Monitoring mentoring student guide

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Student Guide

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ELEMENTARY AND INTERMEDIATE

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Student Informational Text

The United States uses a lot of energy—over two million dollars worth of energy per minute, 24 hours a day, 365 days a year. With less than 4.5 percent of the world’s population, we consume about 18.5 percent of the world’s energy resources.

All of us use energy every day—for getting from one place to another, cooking, heating and cooling rooms, making products, lighting, heating water, and entertainment.

We use a lot of energy to make our lives comfortable, productive, and enjoyable. Most of that energy is from nonrenewable energy sources. It is important that we use our energy resources wisely.

Population Versus Energy Consumption, 2013 UNITED STATES

Energy conservation is any action or behavior that results in using less energy. Energy efficiency focuses on technologies that use less energy to perform the same tasks or the same amount of work. Buying a dryer that uses less energy is an example of energy efficiency. Drying clothes outside on sunny days is an example of energy conservation.

Who Uses Energy?

The U.S. Department of Energy uses categories to classify energy users—residential, commercial, industrial, and transportation.

These categories are called the sectors of the economy.

Residential and commercial energy use are lumped together because homes and businesses use energy in the same ways. The residential/commercial sector of the economy consumed just over 40 percent of the total energy supply in 2013, more energy than either of the other sectors. The residential sector consumed 21.8 percent and the commercial sector consumed 18.5 percent. Schools are included in the commercial sector of the economy.

UNITED STATES

REST OF THE WORLD

95.5%

18.5%

WORLD ENERGY CONSUMPTION

WORLD POPULATION

Energy Efficiency and Conservation The choices we make about how we use energy have environmental and economic impacts. There are many things we can do to use less energy and use it more wisely. These actions include both energy conservation and energy efficiency.

4.5%

REST OF THE WORLD

81.5%

Data: Energy Information Administration

Home Energy Usage, 2013 HEATING

WATER HEATING

COOLING

COMPUTERS/ ELECTRONICS COOKING, CLEANING, & OTHER 24%

18%

42%

6%

REFRIGERATION

5% LIGHTING 5%

Data: U.S. Department of Energy

U.S. Energy Consumption by Sector, 2013 INDUSTRIAL 31.9%

TRANSPORTATION 27.9%

COMMERCIAL 18.5%

RESIDENTIAL 21.8%

Top Industrial Sources:  Petroleum  Natural Gas  Biomass

Top Commercial Sources:  Natural Gas  Petroleum  Biomass

Top Transportation Sources:  Petroleum  Biomass  Natural Gas

Top Residential Sources:  Natural Gas  Petroleum  Biomass

Data: Energy Information Administration *Total does not equal 100% due to independent rounding.

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Monitoring and Mentoring

Residential/Commercial Sector

AIR CONDITIONING SYSTEM

The residential sector includes houses, apartments, and other places where people live. The commercial sector includes schools, businesses, and hospitals. The residential and commercial sectors are put together because they use energy for similar tasks—for heating, air conditioning, water heating, lighting, and operating appliances.

The typical family can spend about $2,200 a year on utility bills.

About 68 percent is typically spent on electricity, while the rest is spent mostly on natural gas and fuel oil.

Much of this energy is not put to good use. Heated or cooled air leaks out of homes through doors and windows, attics, walls, floors, ceilings, and basements that are not insulated well. Some machines and appliances use energy 24 hours a day, and we waste energy with bad habits.

Heating and Cooling Systems Heating and cooling systems use more energy than any other systems in our homes. Natural gas and electricity are used to heat most homes, electricity to cool almost all. About half of the average family’s utility bills is for keeping homes at comfortable temperatures. The energy sources that power these heating and cooling systems can contribute carbon dioxide emissions to the atmosphere. Using these systems wisely can reduce environmental emissions.

PROGRAMMABLE THERMOSTAT

With all heating and air conditioning systems, you can save energy and money too, by having proper insulation, sealing air leaks, maintaining the equipment, and practicing energy-saving behaviors.

INSULATION

Programmable Thermostats

Programmable thermostats automatically control the temperature of buildings for time of day and can save energy and money. During heating seasons, for example, they can lower the temperature during the day when no one is home and at night. In the morning and evening, when people are awake at home, they can automatically raise the temperature. Most consumers set the temperature higher than recommended during heating seasons and lower than recommended during cooling seasons. A temperature setting of 68°F (20°C) during the day and 60-62°F (13-14°C) at night during heating seasons is comfortable if people dress warmly and use warm blankets. During cooling seasons, a temperature setting of 78°F (25°C) is comfortable if people dress appropriately and use fans to circulate air. Many programmable thermostats come with pre-loaded settings. Proper use of the pre-programmed settings on a programmable thermostat can save your family about $180 every year in energy costs.

Insulation and Weatherization

Warm air leaking into your home in cooling seasons and out of your home in heating seasons wastes energy. You can reduce heating and cooling costs by investing a few hundred dollars in proper insulation and weatherization products. Insulation is rated using an R-value that indicates the resistance of the material to heat flow. The R-value needed varies, depending on the climate, ceilings, walls, attics, and floors. In very cold climates, a higher R-value is recommended.

Insulation wraps your house in a blanket, but air can still leak in or out through small cracks. Often the effect of many small leaks equals © 2015 The NEED Project

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Image courtesy of Owens Corning

a wide open door. One of the easiest energy-saving measures is to caulk, seal, and weather-strip cracks and openings to the outside.

Home performance professionals can seal air leaks in attics and basements. Homeowners typically save up to $200 a year in heating and cooling costs by air sealing their homes and adding insulation.

Doors and Windows

Some of a home’s air leaks occur around and through the doors and windows. Doors should seal tightly and have door sweeps at the bottom to prevent air leaks. Insulated storm doors provide added barriers to leaking air.

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Recommended R-Values for New Wood-framed Homes 7 6 4

5

6

6

6

7

6

5

7

5

5

4

4

4

5

3

4 2

4

4

3 3 2

All of Alaska is in Zone 7 except for the following boroughs in Zone 8: Bethel Northwest Arctic, Dellingham Southeast Fairbanks, Fairbanks N. Star Wade Hampton, Nome Yukon-Koyukuk, North Slope

2 1

Zone 1 includes Hawaii, Guam, Puerto Rico, and the Virgin Islands.

WALL INSULATION ZONE

ATTIC

CATHEDRAL CEILING

CAVITY

INSULATION SHEATHING

FLOOR

1

R30 to R49

R22 to R38

R13 to R15

None

R13

2

R30 to R60

R22 to R38

R13 to R15

None

R13, R19 to R25

3

R30 to R60

R22 to R38

R13 to R15

R2.5 to R5

R25

4 5

R38 to R60

R30 to R38

R13 to R15

R2.5 to R6

R25 to R30

R38 to R60

R30 to R60

R13 to R21

R2.5 to R6

R25 to R30

6

R49 to R60

R30 to R60

R13 to R21

R5 to R6

R25 to R30

7

R49 to R60

R30 to R60

R13 to R21

R5 to R6

R25 to R30

8

R49 to R60

R30 to R60

R13 to R21

R5 to R6

R25 to R30

Data: U.S. Department of Energy

Most homes have more windows than doors. The best windows shut tightly and are constructed of two or more pieces of glass. Caulk any cracks around the windows and make sure they seal tightly.

With older windows, install storm windows or sheets of clear plastic to create added air barriers. Insulated blinds also help prevent air flow—during heating seasons, open them on sunny days and close them at night. During cooling seasons, close them during the day to keep out the sun.

Moisture

Moisture is a term used to describe water in both liquid and vapor form. Like heat and air, it is important to have the right amount of moisture in a building. Most moisture indoors exists as water vapor.

The amount of water vapor in the air plays an important role in determining our health and comfort.

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Humidity is a measurement of the total amount of water vapor in the air. It is measured with a tool called a hygrometer. Relative humidity measures the amount of water vapor in the air compared to the amount of water vapor the air is able to hold, which depends on the temperature of the air.

Air acts like a sponge and absorbs water through the process of evaporation. Warmer air, with greater energy, can support more water vapor than colder air, which has less energy. When cold air from outdoors is heated, it feels very dry and makes the occupants of the building uncomfortable. Furthermore, moisture in the air in a room will help it resist changes in temperature, which can reduce the number of times a heating or air conditioning system has to run.

The correct humidity level can also help promote a healthy indoor environment. Humidity levels should be kept between 40% and 60%. Using a dehumidifier in the summer and a humidifier in the winter can help condition the air to maintain appropriate humidity levels.

Landscaping

Although you cannot control the weather, you can plant trees to block the wind and provide shade. Properly placed trees and bushes can reduce the energy needed to keep your home comfortable.

Deciduous trees, for example, are good to plant on the south side of a building in the Northern Hemisphere, since their leaves provide shade in summer and their bare branches allow sunlight through in the winter.

Monitoring and Mentoring

Appliances and Machines

KITCHEN EXHAUST SYSTEM

Appliances, machines, and electronic devices use about 29 percent of a typical household’s energy, with refrigerators, freezers, clothes washers and dryers at the top of the list. Any appliance that is designed to change temperature uses a lot of energy. You can save energy by: turning

off appliances and machines when you aren’t using them; using

the energy-saver setting on dishwashers and refrigerators; keeping

the doors closed as much as possible on refrigerators and freezers—know what you want before you open the doors; being

aware that many machines use energy even when turned off—save energy by unplugging them; and using

machines and appliances during the morning and evening, not during peak demand time.

When you shop for a new appliance, you should think of two price tags. The first one covers the purchase price—the down payment.

The second price tag is the cost of operating the appliance. You’ll pay the second price tag on your utility bill every month for the next 10 to 20 years. An energy efficient appliance will usually cost more, but it will save a lot of money in energy costs. An energy efficient model is almost always a better deal.

Kitchen exhaust fans remove moisture from the air, which prevents mold growth and other related problems that can occur from excess water vapor.

ENERGYGUIDE LABEL

ENERGY STAR®

When you shop for a new appliance, look for the ENERGY STAR® label—your guarantee that the product saves energy.

ENERGY STAR® qualified appliances incorporate advanced technologies that use less energy and water than standard models. A list of energy efficient appliances can be found on the ENERGY STAR® website at www.energystar.gov.

EnergyGuide Labels

Another way to determine which appliance is more energy efficient is to compare energy usage using EnergyGuide labels. The government requires most appliances to display bright yellow and black EnergyGuide labels. Although these labels do not tell you which appliance is the most efficient, they will tell you the annual energy consumption and operating cost of each appliance so you can compare them.

Refrigerators, for example, use about five percent of household energy. Refrigerators can last for a very long time. Replacing an older refrigerator with a new energy efficient model can save on energy bills. With older models, a large amount of electricity can be saved by setting the refrigerator temperature at 37–40°F (3-5°C), the freezer temperature at 5°F (-15°C), and making sure that the energy saver switch is in use. ENERGY STAR® refrigerators are about 10 percent more efficient than non-ENERGY STAR® models.

Refrigerators should also be airtight. Make sure the gaskets around the doors are clean and seal tightly. Close the door on a piece of paper—if you can easily pull out the paper when the door is closed, you need to replace the gaskets.

Refrigerator Efficiency 2,500 kWh per year 2,000

2,215 kWh

1,500 1,000 500 0

420 kWh REFRIGERATORS MADE BEFORE 1980

Data: ENERGY STAR®

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2014 ENERGY STAR® QUALIFIED REFRIGERATORS

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Lighting In 2012, legislation under the Energy Independence and Security Act put restrictions on how much energy light bulbs use. Traditional bulbs, called incandescent bulbs, have been replaced by more efficient bulbs like halogens, compact fluorescents, and light emitting diodes (LEDs) on store shelves.

Lighting accounts for five percent of a home's energy use, which translates to about 14% of the home's electricity bill. Much of this is the result of using inefficient lighting. Many homes still use incandescent lighting. Only 10 percent of the energy consumed by an incandescent bulb actually produces light; the rest is given off as heat. There are other more efficient lighting choices on the market, including halogens, fluorescents, and LEDs. Halogens are sometimes called energy-saving incandescent bulbs because they last slightly longer, and use less energy than traditional incandescent bulbs, however they can burn hotter than incandescent lights do.

Fluorescent lights produce very little heat and are even more efficient.

Most schools use fluorescent tube lighting throughout the building, but may use incandescent bulbs in other spaces around the school.

Fluorescent lights use 75 percent less energy than traditional incandescents and reduce environmental impacts. Converting to compact fluorescent light bulbs (CFLs) in your home is one of the quickest and easiest ways to decrease your electricity bill. You will save a $30-$80 in electricity costs over the lifetime of every 100-watt incandescent bulb you replace. CFLs provide the same amount of light and save energy.

A fluorescent lamp is a glass tube lined inside with a phosphor coating.

The tube is filled with argon gas and a small amount of mercury. At the ends of the tube are electrodes that generate an electric field when electricity flows through them. The energized electrons cause the mercury gas to emit UV (ultra violet) light. The invisible UV light strikes the phosphor coating, which emits visible light.

Fluorescent lights have ballasts that help move the electricity through the gas inside the bulb. There are two types of ballasts, magnetic and electronic. Electronic ballasts are more efficient than magnetic ballasts and can eliminate flickering and noise.

LEDs are commonly found in electronic devices and exit signs. Now they are offered as options in home lighting. ENERGY STAR® qualified LEDs use 75-80 percent less energy than traditional incandescent bulbs and last 25 times longer. LED bulbs cost more than incandescent bulbs and CFLs, but prices are going down as more LEDs become available and technologies advance. LEDs are also better suited for some locations than CFLs, such as in outdoor or dimmable fixtures, because they can withstand harsh consitions.

Fluorescent Tube Lamp Mercury and inert gases

Phosphor coating Base with bi-pin plug In fluorescent fluorescent tubes, small amount of mercury mixes mixes with In tubes,a very a very small amount of mercury inert gases to conduct the electric current.

This allows the with inert gases to conduct the electric current. This allows phosphor coating on the glass tube to emit light. the phosphor coating on the glass tube to emit light.

INCANDESCENT BULB

HALOGEN BULB

CFL BULB

LED BULB

Light emitting diodes (LEDs) offer better light quality than incandescent bulbs and halogens, last 25 times as long, and use even less energy than CFLs. Expect to see LEDs more widely used in the future as technology improves and costs come down.

Compact Fluorescent Light Bulbs

There are a few ways you can save energy on lighting in the home: switch

incandescent bulbs to CFLs or LEDs; shut

off lighting when exiting the room; and use natural light by opening blinds or curtains when possible.

Compact fluorescent light bulbs (CFLs) come in a variety of styles for different purposes. CFLs cut lighting costs about 75 percent.

Did You Know?

Only 10 percent of the energy used by a traditional incandescent bulb produces light. The rest is given off as heat.

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Monitoring and Mentoring

Water Heating

Water Heater Comparison

Water heating is a significant energy expense in homes. It typically accounts for about 18 percent of the average utility bill. Heated water is used for showers, baths, laundry, dish washing, and cleaning. The greatest cost of washing dishes, bathing, and washing clothes comes from the energy required to heat the water. There are four main ways you can lower your water heating bills:

ANNUAL ENERGY COSTS PER YEAR $400 $350

use less hot water;

$300

turn

down the thermostat on your water heater;

$250

insulate

your water heater and water pipes; and

$200

buy

an ENERGY STAR® or energy efficient water heater, dishwasher, and washing machine.

$150

The easiest way to cut the cost of heating water is to reduce the amount of hot water you use. This can be done with little cost and minor changes in lifestyle. For example, a five minute shower uses 10-25 gallons of water. You can cut that amount in half by using a low-flow shower head.

$100 $50

Other ways to conserve hot water include taking showers instead of baths, taking shorter showers, fixing leaks in faucets and pipes, and using the lowest temperature wash and rinse settings on clothes washers.

$0

STANDARD GAS WATER HEATER

Data: ENERGY STAR®

Most water heater thermostats are set much higher than necessary.

Lowering the temperature setting on your water heater to 120°F (49°C) saves energy. Lowering the temperature 10 degrees Fahrenheit (6°C) can result in energy savings of $12-$30 annually.

Buying a high efficiency water heater can save $40-$140 a year.

ENERGY STAR QUALIFIED GAS TANKLESS WATER HEATER

Fuel Economy Label

Cooking Cooking food is another task that uses energy—usually natural gas, electricity, or propane. Most homes have several appliances for cooking food—stoves, ovens, microwaves, and toaster ovens. To save energy when you are cooking: Use

a toaster oven or microwave instead of the oven whenever you can. These smaller appliances use less energy.

Preheat

the oven for only five minutes.

Leave

the oven door closed so hot air does not escape. Use a timer instead of checking on the food every few minutes.

Transportation Sector Americans make up less than 4.5 percent of the world’s population, yet we own 15.6 percent of the world’s automobiles. The transportation sector of the economy accounts for about 27.9 percent of total energy use. America is a country on the move.

For model year 2016, the average motor vehicle uses 664 gallons of gasoline every year. You can achieve 10 percent fuel savings by improving your driving habits and keeping your car properly maintained. Over the life of a vehicle, your family can save a lot of money on gas by choosing a fuel-efficient model.

The corporate average fuel economy standard (regulated by the U.S. government, also known as CAFE) required for passenger cars, light trucks, and SUVs, is 34.1 miles per gallon (combined city and highway mileage). There are some dedicated electric vehicles on the © 2015 The NEED Project

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market today that can achieve the equivalent of over 100 mpg. If you buy a fuel-efficient vehicle, you can save a lot on fuel costs and reduce greenhouse gas emissions. Compare the fuel economy of vehicles you are considering, and make fuel economy a priority. All cars must display a fuel economy label that lists the estimated miles per gallon for both city and highway driving, like the one above, to help you compare.

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Industrial Sector Manufacturing the goods we use every day consumes an enormous amount of energy. The industrial sector of the economy consumes almost one-third of the nation’s energy. In industry, energy efficiency and conservation are driven by economics—money. Manufacturers know that they must keep their product costs low so people will buy them.

Since energy is one of the biggest costs in many industries, manufacturers must use as little energy as possible. Their demand for energy efficient equipment has resulted in many new technologies in the last decades. Consumers can have an effect on industrial energy use through the product choices we make and what we do with the packaging and the products we no longer use.

A Consumer Society Not only is America a consumer society, it is also a ‘throw away’ society. Americans produce more trash than any other developed country. The average person throws away approximately 1,600 pounds of trash a year!

The best way for consumers to reduce the amount of energy used by industry is to avoid buying unnecessary products and to repair and reuse items wherever possible. Buying only those items you need, as well as reusing and recycling products, can reduce energy use in the industrial sector. The 4 R's of an energy-wise consumer are easy to put into practice. Managing waste saves money, energy, and natural resources, and helps protect the environment.

Reduce

Buy only what you need. Buying fewer goods means less to throw away. It also means fewer goods are produced and less energy is used to manufacture them.

Buying goods with less packaging also reduces the amount of waste and the amount of energy used.

Reuse

Buy products that can be used more than once. If you buy things that can be reused rather than disposable items that are used once and thrown away, you save natural resources. You will also save the energy used to make them, and reduce the amount of landfill space needed to contain the waste. Savings also result when you buy things that are durable. They may cost more, but they last a long time and do not need to be replaced often, saving money and energy.

Recycle

Make it a priority to recycle all materials that you can. Using recycled material to make new products almost always consumes less energy than using new materials. Recycling reduces energy needs for mining, refining, and many other manufacturing processes.

Recycling steel saves 75 percent of the energy needed to make products from raw iron ore. Recycling aluminum cans saves 92 percent of the energy required to produce aluminum from bauxite.

Many other products can also be recycled and contribute to savings in energy and resources.

Recycling is only part of the process to save energy.

Consumers also need to make an effort to buy recycled goods.

Many products now have labels that tell consumers how much recycled material they contain.

Energy Sustainability Efficiency and conservation are key components of energy sustainability—the concept that every generation should meet its energy needs without compromising the needs of future generations.

Sustainability focuses on long-term actions that make sure there is enough energy to meet today’s needs as well as tomorrow’s.

Sustainability also includes the development of new clean technologies for using fossil fuels, promoting the use of renewable energy sources, and encouraging policies that protect the environment.

Repair

Many people throw away products when they break and buy new ones. Many of these products could be easily and cheaply repaired.

Always consider repairing a product before throwing it away. It saves energy, money, and natural resources.

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Monitoring and Mentoring

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Energy Definitions and Conversions

Definitions Btu: British thermal unit; a measure of thermal energy (heat); the amount of heat needed to raise the temperature of one pound of water by one degree Fahrenheit; one Btu is approximately the amount of energy released by the burning of one wooden kitchen match Ccf: one hundred cubic feet; a unit used to measure natural gas usage Current: the flow of electrons; the number of electrons flowing past a fixed point; measured in amperes — A Energy: the ability to do work; work involves a change in movement, temperature, energy level, or electrical charge Electricity: the energy of moving electrons; measured in kilowatt-hours — kWh Force: a push or pull that gives energy to an object, causing it to start moving, stop moving, or change direction kWh: kilowatt-hour; one kilowatt of electricity expended over one hour; one kilowatt-hour of electricity is the amount of energy it takes to burn a 100-watt light bulb for 10 hours; in 2013, the average cost of one kilowatt-hour of electricity for residential customers in the U.S. was about $0.12; the average cost for commercial customers, such as schools, was about $0.10 Mcf: one thousand cubic feet; a unit used to measure natural gas usage MMBtu: 1,000,000 British thermal units (Btu) Therm: a measure of thermal energy; one therm equals 100,000 Btu Voltage: electric push or pressure; the energy available to move electrons; measured in volts — V Watt: the measure of electric power; the number of electrons moving past a fixed point in one second multiplied by the pressure or push of the electrons; W = A x V

Natural Gas Conversions and Cost, 2013 In 2013, the average heat content of natural gas for the residential, commercial, and industrial sectors was about 1,027 Btu per cubic foot.

1 cf = 1,027 Btu 1 Ccf = 102,700 Btu or 1.027 therms 1 Mcf = 1.027 MMBtu or 10.27 therms 1 kWh = 3,412 Btu 1 therm = 100,000 Btu The cost of natural gas varies widely by sector of the economy. In 2013, one Mcf of natural gas cost $4.49 in the electric generating sector, $4.64 in the industrial sector, $8.08 in the commercial sector, and $10.32 in the residential sector.

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e EFFICIENCY

EXAMPLES

CONSERVATION

Efficiency vs. Conservation

EXAMPLES

Explain how energy efficiency and conservation work together.

Monitoring and Mentoring

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Sectors of the Economy Residential

Commercial

Transportation

Industrial

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Systems

Fuels

Costs

Heating and Cooling Ways to Save Energy

GENERAL INFORMATION

Ways to Save Energy

Environmental Impacts

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ENERGY STAR®

Energy Users

EnergyGuide Labels

Appliances and Machines

Ways to Save Energy

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Important Facts About Lighting

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Water Heating Ways to Save Energy

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OFF

Energy Systems and Sources

Be an Energy Detective Find out what kind of energy systems you have at home and the energy sources they use. Take a tour of your home with an adult. Look at the heating system, the air conditioning system, the stove and oven, the major appliances, the utility meters, and the water heater. Answer the questions below with your family’s help.

1. What kind of heating system(s) do we have?

What source(s) of energy do we use to heat our home?

2. What kind of cooling system(s) do we have?

What source(s) of energy do we use to cool our home?

3. What cooking appliances do we have?

What source(s) of energy do we use to cook our food?

4. What kind of system(s) do we have to heat our water?

What source(s) of energy do we use to heat our water?

5. What source(s) of energy do we use to run our machines and appliances?

How many major appliances do we have? _____ washer

_____ refrigerator

_____ freezer

_____ dryer

_____ dishwasher

_____ television(s)

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Monitoring and Mentoring

OFF

Home Energy Use Survey

Be an Energy Detective Complete this survey to begin to understand how much energy is used in your home. If you are not sure about a question, ask an adult for help.

1. Number of incandescent light bulbs in your home: ____________ 2. Number of compact fluorescent light bulbs in your home: ____________ 3. Number of times your dishwasher is run per week: ____________ 4. How often the Energy Saver feature on the dishwasher is used: 0%

25%

50%

75%

100%

5. Number of loads of laundry washed per week: ____________ 6. Percentage of laundry loads washed and rinsed in cold water: 0%

25%

50%

75%

100%

7. Total number of baths taken by all family members each week: ____________ 8. Total number of showers taken by all family members each week: ____________ 9. Average length of each shower: _____________ minutes 10. Water heater temperature is set at 120°F or lower: 11. Water heater is wrapped in an insulated blanket:

yes / no / unable to tell yes / no

12. Thermostat settings:

Cooling Season: Day ______________°F Night ______________°F

Heating Season: Day ______________°F Night ______________°F

13. How often fans are used instead of air conditioning in warm weather: ____________ 14. Window blinds are closed on hot, sunny days and open on cold, sunny days:

yes / no

15. How many times a day: – is a light left on in an unoccupied room? ____________ – is a TV, radio, computer, or video game console left on with no one using it? ____________ – is the water allowed to run needlessly when brushing teeth or washing dishes? ____________ – is the stove or oven used to cook instead of the microwave or toaster oven? ____________ – is a door or window open when the heat or air conditioning is on? ____________ © 2015 The NEED Project

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Kitchen Diagrams Kitchen& andClassroom Classroom Diagrams

ENERGY USE AT HOME & SCHOOL DIAGRAMS Your assignment is to draw a diagram of your kitchen at home and your classroom at school like the example Energy Use at Home and School Diagrams below. Begin by making sketches of the rooms on notebook paper. When you think your sketches are accurate, Your is to on draw your kitchen at home andthe your classroom at school like thewindows, example doors, below. drawassignment your diagrams thea diagram grids onofthe next two pages.

Use symbols below to indicate Begin by making sketches of the rooms on notebook paper.

When you think your sketches are accurate, draw your electrical outlets, lights, ceiling fans, and appliances and other electrical devices.

diagrams on the grids on the next two pages. Use the symbols below to indicate windows, doors, electrical outlets, The sample below isand of aother kitchen with adevices. laundry room and pantry. It has three doors, two windows, and lights, ceilingdiagram fans, appliances, electrical seven electric outlets. There are two lights in the kitchen area and one ceiling fan with a light, one light in the The sample of a kitchen with a laundry room and pantry.

It hasinthree doors, two windows, and seven pantry, and diagram one lightbelow in theislaundry room.

There are two labeled appliances the pantry (washer and dryer) and electrical outlets.

There are two lights in the kitchen area and one ceiling fan with a light, one light in the pantry, and four labeled appliances in the kitchen (refrigerator, stove, dishwasher, and microwave). There are also four smaller one light in the laundry room.

There labeled appliances in the laundry room (washer and dryer) and four labeled appliances in the kitchen that are are nottwo labeled.

They are a disposal, a coffee maker, an electric can opener, and a appliances in the kitchen (refrigerator, stove, dishwasher, and microwave).

There are also four smaller appliances in the toaster. kitchen that are not labeled. They are a disposal, a coffee maker, a blender, and a toaster.

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Classroom

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My Kitchen

20

Monitoring and Mentoring

Reading an Electric Meter Meter Reading an Reading an Electric Electric Meter An electric company sends electricity to your home or school through a power line. There is a meter at the An electric companythe sends electricity to yourthat home schooluses. through a power line. There is a meter at the school to measure amount of electricity theorschool Anschool electric to company sendsthe electricity to your home or school a power line. There is a meter at the school to measure the amount measure amount of electricity that through the school uses. meter is easy. The face of the meter has five dials with the numbers 0 through 9 on each ofReading electricity an the electric school uses.

Reading an electric meter is easy.

The face ofthe thenumbers meter has fiveadials with the numbers 0 the through 9 on each dial. The dials are not alike. first dial,has clock-wise direction. meter, the On Reading an electric is easy.

TheOn facethe of the meter dials withare the in numbers 0 through 9 on each On dial. The next dials are not alike. dial.

The dialsinmeter are not alike.

On the first dial, thefive numbers are in a clock-wise direction.

On the next meter, the numbers are the opposite direction, in a counter clock-wise direction.

The dials change from clock-wise the first dial, the numbers are in a clock-wise direction. On the next meter, the numbers are in the opposite direction, in a counter to clocknumbers are in the opposite direction, in a counter clock-wise direction.

The dials change from clock-wise to counter clock-wise, as shown below. Iftothe pointer is between numbers, youisalways the smaller wise direction.

The dials change from clock-wise counter clock-wise, as showntwo below.

If the pointer betweenrecord two numbers, you always counter clock-wise, asIf is shown below.

If the pointer9,issince between two numbers, you are always record the with smaller number.

If thenumber. pointer and 0,9 record 0 represents two examples thewith record the smaller thebetween pointer is 9 between and 0, record 9, since 0 represents 10.

10 in Here this instance.

Here are two examples number.

If the pointer is between 9 and 0, record 9, since 0 represents 10.

Here are two examples with the correct below the correct numbers numbers below thethe dials:dials: correct numbers below the dials:

On Monday Monday morning, this at school: On this was wasthe theelectric electricmeter meterreading reading: On Monday morning, this was the electric meter reading:

4 4 The total reading is 40,565

0 0

5 5

6 6

5 5

1 1

5 5

On Friday afternoon, this was the electric meter reading:

afternoon, this thiswas wasthe theelectric electricmeter meter reading: On Friday afternoon, reading at school:

4 4

1 1

6 6

The total reading is 41,615

How much electricity was used thisused week this at school?

Subtract Monday’s reading from Friday’s reading: reading: How much electricity was week?

Subtract Monday’s reading from Friday’s How much electricity was used this week?

Subtract Monday’s reading from Friday’s reading:

Friday – Monday = Electricity used

41,615 – 40,565 = 1,050 kilowatt-hours 41,615 – 40,565 = 1,050 kilowatt-hours 41,615 – 40,565 = 1,050 kilowatt-hours

The electricity is measured in kilowatt-hours. If the power company charges a school the commercial rate of ten cents ($0.10) for every kilowatt-hour (kWh) is of electricity thatiniskilowatt-hours. used, what is the cost of the electricity that wascharges used during the week?

The electricity measured If the power company a school ten cents ($0.10) for

The is measured in kilowatt-hours.

If the power company charges a school ($0.10) for everyelectricity kilowatt-hour (kWh) of electricity that is used, what is the cost of the electricity that ten wascents used in January? every kilowatt-hour (kWh) of____________ electricity that is used, what is the cost of the electricity that was used in January? kWh X $0.10/kWh = $ _____________________ ____________ kWh ____________ kWh

© 2015 The NEED Project

X X

$0.10/kWh $0.10/kWh

8408 Kao Circle, Manassas, VA 20110

= =

1.800.875.5029

$ ______________________ $ ______________________ www.NEED.org

21

Electric Meters The meters below show the readings for the first and last days of January. See if you can determine how much electricity was used during the month. Read the meter dials and record the numbers on the lines below the dials. If the pointer is between two numbers, always record the smaller number.

On January 1, the electric meter looked like this at home:

On January 31, the electric meter looked like this at home:

Electricity is measured in kilowatt-hours (kWh). One kWh is measured as one kilowatt (1,000 watts) of power consumed for one hour.

How much electricity was used at home in January? Let’s find out. Subtract the January 1 reading from the January 31 reading to find the kilowatt-hours of electricity that were used during January.

January 31 reading =

January 1 reading

=

Electricity used

=

______________________ – ______________________ ______________________ kWh

If the power company charges residential customers twelve cents ($0.12) for every kilowatt-hour of electricity that is used, what is the cost of the electricity that was used in January? Let’s find out. Multiply the kilowatt-hours of electricity used by the cost per kilowatthour.

22

____________ kWh

X

$0.12/kWh =

$ ______________________

Monitoring and Mentoring

Practice Reading Electric Meters PRACTICE READING METERS

Read the Read metersthe below and find out how muchand electricity thehow school used electricity during February and the used home used for February March. Figure school meters below find out much the school during andout how much theMarch. electricityFigure cost if out the power company charges $0.10/kWh for commercial customers and $0.12/kWh for residential customers. how much the electricity cost if the power company charges $0.10/kWh.

looked likelike this: On February February1,1,the theelectric electricmeter meter looked this at school:

_____

_____

_____

_____

_____

On 28,the theelectric electricmeter meter looked this at school: On February February 28, looked likelike this:

_____

_____

_____

Electricity used

=

________________

–

Cost of electricity

=

_______________

kWh

_____

________________ X

=

$ 0.10/kWh

_____

_______________ kWh =

$ _______________

On March March 1, the like this: On theelectric electricmeter meterlooked looked like this at home:

_____

_____

_____

_____

_____

_____

_____

On meter looked likelike this: OnMarch March31, 31,the theelectric electric meter looked this at home:

_____

_____

_____

Electricity used

=

________________

–

Cost of electricity

=

_______________

kWh

© 2015 The NEED Project ©2009

8408 Kao Circle, Manassas, VA 20110

_________________ X

1.800.875.5029

$$0.12/kWh 0.10/kWh

=

_______________ kWh =

$ _______________

www.NEED.org

THE NEED PROJECT • P.O. BOX 10101 • MANASSAS, VA 20108 • 1-800-875-5029

Monitoring & Mentoring Student

PAGE 21

23

Reading Natural Gas Meter Reading aaNatural Gas Meter A gas company delivers natural gas to a school through an underground pipeline. There is a meter at the school to measure the volume of natural gas that the school uses.

A Reading gas company delivers gas natural gas toisa much school through an underground a meter themeter schoolhas to measure the volume a natural meter like reading an electricpipeline. meter.There Theisface of at the four dials with of natural gas that the school uses. the numbers 0 through 9 on each dial. Notice that the dials are not alike. On two dials the numbers are in a

clock-wise direction. the other two, the numbers are inface a counter clock-wise dial0changes Reading a natural gas meterOn is much like reading an electric meter.

The of the meter has four direction. dials with theEach numbers through 9 on from thein pointer is between twothe numbers, always are each dial.clock-wise Notice thatto thecounter dials are clock-wise, not alike. On as twoshown dials thebelow. numbersIf are a clock-wise direction. On other two,you the numbers the smallerdirection. number.Each If the between 9 and 0, record 9, since 0 represents 10.

Here are two two inrecord a counter clock-wise dialpointer changesis from clock-wise to counter clock-wise, as shown below. If the pointer is between numbers, you always record the smaller number.

If thethe pointer is between 9 and 0, record 9, since 0 represents 10. Here are two examples examples with the correct numbers below dials: with the correct numbers below the dials:

On December 1, reading: On 1,this thiswas wasthe thenatural naturalgas gasmeter meter reading:

5

0

1

0

4

7

The total reading is 5,010

On January 1, meter reading: On 1,this thiswas wasthe thenatural naturalgas gas meter reading:

6

3

How much gas was used in December? Subtract the December 1st reading from the January 1st reading:

The total reading is 6,347

6,347 – 5,010 = 1,337 CCF

How much gas was used in December? Subtract the December 1st reading from the January 1st reading:

January 1 – December 1 = Natural gas used

Natural gas is measured in CF or cubic feet––a measure of its volume. A cubic foot of natural gas is not much

6,347 – gas 5,010 = 1,337 Ccf feet––or CCF. The gas company measures fuel, so most gas meters measure natural in hundreds of cubic the natural gas in CCF, but it charges by the amount of heat or thermal in much the gas. thermal energy is Natural gas is measured in cubic feet—a measure of its volume. A cubic foot of naturalenergy gas is not fuel, The so most gas meters measure measured in therms. natural gas in hundreds of cubic feet—or Ccf. The gas company measures the natural gas in Ccf, but it charges by the amount of heat or thermal energy in the gas. The thermal energy is measured in therms.

One CCF of natural gas contains about one therm of heat (1 CCF = 1 therm). If the gas company charges

One Ccf offor natural gas contains about thermdid of heat therms 2013). If the gas company charges $0.81 for a Ccf of gas (the $1.34 a therm of gas, howone much the (1.027 gas cost in in January? national average for commercial customers in 2013), how much did the gas cost for December?

CostUsage = Charge _____________ therm Ccf X X$1.34/therm $ _________________ = _____________ $0.81/Ccf == $ _________________

24

Monitoring and Mentoring

Natural Gas Meters The natural gas meters below show the readings for the first and last days of January. See if you can determine how much natural gas was used at home during the month. Read the meter dials and record the numbers on the lines below the dials. If the pointer is between two numbers, always record the smaller number.

On January 1, the natural gas meter looked like this at home:

On January 31, the natural gas meter looked like this at home:

Natural gas is measured in cubic feet (cf ), a measure of its volume—how much space it occupies. A cubic foot of natural gas is a small amount of fuel, so most gas meters measure natural gas in hundreds of cubic feet—or Ccf. The first C means one hundred (from the Greek numbering system).

100 cubic feet = 100 cf = 1 Ccf

How much natural gas was used in January? Let’s find out. Subtract the January 1 reading from the January 31 reading to find the volume of natural gas that was used during January.

January 31 reading =

January 1 reading

=

Natural gas used

=

_______________ –_______________ ______________ Ccf

The meter measures the natural gas in Ccf, but the natural gas company charges by the amount of heat energy the gas contains.

Heat energy is measured in therms. One Ccf of natural gas contains about one therm of heat energy (1.027 therms in 2013). If the gas company charges $1.03 for a Ccf of gas (the national average for residential customers in 2013), how much did the gas cost that was used in January?

Cost of gas use: ____________Ccf x $1.03/Ccf = $_________________

© 2015 The NEED Project

8408 Kao Circle, Manassas, VA 20110

1.800.875.5029

www.NEED.org

25

Practice Reading Gas Meters PRACTICE READING GAS METERS meters below out how gas much was usedFebruary during and February March.

Calculate Read theRead metersthe below and find outand how find much natural wasnatural used at gas school during March.and Calculate how much the natural how the natural gas cost iffor the gas company charged $1.34/therm. gas cost if the much gas company charged $0.81/Ccf commercial customers.

On lookedlike likethis: this at school: OnFebruary February1,1,the thenatural natural gas gas meter meter looked

_____

_____

_____

_____

On meterlooked lookedlike likethis: this at school: OnFebruary February28, 28,the thenatural natural gas gas meter

_____

_____

_____

_____

Natural gas used = ___________ – ___________ = ___________ CCF Ccf (1 CCF = 1 therm) Cost therm xx $0.81/Ccf $1.20/therm = $ ______________ Cost of=gas___________ use: ____________Ccf = $_________________

On March March1, 1,the thenatural naturalgas gasmeter meter looked this at school: On looked likelike this:

_____

_____

_____

_____

On March31, 31, the thenatural naturalgas gasmeter meter looked this at school: On March looked likelike this:

_____

_____

_____

_____

Ccf (1 CCF = 1 therm) Natural gas used = ___________ – ___________ = ___________ CCF

Cost therm xx $0.81/Ccf $1.20/therm = $ ______________ Cost of= gas___________ use: ____________Ccf = $_________________

26

Monitoring and Mentoring PAGE 24

Monitoring & Mentoring Student

©2009

THE NEED PROJECT • P.O. BOX 10101 • MANASSAS, VA 20108 • 1-800-875-5029

Insulation Investigation  Objective Students will investigate the insulating properties of different materials.

 Materials 2 Radiation cans 2 Thermometers Insulating

material Tape

2 Rubber bands Hot

water (provided by teacher)

? Question  Are some materials better insulators than others?

 Hypothesis

Procedure 1. Remove the tops from the cans.

2. Use the insulating material to insulate one can on the sides only.

3. Ask your teacher to fill both of your cans with hot water. Replace the tops.

4. Suspend a thermometer through the hole in each top, making sure it does not touch the bottom or the sides of the can.

5. In the chart on the next page, record the temperature (°C) of the water in the cans at two-minute intervals for 20 minutes. Your teacher will keep track of the time with a timer.

6. Calculate the overall change in temperature (∆T) for both cans, and graph the results in the space provided on the next page.

7. With the class, compare the results from the different insulating materials.

© 2015 The NEED Project

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1.800.875.5029

www.NEED.org

27

 Data TYPE OF INSULATION: ____________________________________

TIME (MIN)

0

2

4

6

8

10

12

14

16

18

20

∆T

Insulated Uninsulated

Conclusion Using the Heat Loss information on the next page, the R-value diagram on page 4, and your class results, describe what kind of insulation you think might be best for where you live.

28

Monitoring and Mentoring

Heat Loss The building envelope is made up of all the parts of a building that create a barrier between the inside and outside.

These parts include: Walls

Floors

Ceilings

Windows

Doors

Skylights

These components work together to reduce heat transfer. Any warm air that flows into the building during cooling season and out of the building during heating season wastes energy. The objective of the building envelope is to allow as little heat transfer as possible.

One way to reduce heat transfer is with insulation. Insulating the attic and walls of your home will likely be the most effective action you can take to save energy. Insulation is effective because it contains many, tiny air pockets. When heat has to move through trapped air it is slowed down because air does not conduct heat very well compared to most materials. R-value is the rating that is used to indicate the resistance of the material to heat transfer. The higher the R-value, the more effective the material is at reducing heat transfer. Insulation wraps the building in a blanket, slowing the transfer of heat through walls and roofs. This type of heat transfer is called conduction, the flow of thermal energy through a substance from a higher- to a lower-temperature area.

However, air can still leak in or out through small cracks. Heat is carried along with the air through these cracks. Often the many small cracks in a building add up to a hole the size of a wide open door. Some of these cracks are obvious—around doors and windows, for instance. But others are hidden behind walls and above ceilings. The attic floor is usually the place where the most air leaks out of your house. Sealing these cracks is a very effective way to stop another type of heat transfer—convection, the transfer of thermal energy through a gas or liquid by the circulation of currents from one area to another.

One of the easiest energy-saving measures to reduce heat transfer is to caulk, seal, and weather-strip all cracks and openings to the outside, resulting in direct savings in energy costs. Even more savings are possible if a company that specializes in finding and sealing hidden leaks is employed.

Doors should seal tightly and have door sweeps at the bottom to prevent air leaks. It’s common to be able to see daylight through cracks around school doors.

The best windows shut tightly and are constructed of two or more pieces of glass. Any cracks around the windows should be caulked and the windows checked often to make sure they seal tightly. In some double-paned window systems a gas is used to fill the space between the panes. The gas slows down the transfer of heat. Some windows also have coatings that allow sunlight in, but are effective at reflecting heat radiating from the building back inside.

When we seal a building by minimizing air transfer, we must keep in mind the need for fresh air for the occupants. While even after air sealing most homes have enough natural air leakage to provide healthy indoor air, some houses might need to add fans or more elaborate systems. A home performance professional will test a house after sealing to make sure it is safe for those living there. To provide fresh air and exhaust stale air, school buildings have mechanical ventilation systems. In buildings with effective ventilation systems, even the windows can be sealed. With a good ventilation system, there should be no concerns with sealing all the air leaks in a school building.

Common Insulation Types TYPE

R-VALUES PER INCH

Cellulose (attic floor)

3.7

Cellulose (blown into a wall cavity)

3.2

Fiberglass batts

3.0

Insulation Board

7.0

© 2015 The NEED Project

8408 Kao Circle, Manassas, VA 20110

1.800.875.5029

www.NEED.org

29

Facts of Light We use a lot of energy in the form of electricity to make light so that we can see. About 30 percent of the electricity used by your school is for lighting! Our homes use a lot of energy as electricity for lighting, too. About 14 percent of the electricity used in your home is for lighting.

Changing to energy efficient lighting is one of the quickest and easiest ways to decrease your electric bill. If your home uses inefficient incandescent bulbs—the same technology developed in 1879 by Thomas Edison—you are wasting a lot of energy and money. These bulbs are surprisingly inefficient, converting up to 90 percent of the electricity they consume into heat.

The Energy Independence and Security Act of 2007 changed the standards for the efficiency of light bulbs used most often. By the end of 2014, most general use bulbs are now 30 percent more efficient than traditional, inefficient incandescent bulbs. What do the new standards mean for consumers? The purpose of the new efficiency standards is to give people the same amount of light using less energy. Most incandescent light bulbs were phased out and will no longer be available for sale.

There are several lighting choices on the market that meet the new efficiency standards. Energy-saving incandescent, or halogen, bulbs are different than traditional, inefficient incandescent bulbs because they have a capsule around the filament (the wire inside the bulb) filled with halogen gas. This allows the bulbs to last three times longer and use 25 percent less energy.

Compact fluorescent lights (CFLs) provide the same amount of light as incandescent bulbs but use up to 75 percent less energy and last ten times longer. CFLs produce very little heat. Using CFLs can help cut lighting costs and reduces environmental impacts. Today’s CFL bulbs fit almost any socket, produce a warm glow and, unlike earlier models, no longer flicker and dim. CFLs have a small amount of mercury inside and should always be recycled rather than thrown away. Many retailers recycle CFLs for free.

Light emitting diodes, better known as LEDs, are gaining in popularity. Once used mainly for exit signs and power on/off indicators, improved technology and lowering prices are enabling LEDs to be used in place of incandescents and CFLs. LEDs are one of the most energy-efficient lighting choices available today. LEDs use 75 percent less energy than traditional incandescents, and have an average lifespan of at least 25,000 hours. Today, LEDs are expensive, but they use even less energy than CFLs, save more electricity, and produce fewer carbon dioxide emissions. As the demand for LEDs increases, the cost will continue to come down and become competitive with CFLs. The U.S. Department of Energy estimates that widespread adoption of LED lighting by 2027 would reduce lighting electricity demand by 33 percent. This would avoid construction of 40 new power plants.

30

INCANDESCENT BULB

HALOGEN

COMPACT FLUORESCENT (CFL)

LIGHT EMITTING DIODE (LED)

Brightness

850 lumens

850 lumens

850 lumens

850 lumens

Life of Bulb

1,000 hours

3,000 hours

10,000 hours

25,000 hours

Energy Used

60 watts = 0.06 kW

43 watts = 0.043 kW

13 watts = 0.013 kW

12 watts = 0.012 kW

Price per Bulb

$0.50

$3.00

$3.00

$15.00

Monitoring and Mentoring

Comparing Light Bulbs The graphic on the previous page shows four light bulbs that produce the same amount of light. You might use bulbs like these as a bright overhead light. One bulb is an incandescent light bulb (IL), one is a halogen, one is a compact fluorescent light (CFL), and another is a light emitting diode (LED). Which one is the better bargain? Let’s do the math and compare the four light bulbs using the residential cost of electricity at $0.12/kWh. 1. Determine how many bulbs you will need to produce 25,000 hours of light by dividing 25,000 by the number of hours each bulb produces light.

2. Multiply the number of bulbs you will need to produce 25,000 hours of light by the price of each bulb. The cost of each bulb has been given to you in the chart below.

3. Multiply the wattage of the bulbs (using the kW number given) by 25,000 hours to determine kilowatt-hours (kWh) consumed.

4. Multiply the number of kilowatt-hours by the cost per kilowatt-hour to determine the cost of electricity to produce 25,000 hours of light.

5. Add the cost of the bulbs plus the cost of electricity to determine the life cycle cost for each bulb. Which one is the better bargain?

6. Compare the environmental impact of using each type of bulb. Multiply the total kWh consumption by the average amount of carbon dioxide produced by a power plant. This will give you the pounds of carbon dioxide produced over the life of each bulb. Which one has the least environmental impact?

All bulbs provide about 850 lumens of light.

COST OF BULB

INCANDESCENT BULB

HALOGEN

COMPACT FLUORESCENT (CFL)

LIGHT EMITTING DIODE (LED)

1,000 hours

3,000 hours

10,000 hours

25,000 hours

$0.50

$3.00

$3.00

$15.00

COST OF ELECTRICITY

INCANDESCENT BULB

HALOGEN

COMPACT FLUORESCENT (CFL)

LIGHT EMITTING DIODE (LED)

Total Hours Wattage

25,000 hours 60 watts = 0.060 kW

25,000 hours 43 watts = 0.043 kW

25,000 hours 13 watts = 0.013 kW

25,000 hours 12 watts = 0.012 kW

$0.12

$0.12

$0.12

$0.12

INCANDESCENT BULB

HALOGEN

COMPACT FLUORESCENT (CFL)

LIGHT EMITTING DIODE (LED)

INCANDESCENT BULB

HALOGEN

COMPACT FLUORESCENT (CFL)

LIGHT EMITTING DIODE (LED)

1.23 lb/kWh

1.23 lb/kWh

1.23 lb/kWh

1.23 lb/kWh

Life of bulb (how long it will light)

Number of bulbs to get 25,000 hours

x Price per bulb = Cost of bulbs for 25,000 hours of light

x = Total kWh consumption x Price of electricity per kWh = Cost of Electricity LIFE CYCLE COST

Cost of bulbs

+ Cost of electricity = Life cycle cost ENVIRONMENTAL IMPACT

x =

Total kWh consumption Pounds (lbs) of carbon dioxide per kWh Pounds of carbon dioxide produced

© 2015 The NEED Project

8408 Kao Circle, Manassas, VA 20110

1.800.875.5029

www.NEED.org

31

The Light Meter Operating Instructions 1. Insert the battery into the battery compartment in the back of the meter.

2. Slide the ON/OFF Switch to the ON position.

LCD Display

3. Slide the Range Switch to the B Position.

4. On the back of the meter, pull out the meter’s tilt stand and place the meter on a flat surface in the area you plan to measure.

ON/OFF Switch

5. Hold the Light Sensor so that the white lens faces the light source to be measured or place the Light Sensor on a flat surface facing the direction of the light source.

Range Switch

6. Read the measurement on the LCD Display.

7. If the reading is less than 200 fc, slide the Range Switch to the A position and measure again.

Light Sensor

Light Output or Luminous Flux A lumen (lm) is a measure of the light output (or luminous flux) of a light source (bulb or tube). Light sources are labeled with output ratings in lumens. A T12 40-watt fluorescent tube light, for example, may have a rating of 3050 lumens.

Light Level or Illuminance A foot-candle (fc) is a measure of the quantity of light (illuminance) that actually reaches the work plane on which the light meter is placed. Foot-candles are work plane lumens per square foot. The light meter can measure the quantity of light from 0 to 1000 fc.

Brightness or Luminance Another measure of light is its brightness or luminance. Brightness is a measure of the light that is reflected from a surface in a particular direction. Brightness is measured in footlamberts (fL).

32

Monitoring and Mentoring

Recommended Light Levels Below is a list of recommended illumination levels for school locations in foot-candles. These illumination levels align with the recommendations from the Illumination Engineering Society of North America.

AREA

FOOT-CANDLES

Classrooms (Reading and Writing)

50

Classrooms (Drafting)

75

Computer Labs (Keyboarding)

30

Computer Labs (Reading Print Materials)

50

Computer Labs (Monitors)

3

Labs-General

50

Labs-Demonstrations

100

Auditorium (Seated Activities)

10

Auditorium (Reading Activities)

50

Kitchens

50

Dining Areas

30

Hallways

20-30

Stairwells

15

Gymnasiums (Exercising and Recreation)

30

Gymnasiums (Basketball Games)

75

Locker Rooms

10

Libraries and Media Centers (Study Areas)

50

Libraries and Media Centers (Other Areas)

30

Shops (Rough Work)

30

Shops (Medium Work)

50

Shops (Fine Work)

75

Offices (Reading Tasks)

50

Offices (Non-Reading Tasks)

30

Teacher Workrooms

30

Conference Rooms

30

Washrooms (Grooming Areas)

30

Washrooms (Lavatories)

15

Maintenance Rooms

30

Building Exteriors and Parking Lots

1-5

Š 2015 The NEED Project

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33

Light Level Investigation  Objective Students will be able to determine the light levels of various spaces using a light meter.

 Materials 1 Light meter

? Question  Does your school/building use the proper amount of lighting in all spaces?

 Hypothesis Procedure 1. Use the light meter to measure the light levels in your classroom with the lights on and off. If you can adjust the amount of light further, measure the light levels for all settings. Record the measurements in the chart below with descriptions of the light settings.

2. Use the light meter to measure the light levels in the hallway outside your classroom and other outside areas at different times of the day. Record the measurements in the chart below with descriptions of the areas and times of day.

3. As you are working on different tasks in the classroom, record your measurements below. Compare the light level results you found in the room with the recommended light levels on page 33.

 Data DESCRIPTION OF AREA AND CONDITIONS

TIME

LIGHT LEVEL

 Conclusion Are the light levels around your school appropriate for the area? Why or why not?

34

Monitoring and Mentoring

Light Bulb Investigation 1 CONCLUSION:

 Objective Students will be able to compare the heat output of an incandescent bulb to a compact fluorescent light bulb.

 Materials 2 Lamps 1 Incandescent light bulb 1 Compact fluorescent light bulb 2 Thermometers Tape

? Question  How does the heat output differ between an incandescent and compact fluorescent light bulb?

PAGE 30  Hypothesis

Learning & Conserving Student

©2009

THE NEED PROJECT • P.O. BOX 10101 • MANASSAS, VA 20108 • 1-800-875-5029

Procedure 1. Place the incandescent bulb in one lamp and the compact fluorescent bulb in the other.

2. Place the lamps on a table about 20 cm away from a blank wall. The light should face the wall.

3. Tape the thermometers to the wall so the lamps shine directly on them, as shown in the diagram above.

4. Record the thermometer readings in the chart below.

5. Turn on the lamps. Record the thermometer readings at 2-minute intervals for 10 minutes.

6. Calculate and record the change in temperature (∆T) for each bulb. Compare.

 Data TEMPERATURE (CELSIUS)

BULBS

0 MIN

2 MIN

4 MIN

6 MIN

8 MIN

10 MIN

∆T

Incandescent Compact Fluorescent

 Conclusion What did you learn about the heat output of an incandescent bulb and compact fluorescent light bulb? Use data to support your answer.

© 2015 The NEED Project

8408 Kao Circle, Manassas, VA 20110

1.800.875.5029

www.NEED.org

35

Light Bulb Investigation 2  Objective Students will be able to compare the wattage of an incandescent bulb to a compact fluorescent light bulb.

 Materials 2 Lamps 1 Incandescent light bulb 1 Compact fluorescent light bulb 1 Kill A Watt™ monitor

? Question  How does the wattage vary for different types of bulbs?

 Hypothesis

Procedure 1. Place the incandescent bulb in one lamp and the compact fluorescent bulb in the other.

2. Place the lamps on a table.

3. Plug the Kill A Watt™ monitor into an outlet and plug the lamp with the incandescent bulb into the monitor.

4. Turn on the lamp. Record the wattage using the Kill A Watt™ monitor. Turn off the lamp and unplug it from the monitor.

5. Plug the lamp with the compact fluorescent bulb into the monitor. Turn on the lamp and record the wattage. Turn off the lamp.

6. Compare the wattage measured by the monitor to the stated wattage of the bulbs found on their packaging, or printed on the bulbs themselves.

 Data BULBS

WATTAGE FROM MONITOR

STATED WATTAGE

Incandescent Compact Fluorescent

 Conclusion What did you learn about the wattage used by an incandescent bulb compared to wattage used by a compact fluorescent light bulb? Use data to support your answer.

36

Monitoring and Mentoring

Light Bulb Investigation 3  Objective Students will be able to compare the light output of an incandescent bulb to a compact fluorescent light bulb.

 Materials 2 Lamps 1 Incandescent light bulb 1 Compact fluorescent light bulb 1 Light meter Books,

all the same thickness

? Question  How does the light output vary in different types of light bulbs?

 Hypothesis

Procedure 1. Place the incandescent bulb in one lamp and the compact fluorescent bulb in the other.

2. Place the lamps on a table on identical stacks of books, as shown in the diagram above.

3. Plug the lamps into an outlet and turn them on.

4. Use the light meter to measure the light output of the lamps.

5. Record your measurements and calculations in the data table.

6. Compare the output measured by the light meter to the stated output of the bulbs found on their packaging, or printed on the bulbs themselves.

 Data BULBS

FOOT-CANDLES FROM LIGHT METER

STATED LUMEN OUTPUT

Incandescent Compact Fluorescent

 Conclusion What did you learn about the light output of an incandescent bulb and compact fluorescent light bulb? Use data to support your answer.

© 2015 The NEED Project

8408 Kao Circle, Manassas, VA 20110

1.800.875.5029

www.NEED.org

37

Flicker Checker Investigation An incandescent bulb produces light by passing electricity through a wire inside the bulb. This wire is called a filament. When electricity flows through the wire, it gets very hot and glows, producing light. Incandescent bulbs use 90 percent of the electricity to produce heat and only ten percent to produce light. They are very inefficient in their use of energy.

A fluorescent bulb produces light by passing electricity through a gas inside the bulb. The electrons in the gas molecules become more energetic and some escape. They bounce around and crash into the walls of the bulb. The walls of the bulb are painted with a special material that gives off light when hit by electrons.

Fluorescent lights have ballasts that help move the electricity through the gas inside the bulb. A ballast is an electromagnet that produces a large voltage between the two ends of the bulb so the electricity will flow between them.

There are two types of ballasts, magnetic and electronic. Magnetic ballasts produce a frequency of 60 Hertz (Hz), which means the light is flickering on and off 60 times a second. Electronic ballasts produce a frequency of 10,000-20,000 Hz. Fluorescent lights with electronic ballasts are more energy efficient than those with magnetic ballasts.

To determine which type of ballast a fluorescent light contains, spin the Flicker Checker under it. If you see smooth circles, as shown in the bottom picture below, the fluorescent light contains an electronic ballast. If you see a checkered pattern that moves from ring to ring, the light contains a magnetic ballast.

FLICKER CHECKER SHOWING A MAGNETIC BALLAST

Fluorescent Tube Lamp Mercury and inert gases

Phosphor coating Base with bi-pin plug In fluorescent tubes, a very small amount of mercury mixes with inert gases to conduct the electric current. This allows the phosphor coating on the glass tube to emit light.

FLICKER CHECKER SHOWING AN ELECTRONIC BALLAST

Procedure Use the Flicker Checker to determine the type of lighting in different areas of your school.

AREA

TYPE OF BALLAST

Classroom Cafeteria Gym Hallway Office Restroom

38

Monitoring and Mentoring

Electric Nameplates

Electric Nameplates Investigation 1

Some appliances use more energy than others to accomplish the same task. Appliances that are very energy efficient are approved by the government’s ENERGY STAR® program and have the ENERGY STAR® label on them. This means they have met high standards set Some appliances use more energy than others to the same task. Appliances that are very energy efficient are approved by the by the government foraccomplish energy efficiency.

government’s ENERGY STAR® program and have the ENERGY STAR® label on them. This means they have met high standards set by the

government for energy Every machine that efficiency. runs on electricity has an electric nameplate on it. The nameplate is usually a silver sticker that looks like picture The nameplate hasnameplate information about thesticker amount of electricity the Every machine that runs onthe electricity hasbelow. an electric nameplate on it. The is usually a silver that looks like the picture machine Sometimes, the about current is listed.

The current is measured in amperes (A).isSometimes, theis below. Theuses. nameplate has information the amount of electricity the machine uses. Sometimes, the current listed. The current voltage the machine is listed.

Thethe voltage isneeds listed in volts (V). Sometimes, the is the listed.

Theis measured in amperes (A).needs Sometimes, the voltage machine is listed.

The voltage is listed in volts (V).wattage Sometimes, wattage wattage measured in watts (W).

If Ifthe wattageisn’t isn’t listed, then theand current voltage listed. Theiswattage is measured in watts (W). the wattage listed, then the current voltageand are both listed.are both listed. the wattage is not listed, you can the wattage using the following IfIfthe wattage isn’t listed, youcalculate can calculate the wattage usingformula: the following formula, like this:

Power

=

Watts

=

=

A

Watts W

=

=

1.0A

Watts W

=

=

5W 1.0A

wattage

current x voltage x

current A x

V

x voltage x 5V V x

5V

Often, the letters UL stands for W UL are on = the nameplate.

5W Underwriters Laboratories, Inc., which conducts tests on thousands of machines and appliances. The UL mark means that samples of the machines and appliances have been tested to make sure they are safe.

You can find out how much it costs to operate any appliance or machine you know Let’s take a look atUL some of Often, the ifletters ULthe arewattage. on the nameplate. stands for Underwriters Laboratories, Inc., which conducts the machines in your school.

The nameplate usually located The on UL mark means that samples of the machines and tests on thousands of machines andis appliances. the bottom or back.been See iftested you cantofind the nameplates appliances have make sure they on arethe safe. computers, printers, monitors, televisions, and other machines in

yourcan classroom.

Puthow the information in the to chart below and You find out much it costs operate anyfigure appliance or machine if you know the wattage. Take a look the wattage each one. in your school. The nameplate is usually located on the bottom or back. See if you atoutsome of theformachines can find the nameplates on the computers, printers, monitors, televisions, and other machines in your classroom.

Put the information in the chart below and figure out the wattage for each one.

MACHINE

CURRENT

VOLTAGE

Machine Copier

Current 11A

Voltage 115V

Copier

11 A

115 V

© 2015 The NEED Project

8408 Kao Circle, Manassas, VA 20110

1.800.875.5029

WATTAGE

UL TESTED

Wattage 1,265W

ULyestested

1,265 W

www.NEED.org

yes

39

Electric Nameplates Investigation 2 See how many appliances and machines you can find at home with electric nameplates. Write each of them in the chart below with the information on the nameplates. If the wattage is not listed, figure out how much wattage each of them uses. Use the formula below:

Power =

MACHINE OR APPLIANCE

40

W

CURRENT (A)

=

current A

VOLTAGE (V)

x x

voltage V

WATTAGE (W)

UL TESTED

Monitoring and Mentoring

The Cost of Using Electrical Devices Investigation 1 Calculate how much it costs to operate the machines in your classroom that you looked at before. You need to know the wattage, the cost of electricity, and the number of hours a week each machine is used.

You can estimate the number of hours the machine is used each week, then multiply by 40 to get the yearly use. We are using 40 weeks for schools, because school buildings aren’t used every week of the year. Using the copier as an example, if it is used for ten hours each week, we can find the yearly use like this:

Yearly use = 10 hours/week x 40 weeks/year = 400 hours/year

Remember that electricity is measured in kilowatt-hours. You will need to change the watts to kilowatts. One kilowatt is equal to 1,000 watts. To get kilowatts, you must divide the watts by 1,000. Using the copier as an example, divide like this:

kW = W/1,000

kW

= 1,265/1,000 = 1.265

The average cost of electricity for schools in the U.S. is about ten cents ($0.10) a kilowatt-hour. You can use this rate or find out the actual rate from your school’s electric bill. Using the average cost of electricity, we can figure out how much it costs to run the copier for a year by using this formula:

Yearly cost

=

Hours used

x

Kilowatts

x

Cost of electricity (kWh)

Yearly cost

=

400 hours/year x

1.265 kW

x

$0.10/kWh

Yearly cost

=

400

x

1.265

x

$0.10

MACHINE OR APPLIANCE

HOURS PER WEEK

HOURS PER YEAR

WATTS (W)

KILOWATTS (kW)

RATE ($/kWh)

ANNUAL COST

Copier

10

400 hours

1,265 W

1.265 kW

$0.10

$50.60

© 2015 The NEED Project

8408 Kao Circle, Manassas, VA 20110

1.800.875.5029

www.NEED.org

=

$50.60

41

Cost of Using Electrical Devices Investigation 2 Let’s figure out how much it costs to operate the machines and appliances on your list from home. Fill in the chart with the name of the machine and its wattage. Change the watts to kilowatts by dividing the number of watts by 1,000.

Estimate the number of hours that the machine is used each week. This time, multiply by 52, since there are 52 weeks in a year and you use machines all through the year at home.

The average cost of electricity in the U.S. for homes is about twelve cents ($0.12) a kilowatt-hour. You can use this rate or find out the actual rate for your home from your family’s electric bill.

Yearly cost = MACHINE OR APPLIANCE

42

HOURS A WEEK

Hours used

HOURS A YEAR

x

WATTS (W)

Kilowatts

x

KILOWATTS (kW)

Rate

RATE ($/kW)

YEARLY COST

Monitoring and Mentoring

Environmental Impacts 1

OFF

When we breathe, we produce carbon dioxide. When we burn fuels, we produce carbon dioxide, too. Carbon dioxide (CO2) is a greenhouse gas. Greenhouse gases hold heat in the atmosphere. They keep our planet warm enough for us to live, but since the Industrial Revolution, we have been producing more carbon dioxide than ever before. Since 1850, the level of CO2 in the atmosphere has increased 42.4 percent.

Research shows that greenhouse gases are trapping more heat in the atmosphere. Scientists believe this is causing the average temperature of the Earth’s atmosphere to rise. They call this global climate change or global warming. Global warming refers to an average increase in the temperature of the atmosphere, which in turn causes changes in climate. A warmer atmosphere may lead to changes in rainfall patterns, a rise in sea level, and a wide range of impacts on plants, wildlife, and humans. When scientists talk about the issue of climate change, their concern is about global warming caused by human activities.

Driving cars and trucks produces carbon dioxide because fuel is burned. Heating homes by burning natural gas, wood, heating oil, or propane produces carbon dioxide, too.

Making electricity can also produce carbon dioxide. Some energy sources—such as hydropower, solar, wind, geothermal, and nuclear—do not produce carbon dioxide, because no fuel is burned. About 39.1 percent of our electricity, however, comes from burning coal. Another 30.2 percent comes from burning natural gas, petroleum, and biomass.

The general rule is that, on average, every kilowatt-hour of electricity produces 1.23 pounds of carbon dioxide. Let’s use this rule to figure out how much carbon dioxide is produced by the machines in your classroom. You can put the figures from the earlier worksheets in the boxes below. Here are the figures for the copier:

CO2 a year = wattage

x hours of use x rate of CO2/kWh

CO2 a year = 1.265 kW

x 400 hr/yr

x 1.23 lb/kWh

=

622.38 lbs

MACHINE OR APPLIANCE

KILOWATTS (kW)

RATE OF CO2/kWh (LBS)

HOURS PER YEAR

CO2/YEAR (LBS)

Copier

1.265 kW

1.23

400 hours

622.38

© 2015 The NEED Project

8408 Kao Circle, Manassas, VA 20110

1.800.875.5029

www.NEED.org

43

OFF

Environmental Impacts 2

Let's calculate how much carbon dioxide is produced by the machines and appliances on your list from home. Fill in the chart with the name of the machine, its wattage in kilowatts, and the number of hours it is used. These figures are on an earlier worksheet.

Multiply the wattage by the number of hours used by the rate per kilowatt-hour of carbon dioxide, using the following formula:

wattage MACHINE OR APPLIANCE

44

x

hours of use per year KILOWATTS (kW)

x HOURS PER YEAR

rate of CO2/kWh = CO2 a year CO2/kWh

CO2/YEAR (LBS)

Monitoring and Mentoring

OFF

Reading EnergyGuide Labels

Big appliances—like refrigerators and dishwashers—use a lot of energy in homes, schools, and businesses. Some appliances cost more than others to buy. Some appliances use more energy than others. Usually, the more expensive models use less energy than the cheaper ones.

All appliances must have an EnergyGuide label that tells shoppers how much energy it uses. This way, people can compare the life cycle cost of the appliances, as well as the purchase price. The life cycle cost of an appliance is the purchase price plus the energy cost over the life of the appliance. An energy-saving refrigerator might cost more to buy, but it would use a lot less energy than a cheaper model.

The law requires EnergyGuide labels on all new refrigerators, freezers, water heaters, dishwashers, clothes washers, air conditioners, and furnaces. The EnergyGuide labels list the manufacturer, the model, the capacity, the features, the amount of energy the appliance will use a year, its comparison with similar models, and the estimated yearly energy cost.

Clothes washer: To the right is an EnergyGuide label from an average energy-using clothes washer.

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1.800.875.5029

www.NEED.org

45

OFF

Comparing Appliances

Your family needs to buy a new water heater. Water heaters usually last a long time—10 years or more—so you can save a lot of money on an energy efficient one. Use the chart below to figure out which water heater to buy, comparing the information on the EnergyGuide labels.

How

many years will it take before you begin to save money?

How

much money will you have saved after seven years?

Water Heater 1: Purchase Price: $375.00

WATER HEATER 1

46

EXPENSES

Water Heater 2: Purchase Price: $250.00

COST TO DATE

WATER HEATER 2

Purchase Price

Purchase Price

Year One

Year One

Year Two

Year Two

Year Three

Year Three

Year Four

Year Four

Year Five

Year Five

Year Six

Year Six

Year Seven

Year Seven

EXPENSES

COST TO DATE

Monitoring and Mentoring

Kill A Watt™ Monitor Kill A WattTM Monitor The Kill A Watt™ monitor allows users to measure and monitor the power consumption of any standard electrical device.

You can obtain instantaneous readings of voltage (volts), current (amps), line frequency (Hz), and electric power being used (watts). You can also obtain the actual amount of power consumed in kilowatt-hours (kWh) by any electrical device over a period of time from 1 minute to 9,999 hours. One kilowatt equals 1,000 watts.

Operating Instructions 1. Plug the Kill A Watt™ monitor into any standard grounded outlet or extension cord.

2. Plug the electrical device or appliance to be tested into the AC Power Outlet Receptacle of the Kill A Watt™ monitor.

3. The LCD displays all monitor readings. The unit will begin to accumulate data and powered duration time as soon as the power is applied.

4. Press the Volt button to display the voltage (volts) reading.

5. Press the Amp button to display the current (amps) reading.

6. The Watt and VA button is a toggle function key. Press the button once to display the Watt reading; press the button again to display the VA (volts x amps) reading. The Watt reading, not the VA reading, is the value used to calculate kWh consumption.

7. The Hz and PF button is a toggle function key. Press the button once to display the Frequency (Hz) reading; press the button again to display the power factor (PF) reading.

8. The KWH and Hour button is a toggle function key. Press the button once to display the cumulative energy consumption; press the button again to display the cumulative time elapsed since power was applied.

What is Power Factor (PF)?

We often use the formula Volts x Amps = Watts to find the energy consumption of a device. Many AC devices, however, such as motors and magnetic ballasts, do not use all of the power provided to them.

The power factor (PF) has a value equal to or less than one, and is used to account for this phenomenon. To determine the actual power consumed by a device, the following formula is used:

Volts x Amps x PF = Watts Consumed

© 2015 The NEED Project

8408 Kao Circle, Manassas, VA 20110

1.800.875.5029

www.NEED.org

47

Kill A Watt™ Investigation 1 Utility companies measure power consumption in kilowatt-hours (kWh). One 100-watt light bulb consumes 1 kWh of electricity in ten hours.

If the bulb is turned on an average of 80 hours a month, it consumes 8.0 kWh/month. To determine annual cost, multiply the kWh per month by the number of months used per year by the cost per kWh:

kWh/month x month/year x cost/kWh = annual cost

The average cost of a kWh of electricity for residential consumers is $0.12 (8 kWh/month x 12 months/year x $0.12/kWh = $11.52/year). The average cost of a kWh of electricity for commercial consumers such as schools is $0.10 (8 kWh/month x 9 months/year x $0.10/kWh = $7.20/ year).

 Objective Students will determine how much power selected electrical devices use per year.

Procedure 1. Select several different electrical devices in the school and estimate the number of hours they are in use per week. Record your estimates in the table below.

2. Multiply the number of hours each device is used per week by the number of weeks it is used per year. For example, an item used yearround would require multiplying by 52, or the number of weeks in a year. Items only used during the school year or during specific seasons may be used less and would require multiplying by a different factor. A school year is typically around 40 weeks. Multiply and record this number in the table.

3. Use the Kill A Watt™ monitor to measure the watts used by each device and record it in the table.

4. Divide the number of watts measured by 1,000 to convert watts into kilowatts.

5. Multiply the hours used per year by the number of kilowatts used. Multiply this number by the cost of a kWh to determine the annual cost of operating the device. Record your answer in the table.

 Data Record your measurements and calculations in the table below.

ELECTRICAL DEVICE

HOURS PER WEEK

HOURS PER YEAR

WATTS MEASURED (W)

KILOWATTS (kW)

RATE ($/kWh)

ANNUAL COST

Laptop

15

600

20

.02

$0.10

$1.20

 Conclusion Which

electrical device uses the most power?

Which

electrical device uses the least power?

Which

electrical device costs the most to operate each year?

Which

electrical device costs the least to operate each year?

48

Monitoring and Mentoring

Kill A Watt™ Investigation 2 Some electrical devices appear to use more power when they are in active mode than when they are in idle mode. These devices include pencil sharpeners, copiers and printers, clock radios, and others. In addition, some devices such as fans appear to use more power at high speeds than at low speeds.

The Kill A Watt™ monitor can be used to measure the power consumption of these electrical devices to determine the difference in consumption when these devices are operating in different modes.

 Objective Students will determine if electrical devices use different amounts of power when they are in different modes or operated at different speeds.

Procedure 1. Select several electrical devices that might consume power at different rates while active and idle or while operating at different speeds. Estimate the average number of hours per week each device is in active use and the average number of hours per week the device is turned on, but idle, by interviewing users. Estimate the values with devices that can operate at different speeds. Record your estimates in the table below.

2. Multiply these values by the number of weeks it is in use per year. Multiply by 52 (total weeks in a year) or 40 (40-week school year) to calculate the average yearly amount of time each device is in use in each mode. Record these values in the table below.

3. Use the Kill A Watt™ monitor to measure the watts used in different modes of operation and record in the table below.

4. Divide the number of watts measured by 1,000 to convert watts into kilowatts.

5. Multiply the hours used per year by the number of kilowatts used. Multiply this number by the cost of a kWh to determine the annual cost of operating the device in each mode. Record your answer in the table.

 Data Record your measurements and calculations in the table below.

ELECTRICAL DEVICE

HOURS PER WEEK

HOURS PER YEAR

WATTS MEASURED (W)

KILOWATTS (kW)

RATE ($/kWh)

ANNUAL COST

Copier (idle)

36

1440

20

.02

$0.10

$2.88

Copier (active)

4

160

1200

1.2

$0.10

$19.20

 Conclusion Do some devices use more power when they are active than when they are idle?

Do some devices use more power on high speed than on low speed?

Note: Because some electrical devices cycle on and off without our control, the most accurate way to determine actual power consumption is to use the Kill A Watt™ monitor to measure consumption over a 12–24 hour period. Refrigerators, for instance, cycle on and off in response to internal temperature sensors. © 2015 The NEED Project

8408 Kao Circle, Manassas, VA 20110

1.800.875.5029

www.NEED.org

49

Kill A Watt™ Investigation 3 Many electrical devices continue to use power when they are in the OFF position. These devices have what are called “phantom” loads, and include microwaves, coffee makers, televisions, DVD players, chargers, and computers. Devices with LCD or LED displays such as timers and clocks, for example, also use power even when they are turned OFF or are in SLEEP mode. The Kill A Watt™ monitor can be used to measure the phantom loads of electrical devices.

 Objective Students will determine if some electrical devices use power even when they are in the OFF position.

Procedure 1. Select all of the electrical devices in the room that might consume power even when they are turned OFF or in SLEEP mode. Estimate the average number of hours per week each device is ON, OFF, or in SLEEP mode. Record your estimates in the table below.

2. Multiply these values by the number of weeks it is in use per year. Multiply by 52 (total weeks in a year) or 40 (40-week school year) to calculate the average yearly amount of time each device is in use in each mode. Record these values in the table below.

3. Use the Kill A Watt™ monitor to measure the watts used when the device is in the ON, OFF, and SLEEP modes. Record your measurements in the table below.

4. Divide the number of watts measured by 1,000 to convert watts into kilowatts.

5. Multiply the hours used per year by the number of kilowatts used. Multiply this number by the cost of a kWh to determine the annual cost of the device in each mode. Record your answer in the table.

 Data Record your measurements and calculations in the table below.

ELECTRICAL DEVICE

HOURS PER WEEK

HOURS PER YEAR

WATTS MEASURED (W)

KILOWATTS (kW)

RATE ($/kWh)

ANNUAL COST

Television (on)

10

400

75

.075

$0.10

$3.00

Television (off)

158

8216

5

.005

$0.10

$4.11

 Conclusion Do some devices use power when they are in the OFF or SLEEP mode?

How

much money could be saved per year by unplugging all of the devices in the room when they are in the OFF or SLEEP mode?

50

Monitoring and Mentoring

OFF

School Building Survey

General Information 1. When was the school built?

2. What changes have been made since the school was built? When were they made?

3. What things use energy on the school grounds? Lighted fields? Outdoor lighting?

4. What fuels are used in the school? For heating, cooling, water heating, lighting, other?

5. How much does the school pay each year for energy? How much for electricity? How much for heat?

6. Are there other energy costs that the school pays for, like buses?

7. How many hours is the school in use each week?

8. Do other groups that use the school pay for the energy they use?

9. Who is in charge of controlling energy use in the school?

10. Who is in charge of maintaining energy-use equipment? Is there a maintenance schedule for all energy-using systems?

Building Envelope 1. What is the building made of? Is it in good condition?

2. In which direction does the building face?

3. How many windows are on each side of the building? Are any windows cracked or broken?

4. Are the windows single or double-paned? Can they be opened? Do the windows have adjustable blinds?

5. How many outside doors are there? Are they insulated? Are there windows in the doors? Are any cracked or broken?

6. Does the building have insulation in the walls and ceiling?

7. Are inside stairwells open or enclosed?

8. Do windows and doors seal tightly, or do they leak air?

9. Are trees placed around the building to provide shade in warm months?

10. Are there awnings or overhangs over the windows to shade windows from the overhead direct sun in warm weather, yet allow the slanted rays in winter to enter?

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51

Heating/Cooling Systems 1. What kind of heating system is used in the school? What fuel does it use?

2. How old is the heating system?

3. Does the heating system have a programmable thermostat to control temperature? What are the settings?

4. What kind of cooling system is used in the school? What fuel does it use?

5. How old is the cooling system?

6. Does the cooling system have a programmable thermostat to control temperature? What are the settings?

7. Is there an air exchange system to provide fresh air when the heating and cooling systems are not operating?

8. Are the boilers, pipes, and ducts sealed and insulated?

9. Are the heating and cooling systems maintained on a regular basis?

10. Does your school make use of passive solar heating?

Water Heating 1. What fuel is used to heat water in the school?

2. Is there more than one water heater? How many?

3. How old are they?

4. Do the water heaters have timers?

5. At what temperatures are the water heaters set?

6. Are the water heaters and water pipes insulated?

7. Are there leaks in the hot water system?

8. Are flow restrictions used?

Lighting 1. What kind of lighting is used in the school? Outside the school? Exit lights?

2. Can the lights be controlled with dimmer switches? In which areas or rooms?

3. Does the school make use of skylights and natural lighting?

4. Are there timers for the outside lights so they go off automatically?

5. Are there automatic timers for any of the indoor lights?

52

Monitoring and Mentoring

© 2015 The NEED Project

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53

OFF

School Energy Consumption Survey

Even if school buildings are well insulated and have the most modern, efficient energy systems, a significant amount of energy can be wasted if these systems are not controlled and managed wisely. That is where the human element comes in—learning about energy and conservation so that you can use the systems smartly.

Temperature Management The best heating system in the world cannot operate efficiently if outside doors or windows are left open, or if the temperature is not controlled. The same is true for cooling systems. In classrooms and offices, temperature control systems should be set at 68°F during the heating season and 78°F during the day in the cooling season and set back at night for optimum efficiency. Programmable thermostats— with access limited to authorized personnel—are recommended. There should also be policies prohibiting the opening of windows and doors during heating and cooling seasons.

If the temperature of offices and classrooms can be individually controlled, there should be policies on permissible temperature ranges in keeping with the recommendations above. Temperature ranges can vary for different rooms in the school. Gyms, for example, need not be heated to the same temperature as classrooms when physical activity is scheduled. Auditoriums, hallways, storage rooms, and other little used rooms need not be heated and cooled to the same temperature as occupied rooms.

Rooms and areas that have windows in direct sunlight should be equipped with operational blinds that can help control temperature— closed in cooling months and opened in heating months when sunlight is focused on them. Adjustable vents can also help control temperature.

The relative humidity—the amount of moisture—of the air also affects comfort level. The more moisture, the warmer the air feels. Many furnaces and boilers are equipped with humidifiers to add moisture during heating months when cold air carries little moisture. Many cooling systems have dehumidifiers that remove moisture during cooling months, because hot air is capable of holding more moisture.

Optimum comfort for relative humidity is between 40–60 percent.

Lighting Lighting, including the most efficient fluorescent system, is not efficient if it is used indiscriminately. In most schools, more light is used than is necessary in most areas and lights are often left on when areas are not in use. Maximum use of natural lighting should be encouraged.

Studies have shown that students learn better in natural light than in artificial light. Partial lighting and dimmer switches should be used where available. All lights not necessary for safety should be turned off when rooms are not in use. The same is true for outside lights.

Experiment with light levels in your classrooms and determine optimum levels for different tasks, such as reading and taking notes.

Water Heating Heating water can use a lot of energy, especially if the water is heated all of the time and at too high a temperature. Water heaters should be equipped with timers and the temperature settings should be regulated according to task. For example, washing hands does not require water as hot as washing dishes. Most water heaters are set much higher than necessary for the task. The water in classrooms and lavatories need not be set higher than 90°F. In shower rooms, it need not be set higher than 100°F. Only kitchens may require hotter temperatures for safety purposes. In science labs, it is more efficient to heat water when it is needed than to maintain tap water at high temperatures.

Electrical Appliances Many computers, VCRs/DVD players, digital projectors, and other electrical appliances draw electricity even when they are turned off.

These appliances should be plugged into surge protectors so all of the power can be turned off when they are not in use, or at the end of the day. These surge protectors can also protect equipment against sudden power surges that can damage their electrical systems.

Many copiers and computers have a long warm–up time that makes it difficult to turn them off and on as they are needed. In many schools, however, they are left on 24 hours a day. Turning TVs and VCRs/DVD players off when not in use, and computers and copiers off at the end of the day, can save a significant amount of energy.

54

Monitoring and Mentoring

SCHOOL ENERGY CONSUMPTION SURVEY

OFF

Recording Form 1

Date Time

Outdoor Temperature

Outdoor Relative Humidity Weather Is The Heating Or Cooling System In Use? Classroom #

Classroom #

Number of Windows ———————–

Number of Windows ———————–

Indoor Temperature _______________

Indoor Temperature _______________

Relative Humidity _______________

Relative Humidity _______________

Light Meter Reading _______________

Light Meter Reading _______________

Hot Water Temperature _______________

Hot Water Temperature _______________

Type of Light Ballasts ____ Electronic ____ Magnetic

Type of Light Ballasts ____ Electronic ____ Magnetic

Is There a Thermostat?

Is There a Thermostat?

Yes

No

Yes

No

Are There Adjustable Vents? Yes No

Are There Adjustable Vents? Yes No

Are There Adjustable Lights? Yes No

Are There Adjustable Lights? Yes No

Are the Lights On?

No Some All

Are the Lights On?

No Some All

Are the Windows Open?

No Some All

Are the Windows Open?

No Some All

Are the Blinds Closed?

No Some All

Are the Blinds Closed?

No Some All

Are the Faucets Dripping?

No Some All

Are the Faucets Dripping?

No Some All

List the electrical appliances that are turned on.

Are they in use?

List the electrical appliances that are turned on.

Are they in use?

Other Comments:

Other Comments:

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55

SCHOOL ENERGY CONSUMPTION SURVEY

OFF

Recording Form 2

Date: _________________________________

Date: _________________________________

Time: _________________________________

Time: _________________________________

Common Area # ________________________

Common Area # ________________________

Number of Windows _______________________

Number of Windows _______________________

Indoor Temperature _______________________

Indoor Temperature _______________________

Relative Humidity _________________________

Relative Humidity _________________________

Light Meter Reading _______________________

Light Meter Reading _______________________

Type of Light Ballasts ____ Electronic ____ Magnetic

Type of Light Ballasts ____ Electronic ____ Magnetic

Is There a Thermostat?

Yes

No

Is There a Thermostat?

Yes

No

Are There Adjustable Vents?

Yes

No

Are There Adjustable Vents?

Yes

No

Are There Adjustable Lights? Yes

No

Are There Adjustable Lights? Yes

No

Are the Lights On?

No Some All

Are the Lights On?

No Some All

Are the Windows Open?

No Some All

Are the Windows Open?

No Some All

Are the Blinds Closed?

No Some All

Are the Blinds Closed?

No Some All

Are Doors Tightly Closed? No Some All

Are Doors Tightly Closed? No Some All

List the Electrical Appliances That Are Turned On. Are They In Use?

List the Electrical Appliances That Are Turned On. Are They In Use?

Other Comments:

Other Comments:

56

Monitoring and Mentoring

OFF

Findings and Recommendations

Engineers study building systems, then report the results of their investigations and recommend ways to use less energy. Use this form to organize the data you gathered on the Recording Forms to prepare a presentation on your findings and recommendations. In your presentation, include an introduction and conclusion that explain your findings and recommendations.

Building Envelope What We Learned: Our Recommendations To Save Energy:

Room Temperature and Thermostat Settings What We Learned: Our Recommendations To Save Energy:

Windows and Doors What We Learned: Our Recommendations To Save Energy:

Lighting What We Learned: Our Recommendations To Save Energy:

Electrical Appliances What We Learned: Our Recommendations To Save Energy:

Water Heating What We Learned: Our Recommendations To Save Energy:

Š 2015 The NEED Project

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www.NEED.org

57

a

b

c

Monitoring and Mentoring Glossary

appliance

any piece of equipment, usually powered by electricity, that is used to perform a particular function; examples of common appliances are refrigerators, clothes washers, microwaves, and dishwashers

compact fluorescent

a light bulb consisting of a gas-filled tube and a magnetic or electronic ballast; electricity flows from the ballast through the gas, causing it to give off ultraviolet light; the ultraviolet light excites a white phosphor coating on the inside of the tube, which emits visible light; compact fluorescent light bulbs use less energy and produce less heat than a comparable incandescent bulb

energy

the ability to do work or make a change

energy conservation

saving energy through behavior changes and installing energy efficient devices

energy efficiency

the ratio of the energy delivered by a machine to the energy supplied for its operation; often refers to reducing energy consumption by using technologically advanced equipment without affecting the service provided

ENERGY STARÂŽ

a Federal Government program that recognizes the most energy efficient machines with a logo

energy sustainability

meeting energy demands without affecting the needs of others for the future

EnergyGuide label

the label on an appliance that shows how much energy the appliance uses in comparison to similar appliances

gasket

a material used to make a joint or seal airtight

gauge

an instrument for or a means of measuring or testing

halogen

a type of incandescent light bulb that uses a small amount of a halogen gas and a filament; slightly more efficient than traditional incandescent bulbs

hygrometer

a tool used to measure humidity

incandescent

a type of electric light in which light is produced by a filament heated by electric current; the most common example is the type you find in table and floor lamps

infiltration

to pass into or through

insulation

a material used to separate surfaces to prevent the transfer of electricity, heat, or sound

Kill A Watt™ monitor

a device that measures the amount of electrical energy used by a machine

kilowatt

a unit of power, used to measure electric power or consumption; a kilowatt equals 1,000 watts

kilowatt-hour (kWh)

a measure of electricity, measured as one kilowatt (1,000 watts) of power expended over one hour

kinetic

the energy of motion

landscaping

the use of plants to modify or ornament a natural landscape

light emitting diodes

energy saving bulb that generates light through the use of a semiconductor

lumen

a measure of the amount of light produced by a bulb

nonrenewables

fuels that cannot be renewed or made again in a short period of time, such as petroleum, natural gas, coal, propane, and uranium

payback period

the length of time you must use a more expensive, energy efficient appliance before it begins to save you money in excess of the additional upfront cost

R-value

a measure of a material’s resistance to heat flow in units of Fahrenheit degrees x hours x square feet per Btu; the higher the R-value of a material, the greater its insulating capability

renewables

fuels that can be made or used again in a short period of time, such as solar, wind, biomass, geothermal, and hydrometer

therm

a measure of the amount of thermal energy (or heat) that can be produced by natural gas

thermostat

a device that controls the amount of heating and cooling produced and/or distributed

watt

a unit of measure of power

weatherization

to make a house better protected against the effects of weather

58

Monitoring and Mentoring

NEED’s Online Resources NEED’S SMUGMUG GALLERY

SOCIAL MEDIA

http://need-media.smugmug.com/ On NEED’s SmugMug page, you’ll find pictures of NEED students learning and teaching about energy. Would you like to submit images or videos to NEED’s gallery? E-mail info@NEED.org for more information.

Also use SmugMug to find these visual resources:

Videos

Stay up-to-date with NEED. “Like” us on Facebook! Search for The NEED Project, and check out all we’ve got going on!

Follow us on Twitter. We share the latest energy news from around the country, @NEED_Project.

Follow us on Instagram and check out the photos taken at NEED events, instagram.com/theneedproject.

Need a refresher on how to use Science of Energy? Watch the Science of Energy videos. Also check out our Energy Chants videos! Find videos produced by NEED students teaching their peers and community members about energy.

Follow us on Pinterest and pin ideas, Pinterest.com/NeedProject.

Online Graphics Library

NEED Energy Booklist

Would you like to use NEED’s graphics in your own presentations?

Download graphics for easy use in your classroom.

Supplemental Materials Looking for more resources? Our supplemental materials page contains PowerPoints, animations, and other great resources! This page is available under the Educators tab at www.NEED.org.

Looking for cross-curricular connections, or extra background reading? NEED’s booklist provides an extensive list of fiction and nonfiction titles for all grade levels to support energy units in the science, social studies, or language arts setting. Check it out at www.NEED.org/booklist.asp.

U.S. Energy Geography Go to www.NEED.org/maps to see energy production, consumption, and reserves all over the country!

The Blog We feature new curriculum, teacher news, upcoming programs, and exciting resources regularly. To read the latest from the NEED network, visit www.NEED.org/blog_home.asp.

E-Publications The NEED Project offers e-publication versions of various guides for in-classroom use. Guides that are currently available as an e-publication will have a link next to the relevant guide title on NEED’s curriculum resources page, www.NEED.org/curriculum.

© 2015 The NEED Project

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1.800.875.5029

www.NEED.org

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Paxton Resources PECO Pecos Valley Energy Committee Peoples Gas Petroleum Equipment and Services Association Phillips 66 PNM Providence Public Schools Read & Stevens, Inc. Renewable Energy Alaska Project Rhode Island Office of Energy Resources River Parishes Community College RiverQuest Robert Armstrong Roswell Geological Society Salt River Project Sandia National Laboratory Saudi Aramco Science Museum of Virginia C.T. Seaver Trust Shell Shell Chemicals Society of Petroleum Engineers Society of Petroleum Engineers – Middle East, North Africa and South Asia David Sorenson Southern Company Space Sciences Laboratory of the University of California Berkeley Tennessee Department of Economic and Community Development–Energy Division Tioga Energy Toyota Tri-State Generation and Transmission TXU Energy United States Energy Association University of Georgia United Way of Greater Philadelphia and Southern New Jersey University of Nevada–Las Vegas, NV University of North Carolina University of Tennessee University of Texas - Austin University of Texas - Tyler U.S. Department of Energy U.S. Department of Energy–Office of Energy Efficiency and Renewable Energy U.S. Department of Energy–Wind for Schools U.S. Department of the Interior–Bureau of Land Management U.S. Energy Information Administration West Bay Exploration West Virginia State University Yates Petroleum Corporation