RESOURCE. Grade 9 - SNC 1D/1P The Characteristics and Applications of Electricity. Financial Literacy

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1 RESOURCE How can I make wise spending decisions about energy? Grade 9 - SNC 1D/1P The Characteristics and Applications of Electricity Financial Literacy This resource has been developed by the Science Teachers Association of Ontario / L Association des professeurs de sciences de l Ontario

2 STAO Writing Team Jeffrey Major, Project Manager, Saunders Secondary School, Thames Valley District School Board Patrick Busby, Science Department Head, St. Martin Secondary School, Dufferin- Peel Catholic District School Board Simone Labi-Han, Science Co-curriculum Leader, Newtonbrook Secondary School, Toronto District School Board Reviewers Laura Chapman, MSc Laima Stoncius, St. Martin Secondary School, Dufferin-Peel Catholic District School Board Corrine Brook-Allred, Pickering, Retired Care has been taken to trace the ownership of copyright material contained in this document. The writing team will be pleased to receive any information that will enable it to rectify any errors or omissions in subsequent editions. Please direct any information or inquiries to STAO at: STAO Membership Office Box 771 Dresden, Ontario, N0P 1M STAO/APSO ScienceWorks 2011 The material in this document shall not be copied nor reproduced beyond a classroom without the permission of Science Teachers Association of Ontario/L Association des professeurs de sciences de l Ontario [STAO/APSO].

3 Table of Contents How can I make wise spending decisions about heat? Pages Introduction... 2 Lesson 1 - Where is Energy Wasted?... 3 Appendix 1.1 Where is Energy Wasted?... 6 Appendix 1.2 Energy Reduction Videos... 7 Appendix 1.3 OSSLT News Report... 8 Appendix 1.4 Present Your Findings Appendix 1.5 Choice 1: Mind Map Appendix 1.6 House Lesson 2 What is a Watt? Appendix 2.1 I ve Got the Power Appendix 2.2 EnerGuide and Energy Star Appendix 2.3 Watt Do I Calculate? Appendix 2.3 Answers Appendix 2.4 Watt Device Uses the Most Electricity? Appendix 2.5 Watt Did You Learn? Assessment Quiz Appendix 2.5 Answers - Watt Did You Learn? Assessment Quiz Appendix 2.6 School Audit Checklist Appendix 2.7 School Energy Reduction Action Plan Assignment Appendix 2.8 School Energy Reduction Action Plan Assignment Rubric Appendix 2.9 School Energy Reduction Action Plan Assignment Outline Appendix 2.10 School Energy Reduction Action Plan Calculation Sheet Appendix 2.11 Check List for Final Project Financial Literacy Lesson Planning

4 How can I make wise spending decisions about heat? Financial Literacy Introduction Making financial decisions has become an increasingly complex task in the modern world; people need knowledge in various areas and a wide range of skills in order to make informed decisions about financial matters. They need to be aware of risks that accompany various financial choices. They also need not only to develop an understanding of world economic forces, but also to become aware of ways in which they themselves can respond to those influences and make informed choices. It is, therefore, essential that financial literacy be considered an important attribute of a well-educated population so that Ontarians may continue to prosper in the future. In response to a recognized deficit in financial skills in our students, the Ministry of Education released Financial Literacy: Scope and Sequence of Expectations in Ministry of Education 2011 Knowledge and skills associated with financial literacy have always been important and are included in these lesson packages. The lesson packages are designed using an issues-based approach and provide supports for teachers to connect financial literacy education topics across the curriculum while teaching the science and technology expectations. The lesson packages embed the core content and competencies required for science and technology, and seamlessly fit STSE education and the skills of financial literacy. Each issue was chosen with an economic component at its core. For instance, in the grade 9 applied course, students are asked to explore the economics around replacing appliances in their homes. The lesson packages are written using an issue-based approach and roughly contain the following phases of lesson development: 1. Introduce the Issue 2. Determine Prior Knowledge 3. Engage Student Interest in the Topic 4. Build the Skills and Knowledge 5. Develop a Level of Concern 6. Take Action From a financial literacy standpoint, the lesson packages help you to introduce discussion about the effect of always wanting something new and how that impacts our ability to save and make wise financial decisions. The issues-based approach is aligned with the organization of the curriculum documents. Students will learn both science and financial concepts through the exploration of a relevant issue. The lessons make use of a variety of approaches to address the multiple learning needs of our students. At the end of the learning time, students will be expected to demonstrate their learning by taking action on the issue in ways that recognize student readiness and ability to affect their surroundings. Financial Literacy Lesson Planning 2

5 How can I make wise spending decisions about electrical energy? Financial Literacy Lesson 1 - Where is Energy Wasted? Connections to Financial Literacy Describe the financial literacy knowledge and skills which will be addressed and assessed in this lesson. Financial literacy knowledge and skills could include, but are not limited to: understanding needs and wants; consumer protection and consumer awareness; social, ethical, and environmental implications of financial decisions; active citizenship; planning for the future. Lesson 1: Heat in the Environment How Much is Too Much? Curriculum Expectations Both Applied and Academic Expectations: Scientific Investigation Skills A1.11 communicate ideas, plans, procedures, results, and conclusions orally, in writing, and/or electronic presentations, using appropriate language and a variety of formats Applied Expectations: Overall: E1. assess the major social, economic, and environmental costs and benefits of using electrical energy, distinguishing between renewable and non renewable sources, and propose a plan of action to reduce energy costs Specific: E1.2 propose a plan of action to decrease household energy costs by applying their knowledge of the energy consumption of different types of appliances (e.g., front-load and top-load washing machines; cathode ray tube [CRT] and liquid crystal display [LCD] computer monitors) [PR, AI, C] Academic Expectations: Overall: E1. assess some of the costs and benefits associated with the production of electrical energy from renewable and non-renewable sources, and analyze how electrical efficiencies and savings can be achieved, through both the design of technological devices and practices in home Specific: E1.3 produce a plan of action to reduce electrical energy consumption at home (e.g., using EnerGuide information when purchasing appliances), and the roles and responsibilities of various groups (e.g., government, business, family members) in this endeavour [IP, AI, C] Subject/Course Code/Title/Curriculum Policy Learning Goals At the end of this lesson, students will be able to identify the areas around the house where they are wasting energy. 3 Financial Literacy Lesson Planning

6 Instructional Components and Context Readiness Prior to this lesson, students will have: - an awareness of devices that waste energy - an understanding of the difference between current and static electricity - an awareness that they will need to write and pass an OSSLT Test next year to graduate from high school Terminology Current electricity, static electricity, energy consumption Materials Computer with multimedia projector, speakers or a set of computers with ear phones One or more video cameras/cell phone (optional) One or more microphones and a recording device (either on the computer or tape recorder) (also optional) Minds On 1. THINK, PAIR, SHARE ==> Fill out Where is Electricity Wasted? (Appendix 1.1) THINK ==> Brainstorm Description Individually students first identify areas in the house and school where energy is being wasted using the Where is Electricity Wasted chart. Connections A for L Assessment for learning: Diagnostic, using handout PAIR ==> Add to the chart Description Students then will pair up and share, with a partner, their ideas to add to the chart. SHARE ==> Whole Class Discussion Description As a class, add to the chart from appendix 1.1 so that all students have a large list of where energy is wasted in the home and school. At this point, the teacher may want to identify the areas where students can have the greatest impact on reducing energy loss. ESL adaption: A word wall of common words should be developed. Using 1.6, an image of a house with labeled rooms and electronic devices can help these students. Modification: Using appendix 1.6, students could circle, draw or cut out electronic devices that are wasting energy. Action! Introducing new learning or extending/reinforcing prior learning Providing opportunities for practice and application of learning (guided > independent) 2. CLASS OR INDIVIDUAL ==> Watching Energy Reduction Videos (Appendix 1.2) Description As a class, watch some or all of the videos. Add to the list some of the energy waste sources that were missed from the first activity. As students are watching the videos, they should be making notes on the ways to reduce energy wastage, either immediately or after each video. The first video without words is excellent for ESL students since there are no words. The Phantom video is more appropriate for applied students. A for L Assessment for learning: Diagnostic, using handout Financial Literacy Lesson Planning 4

7 Consolidation Providing opportunities for consolidation and reflection Helping students demonstrate what they have learned 3. OSSLT PRACTICE ==> News Report (Appendix 1.3, 1.5, 1.6) Description Individually, students will complete the OSSLT Practice style news report. As required in the actual OSSLT Test, students will need to follow the strict instructions listed on the page to complete the task properly. Appendix 1.5 includes a mind mapping page that could be used. Students will join a partner and take turns reading each other their news report and giving anecdotal comments to each other. It then can be submitted to the teacher for evaluation using the EQAO s OSSLT Item Specific Rubric and Sample Student Responses with Annotations found at This activity can also be used to provide further feedback and possibly identify students who are possible at-risk students for the OSSLT Test. 4. EXTENTION (Optional) Individual or pairs ==> Present Your Findings (Appendix 1.4 and 1.5) Description Students have a choice on which way they want to organize/present the chart they developed in appendix 1.1. Students can choose to make voice-overs to a silent video, make an organized chart of their findings or video tape a news report. Appendix 1.5 includes a mind mapping page that could be used. Videos or scripts would be presented to the class on another day. Alternatively, the teacher could use the mind map in 1.5 as an exit card, demonstrating the consolidation of the lesson. A modification could be that students could place stickers either from pictures or actually in the classroom identifying areas where energy is lost. DI Explicitly identify planned differentiation of content, process or product based on readiness, interest or learning. Choice on presentation style A for L Assessment for learning: Reflection product: Used to assess how well students have understood the initial energy concepts and financial implications, and to provide them feedback on clarity of their initial communication, their use of examples, etc. Not used for evaluation. 5 Financial Literacy Lesson Planning

8 Appendix 1.1 Where is Energy Wasted? LOCATION YOUR IDEAS YOUR PARTNER S IDEAS CLASS IDEAS KITCHEN BATHROOM LIVING ROOM/ FAMILY ROOM OFFICE BEDROOM HALLWAY LAUNDRY ROOM CLASSROOM SCHOOL HALLWAY SCHOOL OFFICE Financial Literacy Lesson Planning 6

9 Appendix 1.2 Energy Reduction Videos Teachers can choose to have students watch all the videos or select several appropriate to their class. This can be with the entire class or with individuals using head phones. While students are watching, they should try to record the problem areas and the solutions for each. All students should watch the first one called Money Talks since it is the most related to financial literacy. Below is a chart that can be used to organize and assess students. After they have made their lists, you can make sure that students have enough information for their presentations by having a discussion and encouraging students to add to their charts. Money talks: Static electricity joke that talks about energy star products: Cartoon shows money loss from devices: Phantom power: Video without words: Electricity Waste Solution to the Problem 7 Financial Literacy Lesson Planning

10 Appendix 1.3 OSSLT News Report Task: Write a news report on the next page based on the headline and picture below. You will have to make up the facts and information to answer some or all of the following questions: Who? What? Where? When? Why? How? You must relate your newspaper report to both the headline and the picture. Purpose and Audience: to report on an event for the readers of a newspaper. Length: The lined space provided for your written work indicates the approximate length of the writing expected. Student Suggests Ways To Cut Electricity Consumption Rough Notes Use the space below for rough notes. Nothing you write in this space will be scored. Write your report on the lines provided on the following page. Financial Literacy Lesson Planning 8

11 Student Suggests Ways to Cut Electricity Consumption 9 Financial Literacy Lesson Planning

12 Appendix 1.4 Present Your Findings Now it is time to summarize what you have learned from the videos. Choose only one assignment that you would like to do: 1. Complete the mind map using videos. 2. Video or act out as a reporter interviewing ways to reduce energy use. 3. Write or record a script for one of the two without words videos. Assignment Chosen: Assessment Checklist: At least 10 sources for waste For each source of waste, a solution to improve energy consumption Well organized, easy to understand and follow Easy to read/hear/understand Financial Literacy Lesson Planning 10

13 Appendix 1.5 Choice 1: Mind Map List all the areas of waste in your house using the boxes below. For each area, suggest a way to reduce the waste using the stars. Add as many squares as you want, but a minimum is ten. You can reorganize or redesign this table anyway you want. Energy Waste 11 Financial Literacy Lesson Planning

14 Appendix 1.6 House Image from: Financial Literacy Lesson Planning 12

15 How can I make wise spending decisions about electrical energy? Financial Literacy Lesson 2 - What is a Watt? Connections to Financial Literacy Describe the financial literacy knowledge and skills which will be addressed and assessed in this lesson. Financial literacy knowledge and skills could include, but are not limited to: consumer protection and consumer awareness; social, ethical, and environmental implications of financial decisions. Lesson 2: What is a Watt? Understanding Matter and Energy Curriculum Expectations Learning Goals Both Applied and Academic Expectations: Scientific Investigation Skills A1.12 use appropriate numeric, symbolic, and graphic modes of representation, and appropriate units of measurement (e.g., SI and imperial units) A1.13 express the results of any calculations involving data accurately and precisely Applied Expectations: E1. assess the major social, economic, and environmental costs and benefits of using electrical energy, distinguishing between renewable and non renewable sources, and propose a plan of action to reduce energy costs E1.2 propose a plan of action to decrease household energy costs by applying their knowledge of the energy consumption of different types of appliances (e.g., front-load and top-load washing machines; cathode ray tube [CRT] and liquid crystal display [LCD] computer monitors) [PR, AI, C] E2.7 calculate the costs of running common household electrical devices, and compare their efficiency (e.g., EnerGuide information) [Al, C] E2.8 graph and interpret electricity consumption data collected over a period of time from electrical meters at home or in the community (e.g., their school, a local community centre) [PR, AI, C] Academic Expectations: E2.9 determine the energy consumption of various appliances, and calculate their operating costs (e.g., using the kilowatt hour rate from a utility bill)[al, C] E3.1 identify electrical quantities (i.e., current, potential difference, resistance, and electrical energy), and list their symbols and their corresponding SI units E2.8 graph and interpret electricity consumption data collected over a period of time from electrical meters at home or in the community (e.g., their school, a local community centre) [PR, AI, C] At the end of this lesson, students will: - analyze the savings created by using Energy Star products, - understand the concept of power, - be able to calculate watts based on voltage and current, - identify the factors to be considered when calculating energy usage, - identify the devices/appliances in the home that use the most and least amount of energy. Instructional Components and Context Readiness/Prior Knowledge students need to have measured potential difference and current students need to know the symbols for potential difference and current must understand how current electricity works in terms of electron flow Terminology Current electricity, current, potential difference, energy, mass Materials Electronic balance or triple beam balance Stop watch Objects that weigh 1kg (ex., bags of sand) Metre stick or measuring tape Calulators 13 Financial Literacy Lesson Planning

16 Minds On 1. Pair or Small groups ==> I ve Got the Power (Appendix 2.1) Description Individually, students will use mechanical energy to demonstrate power and Watts. Action! Introducing new learning or extending/reinforcing prior learning Providing opportunities for practice and application of learning (guided > independent) 2. Whole Class and Individual ==> How Do You Determine Power? (Appendix 2.1 and 2.2) Description Students will try to rank electrical devices found in the classroom. As a class, students will look at and understand the significance on Energy Star and EnerGuide. Modification: Ranking could be done in different ways. For those who have difficulty expressing in writing, students could rank using pictures or actual devices. Individual ==> Watt Do I Calculate? (Appendix 2.3) Description Students will complete the handout calculating the cost to run appliances based on the EnerGuide information attached to appliances or the amount of volts and amps provided with the device. Modification: More handouts may have to be used if students are having difficulty using mathematics that break up the steps. Teacher may have to provide calculators. Individual ==> Watt Device Uses the Most Energy? (Appendix 2.4) Description Students will list devices found at home and at school and calculate power and costs involved in running them. Then, students will reflect on their results, identifying the most energy costs. Modification: Teacher will direct students to calculate devices that are in the classroom only. INDIVIDUAL ==> Watt Did I Learn? (Appendix 2.5) Description Students do a quiz to assess their understanding. Modification: Could be used as a game to play or could be done orally for some students. Consolidation Providing opportunities for consolidation and reflection Helping students demonstrate what they have learned INDIVIDUAL OR PAIRS ==> School Energy Reduction Action Plan Assignment (Appendix 2.6 to 2.11) Description Students will conduct a school audit of one or more areas of the school using appendix 2.6 to decide what room in the school has the greatest energy waste due to electronics. They will estimate the number of hours the energy is used in the area/classroom, calculate the energy used, choose an alternative product to replace the energy wasting device(s), and then calculate the difference (appendix 2.10). Then, they will make a presentation of their choice to convey their results. This will take more than one day to do. One day is needed to do the audit; another is to present their findings. Alternative: Teacher assigns students to areas of the school that have wasteful devices and then work on Modification: Teacher provides an image or an actual device found in the classroom. Students are given the number of hours this device is on during a day. Then, they work on appendix Connections A for L Assessment as learning: Performing and anecdotal comments A for L Assessment as learning: Students will complete mathematical practice handout and fill out the form on calculating devices. A for L Assessment as learning: Complete quiz A for L Assessment as learning: Appendix 2.11 A for L Assessment of learning: Students will demonstrate their financial literacy by analyzing the expense of using energy and looking for alternative Energy Star products. Appendix 2.8 DI Students will have a choice on how to present their information once they have calculated their costs. Financial Literacy Lesson Planning 14

17 Appendix 2.1 I ve Got the Power 1. First activity is to demonstrate one watt. Obtain a 1 kg mass; it could be a free weight from your gym or you could weigh out 1 kg of rocks/sand into a plastic bag. Have students measure out 1 metre starting below their waist height and mark using a string, ruler or tape. Using a timer, have the students lift the mass one metre in 1.0 second time. 2. This activity represents one watt. State one watt as the energy to lift 1 kg in 1.0 second, which is a unit for POWER. Power is defined as the measure of work per second. Explain that energy is defined as the ability to do work. They did work (mechanical energy) when they lifted the 100g one metre. The formula is Power = work/ time. You can have students add more mass, 100 g at a time, to feel the extra power needed for more watts. Challenge them to predict if increasing the amount of the weight, increasing the distance or decreasing the time it takes to cross 1 metre will increase or decrease power (all will increase). 3. Electrical energy does work, too. Electricity does work to create movement of things like motors, or push electrons through a resistor that produces heatand/or light. [An enriched/academic class may go on to define acceleration, force, work, and power.] How to Determine the Power 1. Ask students to help make a list of the electrical devices in their homes and have students try to rank them based on highest to lowest electicity use. You might want to have either the images or the actual devices in front of the class. You could have students either write them out on paper or order the pictures or devices. Poll the class to see what device they thought was the highest rank. 2. Demonstrate how students can read the labels of a device. Show them either the EnerGuide labels or the labels found on electrical devices that are non-energuide electrical devices. Non-EnerGuide products will have a label somewhere that informs the amount of amperes if in maximum use. Since most electric wiring in North America is for 120 volts (except for stoves and dryers that are 220 volts), you can figure out the power by multiplying the number of amps by the number of volts which in this case would be 120 volts. For example, if a light bulb uses 0.33 amps, that would mean it uses 0.33 A x 120 V or 40 Watts. Devices with a transformer convert electricity from AC to DC. For example, a transformer might read: Input 9 V., 0.05A. That means you multiply the DC current which is 9 volts x0.05 amps which is 4.5 volts. Then this number must be multiplied by 120 volts again. This is not a consistent way to measure the electricity used, since it is the maximum use and maybe your device only gets that high for 5 minutes on the hour. It is only a general measurement. Instructions from: 3. Show a VCR or TV that has been left on for an hour. Have a student place her hand on the top. It should be noticeably warm. That heat is wasted energy. Even the most efficient electrical devices will still make some heat. Although a refrigerator is supposed to generate a cool environment, it actually produces more heat than it cools! It is most efficient to use appliances that generate the minimum heat, because heat is wasted energy, unless of course the device is intended to be a heater. 4. Show students an example of the ENERGY STAR symbol. Encourage students to look for this rating on devices, such as stoves and microwaves, since appliances with this rating and symbol do the same job for less energy. It makes sense to buy products with this symbol because they are more cost effective and have less of an impact on the environment. Ideally, if the teacher can find an Energy Star product and compare it to a non-energy Star product, it will help demonstrate this concept. See Appendix 2.2 for info on ENERGY STAR and EnerGuide. 15 Financial Literacy Lesson Planning

18 Appendix 2.2 EnerGuide and Energy Star Household Appliances Federal law in Canada, under Canada s Energy Efficiency Regulations, requires that the EnerGuide label be placed on all new electrical appliances manufactured in or imported into Canada and that the label indicate the amount of electricity used by that appliance. This information is determined by standardized test procedures. A third-party agency verifies that an appliance meets Canada s minimum energy performance levels. The Black and White EnerGuide Label 1. Average annual energy consumption of the appliance in kilowatt hours (kwh) Energy efficiency of the appliance relative to similar models 3. Annual energy consumption range for models of this type and size 4. Type and size of the model Model number The international ENERGY STAR symbol displayed alone or as part of the EnerGuide label, identifies major electrical appliances that meet or exceed technical specifications designed to ensure that they are among the most energy efficient in their class, without compromising performance. Document from: Financial Literacy Lesson Planning 16

19 Appendix 2.3 Watt Do I Calculate? Part A: To calculate the cost of energy, you need the amount of kilowatts (a derived unit of power that measures the rate of energy conversion) multiplied by the amount of hours it is used (kwh) and the cost of energy from your energy provider (in Ontario on-peak price = 10.7 cents/kwh or $0.107/kWh between 11am- 5pm in the summer months and 7am-11pm or 5-7pm in the winter months). To find the kwh, we can calculate it or find the energy information of the device on the EnerGuide label. The following are Energy information for a few common household appliances: 1. On average, how many kilowatt hours does this computer use per year? 2. If this computer was used only during peak time, how much would it cost to run the entire year? (kwh x 10.7cents/kWh) Based on the previous answer, on average how much would it cost per month to run this computer? (cost per year/12 months) 4. Using information above, on average how much would it cost to run this computer per week? (cost per year/52 weeks) 5. Using information above, on average how much would it cost to run this computer per day? (cost per year/365 days) 17 Financial Literacy Lesson Planning

20 This EnerGuide label was taken from a refrigerator. Following the mathematical equations in the previous questions, answer the following: 1. On average how much would it cost to run the refrigerator for the year? 2. On average how much would it cost to run the refrigerator for a day? 3. On average how much would it cost to run the refrigerator for a month? 4. On average how much would it cost to run the refrigerator for an hour? Financial Literacy Lesson Planning 18

21 Part B: As mentioned earlier, the power that is required by an appliance may also be calculated as the EnergGuide may not be available on all appliances. To do this, you will need to find the volts and amps that are used. This is usually found somewhere on the device. (Note: Most appliances are plugged into 120 V; only the stove and dryer are on a 240 V circuit.) To calculate Watts from this, we use P (watts)= V(volts) x I(amps). I. Calculate the number of Watts that the following devices would use: A 32 LCD TV uses 1 amp and is plugged into a 120V outlet: A new microwave oven that is plugged into a 120V outlet uses 10 amps: II. The values above are in Watts (W) but the common unit to use is kilowatts (kw). Convert the values above to kw (1 kw = 1000 W): TV Microwave III. Assume that the television is used 1900 hours per year and the microwave is used 48 hours per year. Calculate the kwh per year (kw x hours per year): TV Microwave IV. Once again, assume that the cost for a kwh is 10.7cents ($0.107). Complete the following table using the calculations you completed: Cost Device Per year Per month Per day TV (1900 hours/year) Microwave (48 hours/year) 19 Financial Literacy Lesson Planning

22 Appendix 2.3 Answers Watt Do I Calculate? Part A: To calculate the cost of energy, you need the amount of kilowatts (a derived unit of power that measures the rate of energy conversion) multiplied by the amount of hours it is used (kwh) and the cost of energy from your energy provider (in Ontario on-peak price = 10.7 cents/kwh or $0.107/kWh between 11am- 5pm in the summer months and 7am-11pm or 5-7pm in the winter months). To find the kwh, we can calculate it or find the energy information of the device on the EnerGuide label. The following are Energy information for a few common household appliances: 1. On average, how many kilowatt hours does this computer use per year? 200kWh 2. If this computer was used only during peak time, how much would it cost to run the entire year? (kwh x 10.7cents/kWh) $ Based on the previous answer, on average how much would it cost per month to run this computer? (cost per year/12 months) $ Using information above, on average how much would it cost to run this computer per week? (cost per year/52 weeks) $ Using information above, on average how much would it cost to run this computer per day? (cost per year/365 days) $0.06 Financial Literacy Lesson Planning 20

23 This EnerGuide label was taken from a refrigerator. Following the mathematical equations in the previous questions, answer the following: 1. On average how much would it cost to run the refrigerator for the year? $ On average how much would it cost to run the refrigerator for a day? $ On average how much would it cost to run the refrigerator for a month? $ On average how much would it cost to run the refrigerator for an hour? $ Financial Literacy Lesson Planning

24 Part B: As mentioned earlier, the power that is required by an appliance may also be calculated as the EnergGuide may not be available on all appliances. To do this, you will need to find the volts and amps that are used. This is usually found somewhere on the device. (Note: Most appliances are plugged into 120 V; only the stove and dryer are on a 240 V circuit.) To calculate Watts from this, we use P (watts)= V(volts) x I(amps). I. Calculate the number of Watts that the following devices would use: A 32 LCD TV uses 1 amp and is plugged into a 120V outlet: 120W A new microwave oven that is plugged into a 120V outlet uses 10 amps: 1200W II. The values above are in Watts (W) but the common unit to use is kilowatts (kw). Convert the values above to kw (1 kw = 1000 W): TV 0.12kW Microwave 1.2kW III. Assume that the television is used 1900 hours per year and the microwave is used 48 hours per year. Calculate the kwh per year (kw x hours per year): TV 228kWh Microwave 57.6kWh IV. Once again, assume that the cost for a kwh is 10.7cents ($0.107). Complete the following table using the calculations you completed: Cost Device Per year Per month Per day TV (1900 hours/year) $24.40 $2.03 $0.07 Microwave (48 hours/year) $6.16 $0.51 $0.02 Financial Literacy Lesson Planning 22

25 Appendix 2.4 Watt Device Uses the Most Electricity? 1. Handout or have students create a table with these columns and at lease twelve rows (Appendix 2.4 has the handout): Device Amount of watts per hour from the label Hours left on per day (24 hour) Energy per day Cost per day Cost per year 2. Students read the labels of several electrical items on display. Students complete the first column of the table. Afterward, students note that some items use far more electrical power than others. Ask students if they can make generalizations or categorize the devices that use the most energy. [ANS: Heating items] 3. Assign students to go home to complete the chart for homework, adding devices from their homes so that most of the devices are included (tell them not to move around really large appliances). 4. Have students estimate in pairs how long each device is left on and place it in the third column, using decimals of fractions of hours. Have students complete the chart and answer the observation questions found at the end of Appendix 2.4. Suggest to them that power and time both contribute to the cost of using the appliance. Lesson modified from: 5. Have the students look at the graph from Appendix 2.4. Have students complete the questions and submit their results, observations, and reflections. 23 Financial Literacy Lesson Planning

26 HOME AUDIT Device Amount of watts per hour from the label Hours left on per day (24 hour) Energy per day Cost per day Cost per year Observations: 1. Rank the devices that you calculated the annual expenses, from the most expensive (#1) to the least expensive. List the top five most expensive devices. Can you generalize from the top five most expensive items, what type of product or function they all have in common? 2. Take a highlighter or underline with another colour all the devices that use over 200 W of power. a) Did you find these devices expensive to run? b) If one or more of these devices are not expensive to run, explain why they were inexpensive. 3. Using another colour, highlight or underline all the devices that are on for more than 5 hours per day. Did these devices cost a lot of money to run? If any of these devices did not cost a lot of money to run, explain why. Financial Literacy Lesson Planning 24

27 Reflection Graph from: 1. From the bar graph above, name the three parts of the house that could improve the most with ENERGYSTAR approved devices. 2. Circle the devices that are used in your school that are on the graph. Rank them below in order from largest to smallest consumption of electricity. 3. Compare the graph above with some devices that you calculated in the last column of your chart. Were the numbers close? If not, try to give one or more reasons why they are different. 25 Financial Literacy Lesson Planning

28 Appendix 2.5 Watt Did You Learn? Assessment Quiz For each question, circle if it is true or false. If false, rewrite the statement to make it true. 1. True or False. The unit for power is the watt. 2. True or False. One example of one watt is lifting 1k g mass, 1 metre in 1 minute. 3. True or False. The formula for Power is work x time. 4. True or False. Electricity cannot do work. 5. True or False. The amount of voltage that comes out of the wall is usually 100 volts, except for the stove which is 200 volts. 6. True or False. To calculate the number of watts that a device uses, multiply 120 volts with the amperes found on the label. 7. True or False. Devices that use the most electricity generally produce heat. 8. True or False. To calculate electrical energy used, one must divide the power by the time. 9. True or False? Heat released from devices such as VCR s represents wasted electricity. Financial Literacy Lesson Planning 26

29 Appendix 2.5 Answers Watt Did You Learn? Assessment Quiz For each question, circle if it is true or false. If false, rewrite the statement to make it true. 1. True The unit for power is the watt. 2. False One example of one watt is lifting 1 kg mass, 1 metre in 1 minute. 1 SECOND, NOT 1 MINUTE 3. False. The formula for Power is work x time. POWER = WORK/TIME 4. False Electricity cannot do work. ELECTRICITY CAN DO WORK, EITHER BY MOVING OJBECTS OR ELECTRONS. 5. False. The amount of voltage that comes out of the wall is usually 100 volts, except for the stove which is 200 volts. Wall = 120 volts and Stove uses 220 volts 6. True To calculate the number of watts that a device uses, multiply 120 volts with the amperes found on the label. 7. True Devices that use the most electricity generally produce heat. 8. False. To calculate electrical energy used, one must divide the power by the time. ENERGY USED = POWER X TIME 9. True Heat released from devices such as VCR s represents wasted electricity. 27 Financial Literacy Lesson Planning

30 Appendix 2.6 School Audit Checklist Windows properly caulked and free of cracks Effective weather stripping on doors Deciduous plants to shade southern & western sides of building Low wattage lighting and electronic ballasts in fluorescent lights Remove incandescent lighting; replace, if needed, with compact fluorescent Lights off in unoccupied spaces (classroom, gym, cafeteria, office, workroom) No unnecessary electric devices (refrigerators, lamps, etc.) Electronic equipment (TV, VCR, computer monitor) not plugged in when not needed Computers OFF at the end of the day, not just sleep mode Window coverings to block sun where needed in the summer Electronics located away from thermostats Thermostats/return air vents not blocked Thermostats adjusted after occupied hours (summer 25 C, winter 17 C), especially in portables, cafeteria Hall lights off when not needed, half lighting used wherever possible Sinks, water fountains have no leaks (work order needed if leaking) Hot water heater set at 43 C for general use, 60 F for dishwasher Internal gym doors closed Ideas for checklist from: Financial Literacy Lesson Planning 28

31 Appendix 2.7 School Energy Reduction Action Plan Assignment Assignment: You have been hired from EcoWise to measure, design, and develop an action plan to help decrease the amount of electricity usage in your school. Success Criteria: Step 1: Decide on a part of the school or a specific device (ex., computer/lights) that use a lot of electricity in the school. Step 2: Measure the amount of electricity used by either a room or product found in the school. Assess how long each product is used during the day. This may require some interviewing with teacher(s), librarian and/or custodians. Step 3: Research and brainstorm ways to reduce the amount of energy used in the room. Step 4: Choose the format to present your work: a) Series of announcements b) Posters in the school c) Letter to the principal d) YouTube ad Step 5: Submit the School Energy Reduction Action Plan Assignment outline to your teacher. Due Date: Step 6: Fill out the School Energy Reduction Action Plan Calculation Sheet. Due Date: Step 7: Research and create your presentation. Due Date: Notes: You must submit step 5, step 6, step 7, and the rubric. Adapted from: Ontario Educational Resource Bank 29 Financial Literacy Lesson Planning

32 Appendix 2.8 School Energy Reduction Action Plan Assignment Rubric Categories Level 1 (50 59%) Level 2 (60 69%) Level 3 (70 79%) Level 4 (80 100%) THINKING AND INVESTIGATION Use of processing skills and strategies (e.g., performing and recording, gathering evidence, and solving equations) uses processing skills and strategies in the measuring and calculating of energy consumption with limited effectiveness uses processing skills and strategies in the measuring and calculating of energy consumption with some effectiveness uses processing skills and strategies in the measuring and calculating of energy consumption with considerable effectiveness uses processing skills and strategies in the measuring and calculating of energy consumption with a high degree of effectiveness COMMUNICATION Communication for different audiences (e.g., peers, adults) and purposes (e.g., to inform, to persuade) in oral, visual, and/or written forms expresses and organizes ideas and information with limited effectiveness expresses and organizes ideas and information with some effectiveness expresses and organizes ideas and information with considerable effectiveness expresses and organizes ideas and information with a high degree of effectiveness Use of conventions, vocabulary, and terminology of the discipline in oral, visual, and/or written forms (e.g., symbols, formulae, scientific notation, SI units) uses conventions, vocabulary, and terminology of the discipline with limited effectiveness uses conventions, vocabulary, and terminology of the discipline with some effectiveness uses conventions, vocabulary, and terminology of the discipline with considerable effectiveness uses conventions, vocabulary, and terminology of the discipline with a high degree of effectiveness APPLICATION Proposing courses of practical action to deal with problems relating to science, technology, society, and the environment proposes courses of practical action for energy conservation with limited effectiveness proposes courses of practical action for energy conservation with some effectiveness proposes courses of practical action for energy conservation with considerable effectiveness proposes highly effective courses for energy conservation with practical action Note: A student whose achievement is below Level 1 (50%) has not met the expectations for this assignment or activity. Financial Literacy Lesson Planning 30

33 Appendix 2.9 School Energy Reduction Action Plan Assignment Outline Device or devices being measured: Classroom or area concentrating in: In what format will the work be presented (circle): a) Series of announcements b) Posters in the school c) Letter to the principal d) YouTube ad Assignment Contract: Group Members Tasks to Complete Initials Describe in detail how electricity consumption will be measured: 31 Financial Literacy Lesson Planning

34 Appendix 2.10 School Energy Reduction Action Plan Calculation Sheet a) Number of hours each device or one device is on: Device: Device: Device: Hours: Hours: Hours: b) Device(s) electrical usage information: c) Calculate the cost of energy used per year (kwh x 10.7cents per kwh): d) Suggest alternative energy efficient device(s) that can replace the ones that are wasting energy and include the cost of each, including tax (include the store where it would be purchased): e) Alternative device(s) electrical usage information: f) Calculate the cost of energy used per year: (kwh x 10.7 cents per kwh): g) Calculate the savings from the old device to the alternative device per year (c-d): h) Calculate how many years it would take to recover the cost of the alternative device (d) with only electricity cost savings (g): Financial Literacy Lesson Planning 32

35 Appendix 2.11 Check List for Final Project Radio/YouTube Criteria Student Check Teacher Check Loud enough to hear Easy to understand Proper pronunciation Includes visuals/sound effects/changes in voice to make it appealing to the listener Message focuses on the information, not distracting Timing is right, doesn t bore the listener Includes numerical data to impress the audience Poster Criteria Student Check Teacher Check Neat/printed large lettering Well organized, proper flow, easy to follow Proper spelling/grammar Visually appealing using colour, fonts, pictures Message focuses on the information, not distracting Clear message, easy to understand Includes numerical data to impress the audience Letter to the Principal Criteria Student Check Teacher Check Neat/printed lettering Well organized, proper flow, easy to follow Proper spelling/grammar Follows proper business letter format with addresses, salutation, organized paragraphs, and closing valediction Message focuses on the information, not distracting Clear message, easy to understand Includes numerical data to impress the audience 33 Financial Literacy Lesson Planning