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Activitydevelop

NON-RENEWABLE ENERGYRESOURCES

Howdoesthesupplyofnon-renewableresourcesaffectoursupplyofelectricity?

OVERVIEWStudentstakeontherolesofconsumers,utilitycompanies,andfuelcompaniestosimulatetheeffectofafinitesupplyofnon-renewableenergyresourcesonoursupplyofelectricity.

Program

DIRECTIONS1.Havestudentsbrainstormhowtheyusedelectricalenergytoday.

Dividestudentsintosmallgroupsandaskthemtobrainstormsomewaystheyusedelectricitytoday.Havesmallgroupssharesomeresponseswiththeclass,andlistthemfortheclasstosee.Ifnecessary,expandstudents’thinkingofthewaystheyusedelectricitywithadditionalexamples.Askstudentswheretheelectricityweusecomesfrom.Ask:Whataresomeexamplesofenergyresources?Howaretheseresourcesconvertedtoelectricalenergy?Briefly

Forthecompleteactivitywithmediaresources,visit:http://www.nationalgeographic.org/activity/non-renewable-energy-resources/

Yourwebbrowser(Safari7)isoutofdate.Formoresecurity,comfortandthebestexperienceonthissite: Updateyourbrowser Ignore

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describethedifferencebetweenrenewableenergyresourcesandnon-renewableenergyresources,andexplainhowfossilfuelsform.DrawaT-chartontheboardwiththelabels“Renewable”and“Non-Renewable.”UsetheEnergyResourcesphotogallerytoshowdifferentenergyresourcesthatareusedtoproduceelectricity.Asstudentsdiscusstheresources,havethemcategorizeeachoneasrenewableornon-renewable,andplacethenameofeachresourceintheappropriatecolumnoftheT-chart.

2.UsetheinformationfromtheHowaPowerPlantWorkswebsitetodescribethebasicprocessusedtoconvertenergyresourcestoelectricalenergy.

Checktobesurestudentsunderstandthebasicsofhowatypicalpowerplantworksbeforemovingontothesimulation.

3.Introducethesimulationtostudents.

Explainthatstudentswillparticipateinasimulation.Describeasimulationasatypeofgamethatcanhelppeopleseesomethingcomplicatedorsomethingthathappensoveralongtimeinasimplerway.Explainthatinthesimulationsomestudentswillrepresentcities,otherswillrepresentutilitycompanies,andotherswillrepresentfuelcompanies.Thecitieswillbuyelectricalenergyfromtheutilitycompanies,whichinturnwillbuyfuelfromfuelcompanies.Explainthatcitieswillusepaymenttokenstobuyelectricalenergyfromutilitycompanies.Thesecompaniesinturnwillusethepaymenttokenstobuyfuels.Explainthatinthesimulation,energychipsareusedtorepresentfuels(orenergyresources).Thecolorofachipindicatesthetypeofenergyresourceitrepresents(red=coal,black=petroleum,yellow=naturalgas).Postacolorkeywhereeveryonecanseeit.ShowstudentsthePaymentTokensandexplainthateachtokencanbuy100millionunits/hourofelectricity.

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4.Assignrolestostudents.

Assignstudentsthefollowingroles:

KansasCity(2–6students)VirginiaBeach(2–6students)Atlanta(2–6students)SanFrancisco(2–6students)utilitycompanies(4students,dividedinto2pairs)fuelcompanies(4students)

Iftherearemorethanthreestudentsassignedtoacity,thestudentsshouldbedividedintopairs.Havestudentsgeo-locatethecitiesrepresentedinthesimulationonawallmapoftheUnitedStates:

KansasCity,MO(pop.459,787)VirginiaBeach,VA(pop.437,994)Atlanta,GA(pop.402,003)SanFrancisco,CA(pop.805,235)

Listthepopulationofeachcityontheboard.Askstudentswhattheynoticeaboutthecities’populations.Ask:Whichcitieshavesimilarpopulations?Whichdonot?Explainthathowmuchelectricitypeopleuseismeasuredinunits/hourofelectricity.Ineachofthestatesrepresentedontheboard,exceptCalifornia,about14,000units/hourofelectricityisusedperpersoneachyear.InCalifornia,onlyabouthalfthatmuchelectricityisusedperpersoneachyear.Askstudentstoofferideasaboutwhythismightbethecase.Encouragethemtoconsiderfactorssuchasclimate,aswellasintentionalmeasuresbythepeopleofCalifornia.Explainthatinthesimulation,eachcityneedstobuy500millionunits/hourofelectricityeachcycletopowerthehomesandbusinessesintheircity.Askstudentstoexplainwhyeachcitywillneedtobuyaboutthesameamountofelectricity,eventhoughCaliforniauseslesselectricity/hourper

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personthantheotherstates(Californiahasalargerpopulation).Explainthatstudentswillusepaymenttokenstobuytheelectricitytheircityneeds.Thejobofthestudentsrepresentingtheutilitycompanieswillbetoacceptpaymenttokensfromthecitiesandprovideelectricalenergyinexchange.Theutilitycompaniesinturnpaythefuelcompanies,andgetthefuelthatwillbeconvertedintoelectricalenergy.Fuelcompanieswillselltheirenergyresources—coal,oil,andnaturalgas—toutilitycompaniesinexchangeforpaymenttokens.

5.Havestudentssetuptheircitiesandcompanies.

Assignstudentsrepresentingthecitiesanareaoftheclassroom.Giveeachcitygroupatleastfivepaymenttokens.Pointoutthetrashcanorboxwherecitieswillplacetheirenergychipsoncetheyhavebeenused.Assignstudentsrepresentingtheutilitycompaniesanareaoftheclassroom.Givethemcardboardtubestosimulatetheconversionofenergyresourcesintoelectricity.Assignstudentsrepresentingthefuelcompaniesanareaoftheclassroom.Givethefuelcompaniesaseparateboxofenergychipsforeachenergyresource—coal(55chips),petroleum(18chips),ornaturalgas(18chips)—thattheywillbeselling.Havethefuelcompaniesdesignateonestudenttoacceptpaymenttokens,andhavethethreeremainingstudentseachtakechargeofextractingonetypeofenergyresource.GiveeachstudentinchargeofextractinganenergyresourceanEnergySupplyChartworksheet.Demonstratehowtheywilltracktheenergyresourcestheyextractbycountingtheavailableenergyresourcesrepresentedbytheenergychipsbeforethefirstcycleandthenchartingtheenergyresourcestheyextractedattheendofeachcycleandrecordingthemonthechart.Explainthattheyshouldleavethecolumnforamountofenergyremainingblankuntiltheendofthesimulation.

6.Modelthesimulation.

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DistributetheEnergyUseSimulationGuidetoeachgroup.Explaintheprocessforthesimulation:Acitywillgiveautilitycompanytherequirednumberoftokenstobuytheelectricitythecityneedsforthatcycle.Theutilitycompanieswillthenusethetokenstobuyfuelsfromthefuelcompanies.Thefuelcompanieswill“extract”energyresources(representedbyenergychips)fromtheboxandgivethemtotheutilitycompanies.ThefuelcompanieswillindicatethenumberofenergyresourcestheysellontheEnergySupplychart.Theutilitycompanieswillthen“convert”theenergyresourcestoelectricitybyrunningthemthroughacardboardtubeandwillgivethatelectricitytothecities.Thecitieswillsimulateusingthatelectricitybyplacingitinthedesignatedtrashcanorbox.Modelthisprocessusingthreestudentvolunteers,onerepresentingeachroleinthesimulation.Makesurethatallstudentsunderstandtheirrolesandresponsibilities.

7.Runthesimulation.

Beforebeginningthesimulation,havethefuelcompaniescountthenumberofenergyresources(representedbyenergychips)theyhaveavailableandrecordtheinformationontheEnergySupplychart.Afterconductingonecycleofthesimulation,havestudentspause.AskfuelcompanygroupstochartthenumberofenergyresourcestheyextractedduringthecycleontheEnergySupplychart.Brieflydiscusswiththeclasswhathappenedduringthiscycleofthesimulation.Thenhavestudentsgothroughadditionalcyclesofthesimulationuntiloneofthefuelcompaniesrunsoutofresources.Besuretopauseaftereachcycleofthesimulationforabriefdiscussionandforfuelcompaniestocharttheenergyresourcestheyextracted.Usingthenumberofpaymenttokensandenergychipsdescribedinthepreparationsection,thesimulationshouldlastapproximatelyfivecycles.Towardtheendofthesimulation,askstudentstopredictwhattheythinkwillhappen.

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8.Discussthesimulation.

Ask:Whathappenedtotheenergyresourcesinthesimulation?Why?Doyouthinkthatwecouldreally“runout”ofenergyresources?Explainthatwehavelimitedsuppliesoffossilfuelsandthatthosefuelsmightbecomemorecostlyanddifficulttoextract.Ask:

Whatdoyouthinkwouldhappeninthecitiesassuppliesoffossilfuelsbecomemorelimitedormoreexpensive?Whataresomeproblemsthiswouldcause?Whataresomeactionsthatcouldbetakentoavoidtheseproblems?

9.Havestudentsgraphtheresultsofthesimulationandanswerreflectionquestions.

Createthreechartsontheboard,oneforeachenergyresourceusedinthesimulation.Eachchartshouldincludearowforstart,arowforeachcycle,acolumnfor“used,”andacolumnfor“left.”EnterthedatafromtheEnergySupplyChartsforcoal,oil,andnaturalgas.HavestudentsusethesedatatocreatethegraphdescribedontheSimulationReflectionworksheet.Thenhavestudentsanswerthediscussionquestionsbelowthegraph.

TipTeacherTipInStep1,revieworintroducenewvocabularywithstudentsbeforebeginningtoexplainthesimulationinStep2.

TipTeacherTipInStep4,studentsmightbeunfamiliarwithtallymarks.Ifso,demonstratehowtokeeparunningtallybymakingatallymarkforeachenergychipasitis

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extracted.

TipTeacherTipWiththeexceptionofSanFrancisco,whichwasselectedasanoutlier,allselectedcitieshavesimilarpopulationsandarelocatedinstateswithsimilarpercapitaenergyconsumptionrates.Pleasemakesurethatstudentsunderstandthattheunits/hourtheypurchasepercyclearebasedonapproximationsforthepurposeofthesimulation,andthateachcitydoesnotactuallyuseexactlythesameamountofelectricity.

ModificationCompleteSteps1–6inonesession;thencompletetheanalysisanddiscussioninasecondsession.

ModificationInStep3,assignmixedlevelstoeachgroup.

ModificationInStep8,challengeadvancedstudentstocompilethedatafromtheEnergySupplyChartsontothemasterchart.

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ModificationThenumbersforsuppliesareapproximate,basedonafive-cyclesimulationusingallfourcities.Increaseordecreasethenumberofpaymenttokensandchipstochangethenumberofcyclesortoincludemoreorfewercities.

InformalAssessmentUsetheprovidedSimulationReflectionAnswerKeytoassessstudentlearning.

Youcanalsocheckforstudentunderstandingduringthediscussion.Studentsshouldbeabletodescribehowtherewerefewerenergyresourcesavailableeachcyclebecausestudentswereusingthemupandtheycouldnotbereplaced.

ExtendingtheLearningRe-runthesimulationwithadjustmentsmadeforstudents’actionideasfromthewhole-classdiscussion.Forexample,setupadditionalrenewableenergycompaniesthatstudentscouldcontinuetobuyfromwhennon-renewablesrunout,orreducetheamountofenergystudentsneedtobuyiftheysuggestenergyefficiencymeasures.HavestudentsexaminechartsandgraphsfromtheU.S.DepartmentofEnergyandtheU.S.EnergyInformationAdministrationshowingprojectionsforfuturesuppliesoffossilfuels.Discusshowtheseprojectionsaresimilartoanddifferentfromwhatstudentsobservedduringthesimulation.ReadthebookEnergyIslandbyAllanDrummondaloudwithstudents.DiscusshowthepeopleonthisDanishislandaddressedtheirconcernsaboutnon-renewableresources.Provideadditionalbooksaboutconservingenergyforstudentstoread.Startaclasslistofwaystoconserveenergyandhave

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studentsaddtoitastheyread.

OBJECTIVES

Subjects&DisciplinesSciencePhysicalsciences

LearningObjectivesStudentswill:

explainthatthereisalimitedsupplyofnon-renewableenergyresourcessuchascoalandnaturalgasidentifypotentialproblemsrelatedtolimitedsuppliesofnon-renewableenergyresourcesthatareusedtogenerateelectricityidentifyactionsthatcouldbetakentomeettheenergychallengesofthefuture

TeachingApproachLearning-for-use

TeachingMethodsBrainstormingCooperativelearningDiscussionsSimulationsandgames

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SkillsSummaryThisactivitytargetsthefollowingskills:

21stCenturyStudentOutcomesLearningandInnovationSkills

CommunicationandCollaborationCriticalThinkingandProblemSolving

GeographicSkillsAnalyzingGeographicInformation

ScienceandEngineeringPracticesDevelopingandusingmodels

NationalStandards,Principles,andPracticesENERGY LITERACY ESSENTIAL PRINCIPLES ANDFUNDAMENTAL CONCEPTS

•FundamentalConcept1.4:Energyavailabletodousefulworkdecreasesasitistransferredfromsystemtosystem.•FundamentalConcept6.4:Earthhaslimitedenergyresources.

NATIONAL GEOGRAPHY STANDARDS

•Standard16:Thechangesthatoccurinthemeaning,use,distribution,andimportanceofresources

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NATIONAL SCIENCE EDUCATION STANDARDS

•(5-8)StandardB-3:Transferofenergy•(K-4)StandardF-3:Typesofresources

COMMON CORE STATE STANDARDS FOR ENGLISHLANGUAGE ARTS & LITERACY

•SpeakingandListeningStandardsK-5:ComprehensionandCollaboration,SL.3.1•SpeakingandListeningStandardsK-5:ComprehensionandCollaboration,SL.4.1•SpeakingandListeningStandardsK-5:ComprehensionandCollaboration,SL.5.1

PREPARATION

WhatYou’llNeedMATERIALS YOU PROVIDE

Cardboardtubes(2)ColorkeyPencilsPlasticchipsin3colors(55red,18black,18yellow)Smallcardboardboxes(4)Trashcan(optional)WallmapoftheUnitedStatesWritingpaper

REQUIRED TECHNOLOGY

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InternetAccess:RequiredTechSetup:1computerperclassroom,Projector

PHYSICAL SPACE

Classroom

SETUP

Arrangetheclassroomforeasymovement.Designateoneareaforenergycompaniesandanotherareaforeachcity.

GROUPING

Large-groupinstruction

OTHER NOTES

Beforestartingtheactivity:

Printandcutoutenoughcopiesofthepaymenttokensforeachcitygrouptohaveatleastfive.LabeloneofthesmallboxesasUsedEnergyResourcesandplaceitintheareathecitygroupswilluse.Labeleachofthethreeremainingsmallboxesascoal,petroleum,andnaturalgas(onelabelperbox).Place55redchipsinthecoalbox,18yellowchipsinthenaturalgasbox,and18blackchipsintheoilbox.Createacolorkeyshowingwhichcolorchiprepresentswhichenergyresourceandpostit.Placethethreesmallcardboardboxesintheareathefuelcompanieswilluse.Placethecardboardtubesintheareatheutilitycompanieswilluse.

Thisactivitycanbecompletedoveroneortwosessions.

RESOURCES PROVIDED: WEBSITES

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HowaPowerPlantWorks

RESOURCES PROVIDED: HANDOUTS & WORKSHEETS

PaymentTokensEnergySupplyChartEnergyUseSimulationGuideSimulationReflectionSimulationReflectionAnswerKey

RESOURCES PROVIDED: IMAGES

EnergyResources

BACKGROUND&VOCABULARY

BackgroundInformationTheenergyweuseforelectricitycancomefromavarietyofrenewableandnon-renewableresources,allofwhichhaveadvantagesandlimitations.Renewableresources,suchaswind,water,andsolarenergy,canbeusedindefinitely;however,non-renewableresourcescannot.Ancientcarbonfossilfuels,includingcoal,petroleum,andnaturalgas,arenon-renewableresources.Theseenergyresourcesformedfromcarbon-containingplantsandorganismsthatlivedhundredsofmillionsofyearsago,mostlyintheCarboniferousperiod.Plantsdiedandsanktothebottomoftheoceansandswampsthatwerecommonduringthisperiod.Overtime,theseplantswerecompressedbylayersofsandandrockbuildingupontopofthem,eventuallyformingcoal,oil,andnaturalgas.Becausetheseresourcestookmillionsofyearstoform,andbecausetheconditionsunderwhichtheyformednolongerexist,theseresourcescannotberenewedinourlifetimes.

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Althoughoursupplyoftheseresourcesisfinite,themajorityoftheelectricalpowerintheUnitedStatesisderivedfromfossilfuels,particularlycoal.AnanalysisbytheColoradoRiverCommissionofNevadaestimatesthattheworldhaslessthan100yearsofpetroleumandlessthan250yearsofcoalleft,basedoncurrentconsumptionratesandknownsupplies.Lookingaheadwillhelpgovernments,companies,andindividualstoavoidanenergycrisisinthefuturebydevisingnewwaystoharnessenergyandtomakeouruseofenergymoreefficientinthepresent.Thereareanumberofwaystoreducetheuseoffossilfuelsforelectricity.Wecanchoosetouselessenergy,makethewaysweuseenergymoreefficient,andreplacesomeofourfossilfuelusewithrenewableenergy.Usingadiversityofenergysourcestoproduceelectricitycanhelptoreduceproblemsassociatedwithfossilfuelusewhilestillmaintainingasteadyandreliablesupplyofelectricity.Electricalenergyismeasuredbythekilowatt-hour(kWh).OnekWhisequaltoonethousandwattsusedforaperiodofonehour.

PriorKnowledge["<ahref=\"http://energy.gov/eere/education/energy-literacy-essential-principles-and-fundamental-concepts-energy-education\">EnergyLiteracyPrinciple1</a>:Energyisaphysicalquantitythatfollowsprecisenaturallaws.","<ahref=\"http://energy.gov/eere/education/energy-literacy-essential-principles-and-fundamental-concepts-energy-education\">EnergyLiteracyPrinciple2</a>:PhysicalprocessesonEartharetheresultofenergyflowthroughtheEarthsystem.","<ahref=\"http://energy.gov/eere/education/energy-literacy-essential-principles-and-fundamental-concepts-energy-education\">EnergyLiteracyPrinciple3</a>:BiologicalprocessesdependonenergyflowthroughtheEarthsystem."]

RecommendedPriorActivities

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None

Vocabulary

TermPartofSpeech

Definition

climate nounallweatherconditionsforagivenlocationoveraperiodoftime.

convert verb tochangefromonethingtoanother.electricalenergy

nounenergyassociatedwiththechangesbetweenatomicparticles(electrons).

electricitynounsetofphysicalphenomenaassociatedwiththepresenceandflowofelectriccharge.

energyefficiency

nounuseofarelativelysmallamountofenergyforagiventask,purpose,orservice;achievingaspecificoutputwithlessenergyinput.

energyresource

nounsourceofenergyfoundinnaturethathasnotbeensubjecttoanyhuman-inducedenergytransfersortransformations;forexample,oil,coal,gas,wind,orsunlight.

energysource

nounlocationinwhichtheenergyresource(oil,coal,gas,wind,etc.)isconvertedintoelectricalenergy.

fossilfuel nouncoal,oil,ornaturalgas.Fossilfuelsformedfromtheremainsofancientplantsandanimals.

kilowatt-hour

noun (kWh)unitofenergyequalto1,000watthours.

non-renewableenergy

nounenergyresourcesthatareexhaustiblerelativetothehumanlifespan,suchasgas,coal,orpetroleum.

renewableenergy

nounenergyobtainedfromsourcesthatarevirtuallyinexhaustibleandreplenishnaturallyoversmalltimescalesrelativetothehumanlifespan.

simulationnoun copyorreenactment.

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ForFurtherExploration

Maps

NationalGeographicEnvironment:GlobalElectricityOutlookNationalGeographicMaps:EnergyRealities

Websites

U.S.EIA:EnergyKids

FUNDER

PARTNER

©1996–2017NationalGeographicSociety.Allrightsreserved.