Controlling Consumption

Objective

The students will analyze the effects of conservation, as compared to unlimited consumption, on the life expectancy of energy resources.

Instructional Information and Connections

Time: 45 minutes
Curriculum Focus: math, science, social studies
Skills/Processes: analyze, compare, discuss, graph
Key Vocabulary: conservation, consumption, environment
World of Work: legislator, mayor, governor
Character Connections: conservative, educated, good citizen
Correlation Connections: As you prepare and implement this activity, record any state or national standards that may apply.

Background

Engineers, geologists, miners, scientists—citizens have always been willing to invent or find a way to do things easier or better. We invent more energy efficient ways to do things. We develop an item that is more efficient than a competitor’s item. We develop a furnace that is more energy efficient than last year’s model. What we don’t seem to be able to develop is a way to get consumers to insulate, weatherstrip, and close doors and windows so that the energy saved by the more energy efficient furnace is not wasted by the consumer’s carelessness.

So what if laws and regulations were passed that required consumers to purchase and use items that conserved natural resources and energy? Some such laws and regulations are in effect today (for example, the Clean Air Act, the Corporate Average Fuel Economy laws, appliance standards, and building codes). It is our elected officials that decide what wastes can be released into the air, how landfills can be used, and other environmental standards.

When consumers abide by the laws and regulations passed, our society benefits. As a result of conservation, consumers spend billions per year less than they would if they had not started to apply energy-saving measures in the 1970s. Some energy experts believe that if everyone used energy as efficiently as they already know how, we would use two-thirds to one-half less energy than we currently do!

Materials / Preparation

  • Two cookies for each student
  • Clock or timing device
  • One napkin for each student
  • Copy of Connie Conscientious worksheet for each student

Learning Activity

  1. Give each student a cookie and napkin.

  2. Have the students stand. When you give a signal, they are to begin eating their cookie. When they have swallowed the last bit of cookie, they should sit down. Every 30 seconds count the students who are still standing. (Once a student sits, he/she should remain in their seats until all students are finished.)

  3. Create a line graph for the data: students standing versus time. You may wish to have students create the graph.

  4. Distribute a second cookie. This time students can only take a bite when you say “take a bite” (every 30 seconds). The system is the same—students sit when finished and you tally the standing students every 30 seconds.

  5. Again construct a line graph.

  6. Compare the graphs: Graph One represents unlimited consumption while Graph Two represents conservation. Is Graph Two like Graph One? How are they different? How long did it take for all resources to be consumed?

  7. Discuss the term “conservation.” In the second cookie-eating exercise, conservation was practiced. Does conservation result in preservation? Why not? What good does it do to conserve? What happens to the life expectancy of the energy resource under conservation?

  8. Discuss with the students the following questions:

    A. How was the rate of consumption controlled in the second cookie?

    B. Can we control how rapidly we use resources?

    C. Does this have any implications for the use of coal, natural gas, oil, electricity? If so, what?

  9. Discuss with students why and how people conserve energy. Use the following as examples: 55 mph (90 km/h) speed limit, thermostats lowered to 68°F (20°C), daylight savings time, taxes (gasoline tax), etc. This option can be expanded and enhanced by having students research the social, political, and economic aspects of energy conservation.

Check for Understanding

True or False:

  1. Energy conservation increases the total amount of energy available.
  2. Conservation can be a form of regulation.
  3. Economics (cost of goods/services) causes individuals to reduce their use—to conserve.
  4. Conservation increases the life expectancy of the energy resource.
  5. If a resource is depleted, exploration will find a new resource to replace the depleted one.
  6. Conservation of a renewable resource of energy is just as important as conservation of a nonrenewable resource.

Answers:

1-F, 2-T, 3-T, 4-T, 5-F, 6-T

To Know and Do More

Make up class laws for conserving energy. What is allowed? What isn’t allowed? What will the impact be on the class, the school, and the town?

Distribute the literacy and mathematics activity, Connie Conscientious, to students. Allow students time in class to complete the activity or have them take the activity home and complete it. Discuss the results. Help students understand how much energy they can conserve just by changing a simple habit.

Career Awareness Activity

Think of some careers locally, nationally, and globally that would influence or make laws and guidelines governing energy conservation or wise energy use. (For example, Mother Teresa had a global influence on compassion and charity.)

 

Found in Energy Fundamentals
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