hybrid buses

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Hybrid BusesStudents learn about hybrid electric buses and evaluate the economic and environmental advantages anddisadvantages of such vehicles.

Grade Level:n Primaryn Elementary

Subject Areas:n Sciencen Social Studiesn Mathn Language Artsn Technology

2 0 1 2 - 2


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Teacher Advisory Board

Printed on Recycled Paper

NEED Mission Statement The mission of The NEED Project is to promote an energyconscious and educated society by creating effectivenetworks of students, educators, business, government andcommunity leaders to design and deliver objective, multi-sided energy education programs.

Teacher Advisory Board StatementIn support of NEED, the national Teacher Advisory Board(TAB) is dedicated to developing and promoting standards-based energy curriculum and training.

Permission to CopyNEED materials may be reproduced for non-commercialeducational purposes.

Energy Data Used in NEED MateriNEED believes in providing the most recently reportedenergy data available to our teachers and students.Most statistics and data are derived from the U.S. EnergyInformation Administrations Annual Energy Review that ispublished in June of each year. Working in partnership withEIA, NEED includes easy to understand data in our curriculummaterials. To do further research, visit the EIA web site atwww.eia.gov. EIAs Energy Kids site has great lessons andactivities for students at www.eia.gov/kids.

1.800.875.5029www.NEED.org

2012

Shelly BaumannRockford, MI

Constance BeattyKankakee, IL

Sara BrownellCanyon Country, CA

Loree BurroughsMerced, CA

Amy ConstantRaleigh, NC

Joanne CoonsClifton Park, NY

Nina CorleyGalveston, TX

Regina DonourWhitesburg, KY

Linda FonnerNew Martinsville, WV

Samantha ForbesVienna, VA

Viola Henry Thaxton, VA

Robert Hodash

Bakerseld, CA

DaNel HoganKuna, ID

Greg HolmanParadise, CA

Linda HuttonKitty Hawk, NC

Matthew InmanSpokane, Washington

Michelle LambBuffalo Grove, IL

Barbara LazarAlbuquerque, NM

Robert LazarAlbuquerque, NM

Leslie LivelyReader, WV

Mollie MukhamedovPort St. Lucie, FL

Don PruettSumner, WA

Josh RubinPalo Alto, CA

Joanne SpazianoCranston, RI

Gina SpencerVirginia Beach, VA

Tom SpencerChesapeake, VA

Joanne Trombley

West Chester, PA

Jim WilkieLong Beach, CA

Carolyn WuestPensacola, FL

Wayne YonkelowitzFayetteville, WV


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2012 The NEED Project P.O. Box 10101, Manassas, VA 20108 1.800.875.5029 www.NEED.org

Table of Contents Correlations to National Science Education Standards 4

Teacher Guide 6

Introduction to Energy and Transportation 7

Comparing Conventional and Hybrid Electric School Buses 9

Educating Others About Hybrid Electric School Buses 10

Kentucky Hybrid Bus Districts Map 13 Student Backgrounder 14

School Bus Hunt 18

School Bus Hunt Compare and Contrast 19

School Bus Comparison Icons 20

School Bus Comparison Facts 21

Elementary School Bus Math 22

Hybrid School Bus Connections 23

Teaching Others About Hybrid Electric School Buses 24

Glossary 26

Evaluation Form 27

Hybrid Buses

Kentucky has the largest hybrid electricschool bus eet in the nation with 170in operation. The Kentucky Clean FuelsCoalition, a 501 (c)(3) organization,proposed the project to the U.S.Department of Energy. A $13 million grantwas awarded and is administered by theU.S. Department of Education. This grantoffsets the purchase price of the hybridsystem and enables school districts toimprove fuel efficiency by an average of34%. With the addition of these materials,this project also provides students withthe opportunity to learn about what itmeans to engage in energy consciousbehaviors and how these choices arealready having a positive effect in theirown communities.

All photographs in this guide havebeen printed with the permission of theKentucky Clean Fuels Coalition.


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Correlations to National Science Education Standards: Grades

Content Standard A | SCIENCE AS INQUIRY Abilities Necessary to do Scientic Inquiry

Ask a question about objects, organisms, and events in the environment. Plan and conduct a simple investigation. Employ simple equipment and tools to gather data and extend the senses. Use data to construct a reasonable explanation. Communicate investigations and explanations.

Content Standard B |PHYSICAL SCIENCE Properties of Objects and Materials

Objects have many observable properties, including size, weight, shape, color, temperature, and the ability to react with other substances. Those properties can be measured using tools, such as rulers, balances, and thermometers. Objects are made of one or more materials, such as paper, wood, and metal. Objects can be described by the properties of the materialsfrom which they are made, and those properties can be used to separate or sort a group of objects or materials.

Light, Heat, Electricity, and Magnetism Electricity in circuits can produce light, heat, sound, and magnetic effects. Electrical circuits require a complete loop through which anelectrical current can pass.

Content Standard E | SCIENCE AND TECHNOLOGY Abilities of Technological Design

Identify a simple problem. Implementing proposed solutions. Evaluate a product or design.

Communicate a problem, design, and solution.

Content Standard F | SCIENCE IN PERSONAL AND SOCIAL PERSPECTIVES Types of Resources

Resources are things that we get from the living and nonliving environment to meet the needs and wants of a population.

The supply of many resources is limited. If used, resources can be extended through recycling and decreased use.

Changes in Environments Changes in environments can be natural or inuenced by humans. Some changes are good, some are bad, and some are neither good norbad. Pollution is a change in the environment that can inuence the health, survival, or activities of organisms, including humans.

This book has been correlated to National Science Education Content Standards.For correlations to individual state standards, visit www.NEED.org .


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Correlations to Kentucky Science Education Standards: Grade This book has been correlated to Kentucky Science Education Content Standards.

Big Idea: Structure and Transformation of Matter |PHYSICAL SCIENCE A basic understanding of matter is essential to the conceptual development of other big ideas in science.

K-3 Objects are made of one or more materials such as paper, wood, and metal. Objects can be described by the properties of the materialsfrom which they are made. Those properties and measurements of the objects can be used to separate or classify objects or materials.

Objects have many observable properties such as size, mass, shape, color, temperature, magnetism, and the ability to interact and/or toreact with other substances. Some properties can be measured using tools such as metric rulers, balances, and thermometers.

Grade 5A substance has its own set of properties which allows it to be distinguished from other substances.

Big Idea: Energy Transformations |UNIFYING CONCEPTS Energy transformations are inherent in almost every system in the universe.

K-3 Energy makes things move, grow or work. Everything that changes uses energy to make those changes happen. Sometimes evidenceof these changes can be seen, but not always.

Electricity can only ow when it has a closed path (circuit) to follow. Closed electric circuits can produce light and sound.

Grade 4 Electrical energy can be used for a variety of purposes. Many electrical systems share some common features, including a source ofenergy, a closed conducting path and a device that performs a function by utilizing that energy.

Grade 5 Energy can be classied as kinetic or potential. Energy is a property of many substances and energy can be found in several differentforms. For example, chemical energy as found in food we eat or in the gasoline we burn in our car. Heat, light (solar), sound, electricalenergy and the energy associated with motion (called kinetic energy) are examples of other forms of energy. Objects can have energysimply by virtue of their position, called potential energy. Energy is transferred in many ways. Analyzing simple systems can provide thebasis for describing the transfer of energy.

Electrical circuits provide a means of transferring electrical energy. This transfer can be observed and described as heat, light, sound,and magnetic effects are produced. Models and diagrams can be used to support conclusions and predict consequences of changewithin an electrical circuit.

Big Idea: Interdependence |UNIFYING CONCEPTS Species depend on one another and on the environment for survival.

Grade 4 People impact their environment in both benecial and harmful ways. Some of these impacts can be predicted, while others cannot.


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BackgroundSchool buses are the safest method of transporting students to and from school. Using hybridelectric school buses allows schools to capitalize on a technology that improves emissions frombuses while decreasing fuel and maintenance costs.

Preparation1. Review the activities and determine which ones your students will be completing. The activities

are divided into three sections. It is suggested that at least one activity is completed from eachsection. Make copies of student worksheets as needed for those activities.

2. Contact your school district transportation manager or energy manager. Discuss the unitand any activities that would benet from his/her participation. Request bus data and routeinformation, if needed. Request buses to come to the school for a tour, if needed.

3. Familiarize yourself with the Kentucky Clean Fuels Coalitions web site (http://www.kentuckycleanfuels.org/resources/hybridhorsepower.htm). The web site describes HybridHorsepower for KY schools and allows viewers to nd helpful data and compare it to otherdistricts.

4. Make copies of the student backgrounder for each student.

5. Review the Kentucky Hybrid Bus Districts Map, and make copies or project for students asneeded during activities.

Teacher GuideStudents learn about hybrid electric buses and evaluate the economic and environmental advantagesand disadvantages of such vehicles.

Grade Level Primary Elementary

Time Each activity has its own timerequirements that range from 15minutes to three 45-minute classperiods.

Web Resources www.Kentuckycleanfuels.org www.eaton.com

- Seach Kentucky www.thomasbus.com

www.icbus.com


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Activity 1: Transportation Survey Objectives

To determine the various modes of transportation students use to travel to and from school. To collect, graph, and interpret data.

Time 30-60 minutes (older students will have time divided over two days)

Materials Chart paper or science notebooks Copies of student-developed questionnaire

Preparation Determine if your school district has policies in place that govern transportation, for example, a policy may be in place to determine howstudents are included in bus routes.

Procedure1. Ask students to brainstorm the various ways they can travel to and from school. Be sure they include personal vehicles, school buses,

public transportation systems, and non-fuel modes of transportation such as bikes, skateboards, and walking.

2. Gather data.

3. For younger students, poll the class to determine the number of students that travel by each mode of transportation.

4. For older students, develop a questionnaire as a class to gather data from other students in the school. Make copies and have studentsdistribute and gather the questionnaire data during homeroom or science class the next day.

5. Graph the data.

6. For younger students, draw a class graph using chart paper.

7. For older students, allow them to compile the data and then determine the best type of graph to present the information in theirscience notebooks.

8. Discuss reasons why the data looks the way it does. If your school district has policies that may impact student travel, such as studentsthat live within one mile of school are not included in bus routes , be sure to factor that into the discussion.

Extensions1. Download the primary activity, Transport Sort , from www.NEED.org/newsletters using the November 2007 link under Energy Exchange .2. Have students poll their parents about how they typically traveled to and from school when they were the same age as the student.

Graph the data. Compare to student data. Make sure to discuss how far parents traveled to school and what determined how theygot to and from school.

3. Have students create an online survey about modes of transportation used by students within their district. Graph the data andcompare.

Section 1INTRODUCTION TO ENERGY AND TRANSPORTATION


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Activity 2: School Bus Hunt Objectives

To compare the physical similarities and differences between traditional and hybrid electric school buses. To determine that objects have observable properties, including size, shape, and color. To determine that objects are made of one or more types of materials.

Time 45 Minutes

Materials Hybrid electric school bus, traditional school bus, and bus driver Science notebooks or copies of the student worksheets Student backgrounder

Preparation Secure access to a hybrid electric school bus and a traditional school bus by contacting your school districts energy or transportationmanager. Ask the school bus driver to prepare a short tour of each bus. If you choose to use the worksheets, make one copy of the student worksheets on pages 18 and 19 for each student.

Procedure1. Tour the traditional school bus inside and out, including the engine. Have the driver start the bus so students may hear the engine and

see the tailpipe. Repeat the tour for the hybrid electric school bus. Allow students time to ask the driver questions. Each explorationshould take 1015 minutes to complete. If the students cannot complete all of the explorations in one class period, set up a schedule

for the students that coordinates with the availability of the bus driver.2. School Bus Hunt

Primary : Instruct the students to look at either bus and point to something round. Have the bus driver help students name theround objects they nd. Discuss what makes each round object different (tires are big and black, screws are small and silver).Discuss what each round object is made of (tiresrubber, screwsmetal). Repeat for other properties, such as hard, large, black,square, and shiny. Elementary : Pass out the worksheet School Bus Hunt or instruct students to create a three-column chart in their science notebookswith the labels Objects, Properties, and Materials. Have students list the objects they observed on each bus in the propercolumn. Then discuss what they noticed about the objects. For example, the mirrors are round and shiny. Have students list theattributes of each object in the Properties column. Instruct students to nish the chart by ling in what material each object ismade of in the Materials column. If students are unsure about an object, encourage them to ask the bus driver.

3. Have students draw comparisons between the two buses. Use chart paper or science notebooks to make a list of observations. Directstudents to make a graphic organizer to list their comparisons or use the Venn diagram on page 19. When the students are donediscussing similarities and differences, ask the bus driver if he/she has any to add.

4. Bring the students back inside and read the nonction text. Have students recall when the text compared traditional and hybridelectric buses. Discuss similarities and differences from the text. Compare observations students made during tours of the buses tothose in the text. Direct students to refer to their graphic organizer or tables and add any similarities or differences.

Extensions1. Ask the bus driver to prepare a short (2-5 minute) presentation about the responsibilities of a bus driver.2. Sing The Wheels on the Bus but change the verses to reect the objects and properties students observed. For example, the tires on

the bus are big and black.3. Make a bar graph of the number of objects made of each type of material found on the bus.


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Activity 3: School Bus Comparison

Objective To compare traditional and hybrid electric school buses.

Time 30-45 Minutes

Materials

Preparation

Prepare one copy of the School Bus Comparison Icons (page 20) and one copy of the School Bus Comparison Facts (page 21) for each student. Procedure

1. Students can work in groups or individually.

2. Ask students to cut out and color the bus icons and paste them onto a sheet of construction paper, labeling each bus as hybrid ortraditional.

3. Have students cut out each fact on the dotted line. Students should organize and place the facts under or around the correct bus icon.Once students are sure the facts are correctly matched, they should glue them down to their page.

4. Direct students to create a title for their page or decorate it if they like.

5. Depending on the level of the students in the class, you can help students organize the facts before gluing, pre-cut and organize thefacts, or you can direct students to scramble the facts for a greater challenge before beginning.

Extension1. Have students add their own facts from their surveys and interviews with others during the School Bus Hunt activity.2. Have students color code or organize facts based on whether they consider them to be an advantage or disadvantage.

Activity 4: School Bus Math Objective

To economically compare traditional and hybrid electric school buses.

Time 15 minutes

Materials Copies of the student worksheet

Preparation Make one copy of the student worksheet on page 22 for each student.

Procedure1. Pass out the worksheets to each student. Circulate as needed.

Extension1. Request fuel economy and route data from your transportation manager to use in the word problems.

Section 2COMPARING CONVENTIONAL AND HYBRID ELECTRIC SCHOOL BUS

Student backgrounder Copies of the student worksheets Large construction paper

Art supplies Glue


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Activity 5: Hybrid School Bus Connection |PRIMARY

Objectives To share information about hybrid electric buses with others. To incorporate new vocabulary.

Time 45-60 minutes

Materials Student backgrounder Copies of the student worksheet Art supplies

Preparation Make a copy of the student worksheet (page 23) for each student. Have a list of important facts or vocabulary learned in the unit displayed for students to use.

Idea: Create a word wall to highlight and keep track of important vocabulary as you go.

Procedure1. Have students ll in who they would like to share their picture with (examples could include: family members, neighbors, principals,

etc.) and write their name in the blank.

2. Students will decorate and use the bus picture to label or write out the important information they have learned about hybrid buses.Encourage students to use the important vocabulary on your list. Older or more advanced students could even write a short letter on

the page.3. Direct students to share with their family member/neighbor/principal.

Extension1. Have students display their pages around the school.

Section 3EDUCATING OTHERS ABOUT HYBRID ELECTRIC SCHOOL BUSES


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2012 The NEED Project P.O. Box 10101, Manassas, VA 20108 1.800.875.5029 www.NEED.org 1

Activity 6: Teaching Others About Hybrid Electric School Buses |ELEMENTARY

Objectives To share information about hybrid electric buses with others. To incorporate new vocabulary.

Time 60-135 minutes, divided over two to three days

Materials Student backgrounder Copies of the student worksheets

Preparation Make a copy of the student worksheets on pages 24-25 for each student.

Procedure1. Pass out the student worksheet. Review and discuss with students new and important vocabulary they have learned during the course

of the unit. Ensure students have the correct understanding of each word. Make a class list of words to include in the project.

Idea: create a word wall as you go to highlight and keep track of important vocabulary as you go.

2. Explain that students will write a letter to inform their parents about the hybrid electric bus or buses in the school district. Review letter-writing style and format as needed. Remind students to appropriately include vocabulary words. Students may use the bottom of theworksheet to organize information they plan to include in the letter.

3. Allow students time to work on their letter.

4. Have each student read their letter to the class or share with a small group.

Extensions1. Have students take their letters home and discuss with their parents.

2. Have students create a display to show what they have learned. Display at parent or community events like a science fair or parentsnight.


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Teacher Guide

EvaluationEvaluate individual student performance using student worksheets and science notebooks.Evaluate the entire unit with your students using the Evaluation Form on page 27 and fax to The NEED Project at 800-847-1820 or mail to The NEED Project, P.O. Box 10101, Manassas, VA 20108.

Answer KeysSchool Bus Comparison Take students to and from schoolHybrid and Traditional

Uses diesel fuel onlyTraditional

Uses diesel fuel and an electric motorHybrid

Creates less pollutionHybrid

Costs less to buyTraditional

QuieterHybrid

Uses less fuelHybrid

Elementary School Bus Math1. Traditional Bus: 143 gallons; Hybrid Electric Bus: 111 gallons

2. Traditional Bus: $503.10; Hybrid Electric Bus: $406.35


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T r i g g

T o d d

S i m p s o n

A l l e n

M c C r e a r y

W h i t l e y

H a r l a n

W

a r r e n

M e a d e

B u l l i t t N

e l s o n

F r a n k l i n

G r a n t

B o o n e

M a r t i n

J e f f e r s o n

C a m p b e l l

K e n t o n

B a t h

C r i t t e n d e n C

a l d w e l l

B a r r e n

H a r t

L a R u e

M a r i o n

M e r c e r

G a r r a r d

M a d i s o n

M o n t g o m e r y

L a u r e l

B r e a t h i t t

P i k e

K e n t u c

k y

H y b r i

d B u s

D i s t r

i c t s

M a p


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Introduction

Students have been sharing rides to school for a long time. At rst school buseswerent even buses! Students used to get to school on horse-drawn carriages.Over the years, school buses eventually became the yellow and black vehicleswe are so familiar with. Today there are over 680,000 school buses that carry 26million students safely to and from school each day.

Kentucky Clean Fuels Coalition


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Every year one school bus can travel 12,000 miles or more! Most buses use dieselfuel , a fuel made from petroleum . Diesel and other petroleum products must beburned to create energy. The United States imports almost half of the petroleumit uses to power vehicles like buses. The cost of fuel can often be a big expense forschools because most traditional buses get very poor mileage . Sometimes buses

will only be able to travel seven miles or less on each gallon of fuel. While mostschools use traditional diesel buses, some are switching their buses to hybridelectric buses .

Fuel


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Traditional diesel buses run with the help ofsomething called an internal combustionengine . The chemical energy in the fuel is releasedas it is burned. This gives the bus motion energyand allows the wheels to turn. When the fuel isburned, it creates gases called emissions . Someof these gases can be bad for the environmentand our health. Engineers have been workinghard to make diesel fuel cleaner and better for ourenvironment. Aside from creating more pollution,traditional diesel buses are less expensive to buythan hybrid buses, but sometimes require moremaintenance.

Internal Combustion Engine


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Hybrid electric buses also use an internal combustion engine. They are differentbecause they use a much smaller engine than traditional buses. What else dothey use? Hybrid electric buses also use an electric motor and battery. The batterystores energy when the bus uses its brakes. It saves the energy and the enginecan use it whenever it needs it. This is called regenerative braking . Traditionalbuses do not have this, so they use more fuel than hybrid buses do. Hybrid busesuse less fuel, so that means they also make less pollution. Hybrid buses are moreexpensive to buy, but they do require less maintenance and are quieter in yourneighborhoods. Be on the lookout for more hybrid school buses on the road!

Hybrid Electric Buses

Transmission

Motor/Generator

Batteries

Inverter


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School Bus Hunt

Fill out the top of the table for the traditional bus. Use the bottom for your hybrid busobservations.

Objects Properties Materials

Objects Properties Materials

T R A D I T I O N A L

H Y B R I D


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School Bus Hunt Compare and Contra

Traditional Bus Hybrid Bus


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School Bus Comparison IconsColor and cut out each of the buses below.


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School Bus Comparison Facts

Students ride them to school.

Uses diesel fuel and an electric motor.

Uses only diesel fuel.

Costs less to buy.

Students ride them to school.

Creates less pollution than other buses.

Quieter.

Uses less fuel than other buses.


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Elementary School Bus Math

1. Campbell City schools use one traditional and one hybrid electric school bus. Each bustravels 1,000 miles each month. The traditional school bus has a fuel economy of 7 milesper gallon. The hybrid electric bus has a fuel economy of 9 miles per gallon. How much fuelwill each bus use in one month?

2. Jefferson School District uses a hybrid electric bus for a route that uses 105 gallons of dieseleach month and a traditional bus for a route that uses 130 gallons each month. The cost offuel is $3.87 per gallon. How much does fuel cost for each bus for one month?


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Hybrid School Bus Connections

Dear _________________________________Weve been learning about hybrid school buses in my school. Check out what I learned!


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Teaching Others AboutHybrid Electric School Buses

Hybrid ElectricSchool Buses

List and dene the vocabulary to be included in your letter.


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Glossary

diesel fuel a petroleum product used in diesel enginesemissions gaseous products of combustion, some are pollutantshybrid electric vehicle(HEV)

a vehicle that is powered by 2 or more fuels, one of which is electricity

idling when an engine is running but is not in motion. An idling vehicle still emitspollution and uses fuel.

internal combustionengine (ICE)

an engine in which a fuel is burned within the chamber, creating motion

miles per gallon (MPG) the distance a vehicle can travel on one gallon of fuel, also referred to as mileagepetroleum a fossil fuel that can be rened to produce many products, including gasoline,

diesel, and plasticsregenerative braking converts wasted energy from braking into electricity that can then be stored in

a battery


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Hybrid BusesEvaluation Form

State: ___________ Grade Level: ___________ Number of Students: __________

1. Did you conduct the entire unit? Yes No

2. Were the instructions clear and easy to follow? Yes No

3. Did the activities meet your academic objectives? Yes No

4. Were the activities age appropriate? Yes No

5. Were the allotted times sufficient to conduct the activities? Yes No

6. Were the activities easy to use? Yes No

7. Was the preparation required acceptable for the activities? Yes No

8. Were the students interested and motivated? Yes No

9. Was the energy knowledge content age appropriate? Yes No

10. Would you teach this unit again? Yes No Please explain any no statement below.

How would you rate the unit overall? excellent good fair poorHow would your students rate the unit overall? excellent good fair poor

What would make the unit more useful to you?

Other Comments:

Please fax or mail to: The NEED Project P.O. Box 10101 Manassas, VA 20108 FAX: 1-800-847-1820


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NEED National Sponsors and Partners American Association of Blacks in Energy American Chemistry Council American Electric Power American Electric Power Foundation American Solar Energy Society American Wind Energy Association Appalachian Regional Commission Areva Arkansas Energy Office Armstrong Energy Corporation Association of Desk & Derrick ClubsRobert L. Bayless, Producer, LLCBPBP AlaskaC&E OperatorsCape and Islands Self RelianceCape Cod Cooperative ExtensionCape Light CompactMassachusettsL.J. and Wilma Carr Central Virginia Community College

ChevronChevron Energy SolutionsComEdConEdison SolutionsConocoPhillipsCouncil on Foreign RelationsCPS EnergyDart FoundationDavid Petroleum CorporationDesk and Derrick of Roswell, NMDominionDominion Foundation

DTE Energy FoundationDuke EnergyEast Kentucky Power El Paso FoundationE.M.G. Oil PropertiesEncanaEncana Cares FoundationEnergy Education for MichiganEnergy Training SolutionsEnergy Solutions FoundationEntergyEquitable ResourcesFirst Roswell CompanyFoundation for Environmental EducationFPLThe Franklin InstituteGenOn EnergyCaliforniaGeorgia Environmental Facilities AuthorityGovernment of ThailandEnergy MinistryGuam Energy OfficeGulf Power Halliburton FoundationH ii E

Hydro Research FoundationIdaho Department of EducationIdaho National LaboratoryIllinois Clean Energy Community FoundationIndependent Petroleum Association of

AmericaIndependent Petroleum Association ofNew Mexico

Indiana Michigan Power Interstate Renewable Energy CounciliStemIdaho STEM EducationKansas City Power and LightKBRKentucky Clean Fuels CoalitionKentucky Department of EducationKentucky Department of EnergyDevelopment and IndependenceKentucky Oil and Gas AssociationKentucky Propane Education and ResearchCouncilKentucky River Properties LLC

Kentucky Utilities CompanyLenfest FoundationLittler MendelsonLlano Land and ExplorationLos Alamos National LaboratoryLouisville Gas and Electric CompanyMaine Energy Education ProjectMaine Public Service CompanyMarianas Islands Energy OfficeMassachusetts Division of Energy ResourcesLee Matherne Family FoundationMichigan Oil and Gas Producers EducationFoundationMidwest Energy CooperativeMississippi Development AuthorityEnergyDivisionMontana Energy Education CouncilThe Mosaic CompanyNADA ScientificNASANational Association of State Energy OfficialsNational FuelNational GridNational Hydropower AssociationNational Ocean Industries Association

National Renewable Energy LaboratoryNebraska Public Power DistrictNew Mexico Oil CorporationNew Mexico Landmans AssociationNew Orleans Solar Schools InitiativeNew York Power AuthorityNSTAROCI EnterprisesOffshore Energy Center Offshore Technology Conference

PECOPetroleum Equipment Suppliers AssociationPhillips 66PNMPuerto Rico Energy Affairs AdministrationPuget Sound EnergyRhode Island Office of Energy ResourcesRiverWorks DiscoveryRoswell Climate Change CommitteeRoswell Geological SocietySacramento Municipal Utility DistrictSaudi AramcoSchneider ElectricScience Museum of VirginiaC.T. Seaver TrustShellSnohomish County Public Utility DistrictWASociety of Petroleum EngineersSolarWorld USADavid Sorenson

Southern CompanySouthern LNGSouthwest GasSpace Sciences LaboratoryUniversity ofCalifornia BerkeleyTennessee Department of Economic andCommunity DevelopmentEnergy DivisionTennessee Valley AuthorityToyotaTXU EnergyUnited States Energy AssociationUniversity of NevadaLas Vegas, NVU.S. Department of Energy

U.S. Department of EnergyHydrogenProgramU.S. Department of EnergyOffice of EnergyEfficiency and Renewable EnergyU.S. Department of EnergyOffice of FossilEnergyU.S. Department of EnergyWind for SchoolsU.S. Department of EnergyWind Powering

AmericaU.S. Department of the InteriorBureau of Land ManagementU.S. Department of the InteriorBureau ofOcean Energy Management, Regulation andEnforcement

U.S. Energy Information AdministrationU.S. Environmental Protection AgencyVan Ness FeldmanVirgin Islands Energy OfficeVirginia Department of EducationVirginia Department of Mines, Minerals andEnergyWalmart FoundationWashington and Lee UniversityWestern Kentucky Science Alliance

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