have impacted breakfast. Those choices have an effect on climate change. Here are some examples: our environment, positive or negative. We • Did they have the TV and the radio on each have the responsibility to look at the at the same time this morning? choices we make and decide if they are the right ones for us and whether there is room for improvement. 36 Wisconsin Department of Natural Resources • CLIMATE CHANGE: A Wisconsin Activity Guide, Grades 7-12