Williams, Lola M • 9 INTEGRATING SCIENCE AND SOCIETY ISSUES INTO
PHYSICAL SCIENCE. (Under the direction of Charles R. Coble)
Department of Science Education, July, 1984.
The purpose of this study was to develop and implement teaching
modules that relate specific physical science knowledge and concepts
to energy and society issues to improve student attitudes toward,
and knowledge of, energy thus enabling the student to become more
scientifically literate. This curriculum development study
attempted to answer the following questions.
1. Are there any significant differences in the attitudes
of physical science students concerning energy and
society issues after exposure to study investigator
developed modules?
2. Are there any statistically significant differences in
the performance of physical science students on energy
knowledge instruments after exposure to study investigator
developed modules?
The study group consisted of 50 students enrolled in two
physical science classes during the 1982-83 academic year at Bear
Grass School. The general method and instruments employed in this
study were:
Three modules relating energy and society issues were developed
by this study investigator along with an Energy Attitude Instrument
and three Energy Knowledge Instruments, one for each module.
Students were pre-tested in February, 1983 for their attitudes
toward energy and society issues. The instrument used was the
Energy Attitude Instrument developed by the study investigator.
Students were post-tested concerning their attitudes in May, 1983.
They were pre-tested before each of the three Energy Modules were
implemented and post-tested afterward. The instruments used were
the three Energy Knowledge Instruments developed by the study
investigator.
The study group was exposed to a series of specialized activities
designed to improve their attitudes and knowledge toward energy and
society issues. Some of the techniques developed and implemented
in the physical science classes were:
1. activity sheets designed to expose the students to
energy and society issues relevant to their daily
lives, such as energy reserves, alternate sources of
energy, personal energy use and conservation, social
and economic impact of energy development, land
disruption, air and water quality, and radiation
hazards ;
2. "hands-on" activities designed to reinforce and extend
classroom exposure to the energy and society issues;
3. group investigations and role-playing situations designed
to allow students to make energy-related value decisions;
4. use of audio-visual materials and games to supplement
classroom discussion and activities.
Two null hypotheses were tested in this study. Statistical
analysis yielded the following results.
1. Using a percentage change comparison of the pre- and
post-test responses, there were differences
in the energy attitudes of physical science students
after exposure to the three Energy Modules as measured
by the Energy Attitude Instrument.
2. Using the t>test, there was a significant increase in
the energy knowledge of the physical science students
after exposure to the three Energy Modules as measured
by the three Energy Knowledge Instruments.
INTEGRATING SCIENCE AND SOCIETY ISSUES
INTO PHYSICAL SCIENCE
A Thesis
Presented to
the Faculty of the Department of Science Education
East Carolina University
In Partial Fulfillment
of the Requirements for the Degree
Certificate of Advanced Studies
by
Lola M. Williams
July, 1984
ï, x. loxmm : y t
SABT CAROLINA UKïT; '' ‘
X
4
INTEGRATING SCIENCE AND SOCIETY ISSUES
INTO PHYSICAL SCIENCE
by
Lola M. Williams
APPROVED BY:
DIRECTOR OF THESIS C¡r&-í^
Charles R. Coble, Ed.D.
CHAIRMAN OF THE DEPARTMENT OF SCIENCE EDUCATION
Floyd E.^Mattheis,
DEAN OF THE GRADUATE SCHOOL
TABLE OF CONTENTS
PAGE
ACKNOWLEDGEMENTS iv
LIST OF TABLES . v
CHAPTER
I. NATURE AND SIGNIFICANCE OF THE STUDY 1
Defining the Problem 1
Purpose of the Study 8
Hypotheses 10
Definition of Terms 10
Limitations and Basic Assumptions 13
Study Variables 14
Organization of the Study 14
II. REVIEW OF THE RELATED LITERATURE 17
Definitions of Science 17
Elements of Science 20
Objectives of Science Instruction 22
General Goals of Education 23
General Goals of Science Education 24
Scientific Literacy 26
Values in Science Teaching 28
Social Aspects of Science 29
The Need for an Interdiscipiinary Curriculurn 30. .
Science and Societal Issues 32
ii
PAGE
Examples of Programs Relatinq Science and Societal
Issues 38
III. DESIGN OF THE STUDY 50
The Tested Hypotheses 50
Durati on of the Study 51
The Study Group 51
Description of the Treatment 52
Collection of the Data . . 56
Measurement of Study Progress 57
Procedure for Analysis of Data 59
IV. ANALYSIS OF THE DATA 62
Hypothesi s Concerní'ng the Attitude Toward Energy
and Society Issues of Physical Science Students. 62
Hypothesi s Concerní' ng Performance of Physi cal
Science Students on Energy Knowledge Instru-
ments 68
V. SUMMARY, CONCLUSIONS AND IMPLICATIONS 73
Summary 74
Conclusions 76
Imp 1ications 76
BIBLIOGRAPHY 79
APPENDIX A: TABLES AND TESTING INSTRUMENTS 83
APPENDIX B: ENERGY MODULES: DESCRIPTION, ACTIVITIES,
RESOURCES . 109
i i i
ACKNOWLEDGEMENTS
I would like to express my deepest gratitude to the supervisor
of my thesis, Dr. Charles R. Coble, for his encouragement and
continued guidance through the long hours it took to enable this
paper to become a reality. He, along with other members of the
committee, systematically examined the instruments and modules
being developed and made valuable suggestions.
I extend special thanks to Dr. Robert L. Dough for making
some of his energy resources available. I also thank the remaining
members of my committee, Dr. William B. Martin, Dr. Floyd E. Mattheis,
and Dr. Floyd M. Read for their aid and support in the preparation
and completion of this paper.
To my dearest friend who has helped me realize my true worth
as an individual, I dedicate this thesis, with all my love.
iv
TABLES
TABLE PAGE
1. Reliability of Tests as Computed By the Kuder-
Richardson Formula 60
2. Energy Attitude Instrument Pre- and Post-Percentage
Responses 65
3. Energy Knowledge Instruments Summary of Means . . . . 69
4. ^t-Test Analysis of the Energy Knowledge Instruments . . 71
5. Energy Attitude Instrument Pre-Test Responses 84
6. Energy Attitude Instrument Post-Test Responses .... 85
7. Energy Knowledge Instrument Module I Summary of Pre-
Test and Post-Test Scores 86
8. Energy Knowledge Instrument Module II Summary of
Pre-Test and Post-Test Scores 87
9. Energy Knowledge Instrument Module III Summary of
Pre-Test and Post-Test Scores 88
10. Energy Knowledge Instruments a t-Test Analysis Based
on Pre-Test and Post-Test Data 89
v
CHAPTER I
NATURE AND SIGNIFICANCE OF THE STUDY
Defining the Problem
A review of the literature expresses a major need for science
educators to correlate efforts to relate science and society. This
expression begins with some of the definitions of science. Barber
(1952) indicated that a systematic way of understanding science is
needed. One way to gain this systematic understanding of science
"is to consider it first and fundamentally as a social activity,
as a set of behaviors taking place in a human society" (p. 26).
Barber (1952) later states, "Seeing science as a social activity
can direct our attention more fruitfully to some of the ‘social
problems' of science. . . . This is only to say what everyone knows
. . . . that science has social consequences" (p. 27).
Boulding (1975) states that science is
a revelation which is firmly embedded in human society and
must be visualized as a phenomenon taking place as far as
we know, wholly within human society. We have to regard
science ... an expanding movement within the social
system (p. 201). . . . From its small beginning, science,
like other great (movements) has expanded until it is world-
wide in its scope and enormously influential (p. 203).
James Rutherford proposes four main thrusts that science education
should be taking in the future. Two of these are relevant to a
2
science-society curriculum: the interaction between science and
our culture and systematic knowledge about teaching and learning
science. Rutherford states, "Science teachers and scientists
believe science is a way of learning about the world and that
science will contribute to the solution of social problems. There
needs to be more thoughtful concern in the science classroom for
social problems" (Man, Science, Society: An Alliance Of Hope:
The 1975 NSTA Convention, p. 21).
Rutherford indicates that gaining and applying systematic
knowledge about teaching and learning science must be improved.
He states:
We operate largely on folklore instead of learning how one
learns. Much of our educational research isn't relevant to
the classroom, but it is greatly needed. . . . Each of us
should realize there is no one else to solve them. We
must work collectively and pool our resources. ... In
attacking these problems, we must remember that diversity is
the key. No one solution will fit everything (Man, Science,
Society: An Alliance of Hope: The 1975 NSTA Convention,
p. 23).
Hounshell and Coble (1979) state the following:
We see an important relationship between science education and
a larger societal need--a citizenry that is determined to solve
the array of problems that threaten our future existence, not
only as a free people, but as a species. The threats of
3
Wholesale famine, environmental degradation, and nuclear destruc-
tion are real and growing. It is largely the responsibility of
our schools to encourage the curiosity, determination, and
investigative skills necessary to meet these threats success-
fully. These are the same qualities that serve as the
foundations of the scientific community (p. 17).
Science-Technology-Society: Science Education for the 1980s
(An NSTA Position Statement) (1982) makes the following declaration:
"The goal of science education during the 1980s is to develop
scientifically literate individuals who understand how science,
technology, and society influence one another, and who are able to
use this knowledge in their everyday decision making" (p. 2). Many
traits are considered to be typical of a scientifically literate
person. The NSTA Position Statement mentioned above and Carin and
Sund (1980) point out that these attributes or characteristics can
be thought of as describing a continuum along which the individual
may progress. The progress of the individual's science education
needs to be equated with progress along this continuum. Traits of
a scientifically literate person are listed in the review of the
literature in Chapter II.
Gardner (1979) indicates that science educators generally agree
that the purpose of education is to prepare students for life.
Therefore, "they must develop courses to promote general scientific
literacy" (p. 30).
Willett and Roy (1982) indicate that few of the thousands of
students in the United States who achieve high school diplomas each
4
year can be considered scientifically literate. They do not "under-
stand the natural processes of science or the characteristics,
philosophy, humanity, and moral values of the scientific community.
High school curricula are not tailored to address these aspects of
scientific literacy" (p. 33).
Hurd (1975) believes that the science-based human problems in
the world today, including environmental management, population
control, health, food production, and energy resources are inade-
quately dealt with because of a lack of personal and social commit-
ment. He states:
Our greatest deprivation in America today is a paucity of
values which can be used for responsible decision-making and
for indicating directions in which we should be moving.
Students express this condition in the many efforts they make
to find "who they are and what life is all about" (p. 28).
Hurd (1975) goes on to indicate that science has a value dimension
most of the time because it "induces conflicts in our thinking,
modifies the culture, or makes demands on society" (p. 28). In
regard to teaching science with a value focus, Hurd (1975) states:
Teaching science with a value focus provides students with a
means of interpreting what they have learned within their own
experiences. This kind of learning makes it possible for
students to become self-adaptive as science-related social
conditions change. Knowledge is able to resolve most of the
science-based social problems rampant in the world today
5
(p. 28). . . .The goals we set for the science courses we
teach are the images of a future state, where we hope the
student will be at some time. Yet we have not written science
curricula this way. We review the past and leave out the
future. ... As science teachers we have an obligation to
help young people plan for and find themselves in a world
yet to be. . . . The task is to invent and then mold the
future to suit human needs, but within a firm system of
moral and ethical considerations (p. 30).
Hurd (1975) feels that when science is taught in relation to
society, technology, and people, an interdisciplinary curriculum is
needed. He writes, "We have little hope of resolving population,
food, health, water pollution, and many other problems of human
concern unless we can relate disciplines and teach them in an
integrative mode" (p. 30).
Science and Engineering Education for the 1980s and Beyond (1980)
states there is a desperate need for curricula for the students who
are not interested in pursuing professional scientific careers. A
giant mismatch exists between the content of secondary school science
courses and the needs and interests of students for whom these courses
will constitute their entire formal scientific education. Most of
these courses are not directed toward personal or societal problems
involving science and technology. New teaching materials in science
need to be developed for the many secondary students. The curriculum
materials could focus on the science basic to the essential national
6
problems of energy, natural resources and health.
Wolke (1975), writing in regard to the need for science and
society programs and materials states that:
To teach science only as a body of knowledge or even as a
facet of culture . . . is to ignore the vital educational
function: That of showing the student . . . how the science
he is studying relates to and affects the greater operation
of the society in which he lives. This interrelationship of
science and society must be a deliberate part of at least one
of the . . . science courses taken (p. iv).
Nalence (1980) indicates there have been efforts to introduce
science-society courses into the science curriculum, but they have
met with only limited success. He suggests that the reason it is so
difficult to introduce science-society materials that are so obvious-
ly necessary to secondary schools is that the product of the efforts,
though carefully designed and developed, never reaches the intended
consumer--the classroom teacher. He states: "It is therefore,
necessary that information and teaching models related to the science-
society issues become a part of the teacher education at all levels--
undergraduate, graduate, and in-service" (p. 27). The reason for this
need, Nalence expresses, is that the teacher is expected to absorb
large amounts of materials, often from an unfamiliar discipline. He
suggests as an example one set by his school district--Maple Newton
School of Newton Square, Pennsylvania. This was the funding of two
summer curriculum workshops for physics teachers to develop several
7
four-to-five week minicourses relating science, technology, and
social issues. The most popular minicourses were those relating to
energy and the environment. Social issues were emphasized as much
as the technical information.
Carin and Sund (1980) state that the science studies selected
should relate as much as possible to the everyday life and activities
of the students. They name one topic for selection as energy edu-
cation.
Kuhn (1978) gives four elements that should characterize any
energy education program:
1. Energy education should be interdisciplinary. . . .
2. Energy education should relate to the everyday life of
children. . .
3. Energy education should consider attitudes, values, and
decision making. . . . (Carin & Sund, 1980), p. 66;
Kuhn, 1978, p. 32). . .
4. Energy education should be future oriented and stress
alternatives. . . . (Carin & Sund, 1980, p. 66; Kuhn,
1978, p. 33).
Kuhn (1978) states, "Energy education is challenging, It com-
bines study of the past, present, and future by building upon (not
diluting) fundamental scientific information and concepts, It is,
at once, a concern and an opportunity" (p. 33). Kuhn quotes
A. Craig Phillips who states:
One of the best ways to deal with a crisis is to consider it
8
an opportunity. From this point of view, the energy crisis
provides almost endless possibilities for children to learn
about the universe, civilization, and themselves. Energy,
after all, is what makes all things go. . . By studying the
energy crisis, students can see where humanity has been, where
it is now, and where it might be going. (Kuhn, 1978, p. 33;
Phillips, 1974; p. i).
Purpose of the Study
The central purpose of this study is to develop and implement
teaching modules that relate specific physical science knowledge and
concepts to the energy and society issues to improve student attitudes
toward, and knowledge of, energy thus enabling the student to become
more scientifically literate. This curriculum development study
attempted to answer the following questions.
1. Are there any significant differences in the attitudes of
physical science students concerning energy and society
issues after exposure to study investigator developed
modules?
2. Are there any statistically significant differences in the
performance of physical science students on energy know!-
edge instruments after exposure to study investigator
developed modules?
A thorough review of the literature related to this study is
presented in Chapter II. The literature has shown that science educators
9
need
his
to d
know
oped
Inst
modIIIIItI.o..EEdo more to relate science and society issues. Since textbookstoriWcnnahelelayrrggt hyyave not done this, the study investigator attemptede645ve...SRElounepgsrigetceeahasrmcctheheindngt modules which relate specific physical sciencele87d..gCAeudardnridictiuoclonunamclepts of energy to the science-society literature.Three modules relating energy and society issues were devel-by the study investigator along with an Energy Attituderument and three Energy Knowledge Instruments, one for eachule. The three modules are entitled:is Energy?SourcesConsumption and ConservationThe following information was a part of each module:1. Title2.Rationale3.Objectives ActivitiesActivitiesActivitiesResourcesResources
Some of the techniques developed and implemented in the physical
science classes using the modules are:
1. activity sheets designed to expose the students to energy
and society issues relevant to their daily lives> such as
energy reserves, alternate sources of energy, personal energy
10
use and conservation, social and economic impact of energy
development, land disruption, air and water quality, and
radiation hazards;
2. "hands-on" activities designed to reinforce and extend
classroom exposure to the energy and society issues;
3. group investigations and role-playing situations designed
to allow students to make energy-related value decisions;
4. use of audio-visual materials and games to supplement
classroom discussion and activities.
Hypotheses
This study is concerned with two null hypotheses.
1. There is no significant difference in the attitudes of
physical science students concerning energy and society
issues after exposure to study investigator developed
modules, as measured by the Energy Attitude Instrument.
2. There is no statistically significant difference in the
performance of physical science students on Energy Knowl-
edge Instruments after exposure to study investigator
developed modules, as measured by three Energy Knowledge
Instruments.
Definition of Terms
The terms which have special meaning with respect to this study
are the following.
11
Science is defined by Fischer (1975) as "the body of
knowledge obtained by methods based on observation" (p. 6).
Processes of science are, according to Carin and Sund (1980),
observing, identifying problems, formulating hypotheses, designing
and carrying out experiments, interpreting data, and using other
forms of scientific reasoning.
Products of science are considered by Carin and Sund (1980)
as the data collected through the processes of science and used to
formulate concepts, principles, and theories.
Scientific literacy
According to Hurd (1975), one who is scientifically literate
is capable of using what has been learned about science for cultural
adaptation and social progress. He or she should be able to effect
rational action on science-based social and personal problems.
Social aspects of science as stated by Carin and Sund (1980)
are
perceptions of the cultural conditions within which science
thrives, recognition of the need to view the scientific enter-
prise within broad perspectives of culture, society, and
history, expectation that social and economic innovations may
be necessary to improve man's condition, and appreciation of
the universality of scientific endeavors (p. 41).
Energy
To Kranzberg (1975), "energy is more than a physical phenomenon.
The way in which energy is produced, controlled, and applied—used
12
and misused—helps to determine the nature of society" (p. 10).
Energy education has five basic elements according to Kuhn
(1978). These are "information, concepts, attitudes and values,
decision making, and action. (Carin & Sund, 1980, p. 66; Kuhn,
1978, p. 32).
Energy-related social issues were identified by McCormack (1982)
as "energy supply and conservation; the limited resources of land,
water, minerals and fuel; pollution . . . the threat of nuclear
. . . war" (p. 9). Issues related to the energy problem by Fowler
(1975) were the categories of energy consumption, the end uses of
energy, the sources of energy and problems of energy supply (oil
importation, natural gas ) air pollution, sulfur smog,
the automobile and air pollution, competition for water, land use,
ocean use, nuclear energy, radioactive pollution.
Energy Attitude Instrument is an instrument developed by the
study investigator and judged by a university faculty panel to be
effective in measuring the favorable and unfavorable responses of
physical science students to energy attitude questions before and
after exposure to study investigator developed modules.
Energy Knowledge Instrument is an instrument developed by the
study investigator and judged by a university faculty panel to be
effective in measuring the knowledge of physical science students
toward energy-related social issues before and after exposure to
study investigator developed modules.
Module is a set of activities developed by the study investigator
13
that relate specific physical knowledge and concepts to the energy
and society issues. The modules were designed to enable the students
to become more scientifically literate.
Limitations and Basic Assumptions
The methods of classroom treatment were administered during
the 1982-83 academic year to physical science students grouped into
two classes. Pre-test attitude measures were administered to the
study group during February, 1983. Pre-test knowledge measures
were administered before each of the three Energy Modules: Module I,
February, 1983; Module II, February, 1983; Module III, March, 1983.
Proposed classroom treatment was utilized with the study group.
Post-test attitude measures were administered during May of 1983
and compared to the pre-test results for the study group, Post-
test knowledge measures were administered during February, March,
and May, 1983 and compared to the pre-test results for the study
group.
This study was limited to an analysis of data collected from
50 students enrolled in physical science at Bear Grass School. While
the results are limited to this described population, they may be
generalized to analogous populations receiving the same treatment.
In addition, this study was based upon the following assumption.
The instruments employed for measuring the attitudes and knowl¬
edge of physical science students toward energy and society issues
were assumed to be valid to the extent they measured that which they
14
claimed to measure. A description of these instruments has been
included in Chapter III.
Study4231VariablesT5he study group was exposed to activities in the areas ofenergy,.....“energy sources, and energy consumption and conservation.The indiRGAvAHiuordacodluentuiaiod-vppls-ivlt-alyoiesson plans utilized contained introductory,developmental, and concluding activities as well as enrichment andresearch activities. For the purpose of this study, the introductory,developmental, and concluding activities were utilized with thestudy group. The group was exposed to fifty-minute periods ofactivities during every regular school day during the research study.The uncontrolled variables in this study were the study groupitself and pupil bias.Manipulatedsynvui"naargliables in this study were the author's methodsof classroom treatment.sheetsactivitiesinvestigationssituationsmaterials
6.Games
Organization of the Study
A seven-step process was involved in the organization of this
study:
15
1. A review of the related literature;
2. Collection and review of activities that related specific
physical science knowledge and concepts to energy and
society issues;
3. Development of an Energy Attitude Instrument;
4. Development of three Energy Knowledge Instruments;
5. Implementation of appropriate procedures for the collection
of data;
6. Analysis and presentation of the data;
7. Presentation of the summary, conclusions, and implications.
Chapter II includes: (a) a review of the definitions of science,
(b) a review of the elements of science, (c) a review of the objec-
tives of science instruction, (d) a review of the general goals of
education, (3) a review of the general goals of science education,
(f) a review of the traits considered to be typical of a scientif-
ically literate person, (g) a review of values in science teaching,
(h) a review of social aspects of science, (i) a review of the need
for an interdisciplinary curriculum, (j) a review of science and
societal issues in the three areas of environmental, energy, and
health-related and other issues.
Chapter III explains the design of the study, including the
hypotheses to be tested, the population studied, the procedures for
collecting data, and descriptions of the instruments and strategies
used in the study, Finally, the statistical methods used in the
study to analyze the data are explained.
16
Chapter IV presents the tested hypotheses and the results of
the statistical analyses.
Chapter V includes a summary of the study, conclusions inferred
from analyses of the data and implications which appear relevant.
A bibliography as well as appendices containing tables,
instruments, and modules of activities used are included at the
end of the study.
CHAPTER II
REVIEW OF THE RELATED LITERATURE
Definitions of Science
According to Fischer (1975), the word science is frequently used
in the everyday oral and written communication of most people. Every-
one has some experiential awareness of the concept that this word
represents. But, considerable difficulty exists in developing a
simple and precise definition. Fischer (1975) felt that it was
important to express a working definition of science that
may be properly considered more as a description than as a
precise definition and that the definition should not be taken
too seriously beyond its pragmatic utility in clarifying the
concepts that it represents and in enabling us to communicate
with each other about it (p. 4).
Fischer (1975) assumed as the working definition of science:
"Science is the body of knowledge obtained by methods based on
observation" (p. 6). Four significant implications of this defini-
tion by Fischer (1975) are as follows:
1. The practice of science is a human activity. . . .
2. There is an inherent limitation of science (p. 6). . . .
3. There is an authority in science. . . .
4. There is a building upon that authority (p. 7).
Barber (1952) indicated that a systematic way of understanding
science is needed as well as a means of relating the diverse nature
18
of science to the underlying integrated unit of it. He stressed
that science is not a randomly collected assortment of elements and
acti vi ties. Instead it is a coherent structure in which the parts
have functionally interdependent relations.
When he addressed the National Science Teachers Association's
26th Annual National Convention in Washington, D. C. in 1978,
Carl Sagan stated in regard to teaching students, "It is a task
made easier, however, by the fact that humans are scientific
beings; that is, our intellectual and emotional makeup, our evolution
through natural selection predisposes us to science, which, after
all, is Latin for knowledge" (Sagan, 1978, p. 29). He went on to
state, "There has never been a greater need, therefore, for general
scientific literacy and for competency in science teaching. I see
science as having three major characteristics which we need to
convey to our students" (p. 29). These were:
First, as I have said, science is a power which can transform
the world.
Second, science offers a unique method (p. 29), an
approach to dealing with difficult problems. . . .
Third, science is a delight, a thing of great interest
in its own right, Too often science is thought of as a
discipline where, sometimes, the most naive questions can
form the seed of revolutionary discovery (p. 30).
Two authors, Barber (1952) and Fischer (1975), referred to
Conant1s definition of science. Fischer quoted Conant as saying,
19
"Science is an interconnected series of concepts and conceptual
schemes that have been developed as a result of experimentation
and observations" (p. 9). Conant's definition, according to Fischer
(1975), described something about scientific methods and stressed
"the dynamic character of scientific knowledge by designating the
present state of knowledge as the basis for future operations"
(p. 9). Barber (1952) stated, "Without adequate conceptual schemes,
scientific research is either blind or fruitless. President Conant
has demonstrated this essential fact of science with examples from
the history of science" (p. 37).
Carin and Sund (1980) stated as the working definition of
science:
. . science is a human activity that is evolved as an
intellectual tool to facilitate describing and ordering the
environment. Once one accepts the idea that science does
not exist in any other realm but the mind, it ceases to be
a "thing", an entity with its own existence. Though scientific
truth or fact is ideally objective, it is subject to human
perception and logic. ... As a method, science is relatively
stable and universally applied, while as a body of knowledge
it is constantly changing (p. 2).
To Hounshell and Coble (1979), science is as basic as reading,
writing and arithmetic. In their article, they stated:
It is basic because we live in an age of science and technology
made possible through scientific discoveries. It is basic
20
because we are ourselves, exemplary scientific phenomena--a
prime example of life itself. It is basic because our environ-
ment . . .is science. It is basic because through science we
can learn to think and to act rationally (p. 16).
Elements of Science
Carin and Sund 0980) listed three major elements of science:
attitudes, processes or methods, and products. Some of the attitudes
of science listed were curiosity, humility, skepticism, open-minded¬
ness, positive approach to failure, and objectivity. The two
pointed out that the only certainty in scientific work is uncer-
tainty and change. They indicated a scientist usually makes this
discovery when he realizes failure is but a "temporary stopping
place on the continuum of research" (p. 5). In regard to this,
Asimov (1978) put it very aptly:
I personally dread the day when there is no more wonder in the
universe, no new problems to be addressed. What a dull universe
it will be for that generation which solves the last problem.
Happily, I believe there is enough complexity in the world to
amuse human beings for all time.(Asimov, 1978, p. 27).
The degree to which scientists use the scientific attitudes as
listed by Carin and Sund (1980) to carry out investigations will
determine how successfully they will be able to use the processes
of science to make significant discoveries. According to Carin
and Sund 0980), the processes of science include observing, identi-
fying problems, formulating hypotheses, designing and carrying out
21
experiments, interpreting data, and using other forms of scientific
reasoning. Scientists are continually seeking to identify "cause
and effect" relationships between seemingly independent and frag-
mented collected data" (Carin and Sund, 1980, p. 8).
The data collected through the processes of science become the
products of science. According to Heimler and Price (1977), "the
product of science is information—the facts discovered and ideas
developed by people using the process of science. The product of
science exists in science books, journals, tapes, films, and other
records" (p. 3).
Birnie (1975) indicated that science educators must answer a
number o
products
• Aabcf... craWDAndre yrohueiccial questions. Of these, two are related to theprhocesses of science and are:ou presenting a balance between products and processes?you think of the process of science as methods ofinquiry and attitudes?comes first, the product or the process?precepts and facts being used to develop concepts
and conceptual schemes? . .
• Is the curriculum within reach of most students? . .
a. Is your evaluation dictated by objectives beyond these
traditionally emphasized: knowledge, comprehension, and
applications?
b. If the school does not present the student with the
products of science (facts, concepts, principles, laws)
22
are there persons or institutions to fill the void?
(p. 15).
Objectives of Science Instruction
In outlining objectives for science, Carin and Sund (1980)
combined objectives from the 1947 publication, the Forty-sixth
Yearbook of the National Society for the Study of Education,
entitled "Science Education in American Schools" and a 1964 report
of the Commission of Science Education of the American Academy
for the Advancement of Science. The objectives were grouped into
six major categories by Carin and Sund (1980): (1) knowledge,
(2) instrumental skills, (3) problem-solving skills, (4) scientific
attitudes, (5) appreciations, and (6) interests. Pupils should be
better able to achieve these objectives after completing a science
course:
1. Knowledge. Read and state the meaning of certain scientific
facts and concepts. Show that they can apply scientific
principles. . .
2. Instrumental skills. Manipulate basic science equipment,
interpret and prepare maps, graphs, charts, and tables
appropriate to problems.
3. Science process. Demonstrate problem solving skills such
as observing, inferring . . • 9 making hypothses, outlining
scientific procedures to test hypotheses, carrying out an
investigation. . .
23
4. Scientific attitudes. Demonstrates scientific attitudes
such as open mindedness. . .
5. Appreciations. Describe the uses, benefits, and limita-
tions of science to society.
6. Interests. Indicate interest by reading, collecting,
studying, or becoming involved in some scientific activity
as a leisure-time pursuit (p. 39).
Shrigley (1983) received these comments about science from
teachers he surveyed:
Science develops logical and critical thought . . . provides
hands-on experience necessary in inquiry learning . . .
motivates the learner . . . enriches other curricular areas
. . . helps us to cope with technological crises, and . .
enriches the conceptual understanding of the physical and
natural environment (p. 430).
General Goals of Education
Carin and Sund(1980) used as their source for some of the more
general goals of all education the "NSTA Position Statement on
School Education for the 70's". According to Anderson and Brown
(1977), this position statement was prepared by the NSTA Committee
on Curriculum Studies K-12 to serve as a guide for curriculum develop-
ment in science education during the 1970s. As stated by Carin and
Sund (1980), the goals are as follows:
• learning how to learn, how to attack new problems, how to
24
acquire new knowledge
• using rational processes
• building competence in basic skills
• developing intellectual and vocational competence
• exploring values in new experiences
• understanding concepts and generalizations
• learning to live harmoniously within the biosphere
Above all, the school must develop in the individual an ability
to learn under his own initiative and an abiding interest in
doing so (p. 40).
General Goals of Science Education
Anderson and Brown (1977) indicated that there are many lists
of goals of teaching available. They indicated the most useful and
productive ones are based upon the needs of the students. The lists
usually included both physiological and psychological needs. Some
needs listed were love, security, a positive and realistic self-
concept, and a sense of responsibility. A word of caution was given
to be sure whatever list of goals of teaching one subscribes to
that he/she carefully considers both the present and future lives
of the students. The reason for this is our society is so rapidly
changing that it is impossible for one to predict with certainty
the roles his/her students will fill in it.
Rutherford (1978) stated during the 1978 NSTA Convention:
We can't reproduce the "golden era" of the late 1960s. But our
25
new mission is as exciting as any we've had. As more and more
people in our society come to understand the beauty of science,
and its value to them as human beings, and as increased know!-
edge helps us all make better decisions of the sort that
determine our lives, our citizens will see that it is essential
to support science and science education for their children
(Rutherford, 1978, p. 31).
The same "NSTA Position Statement on School Education for the
70s" was used by Anderson and Brown (1970) and Carin and Sund (1980)
to state the goals of science education as follows:
The major goal of science education is to develop scientifically
literate and personally concerned individuals with a high
competence for rational thought and action. This choice of
goals is based on the belief that achieving scientific literacy
involved the development of attitudes and process skills and
concepts, necessary to meet the more general goals of education
(p. 39).
As stated in "Science-Technology-Society: An NSTA Position"
(1982), the NSTA Board of Directors adopted the Position Statement
"Science-Technology-Society : Science Education for the 1980s" in
April, 1982. This position statement stated that science education
should achieve these five fundamental goals over the next decades:
a. to develop scientific and technological process and
inquiry skills;
b. to provide scientific and technological knowledge;
26
c. to use the skills and knowledge of science and technology
as they apply to personal and social decisions;
d. to enhance the development of attitudes, values, and
appreciations of science and technology; and
e. to study the interactions among science-technology-
society in the context of science-related societal
issues (p. 1).
Scientific Literacy
Many traits were considered to be typical of a scientifically
literate person. The traits listed by Carin and Sund (1980) were
very similar to the ones listed in Science-Technology-Society:
Science Education for the 1980s, An NSTA Position Statement. Some
of the traits listed were:
• uses science concepts, process skills, and values in making
responsible everyday decisions;
• understands how society influences science and technology
as well as how science and technology influence society;
• recognizes the limitations as well as the usefulness of
science and technology in advancing human welfare;
• knows the major concepts, hypotheses, and theories of
science and technology in advancing human welfare;
• appreciates science and technology for the intellectual
stimulus they provide;
27
• understands that the generation of scientific knowledge
depends upon the inquiry process and upon conceptual theories;
• distinguishes between scientific evidence and personal opinions;
• recognizes the origin of science and understands that
scientific knowledge is tentative, and subject to change as
evidence accumulates; . . .
* has a richer and more exciting view of the world as a result
of science education, and
* knows reliable sources of scientific and technological
information and uses these sources in the process of decision-
making (p. 2).
Blumenfeld (1976) stated that there was a need to "produce a
scientifically informed citizenry, one capable of making decisions
in a world beset by technological and social problems" (p. 17).
In 1978, Rowe stated, "To borrow the ecological metaphor, the
goal is to create a wider spectrum of productive niches. Presumably,
then more students would take more science—and we would be one step
closer to general scientific literacy" (p. 28).
Rice and Dunlap (1982) stated a common objective in junior high
science program is the development of research skills. Such programs
"foster scientific literacy, enabling students to develop into adults
capable of understanding the impact of science on society" (p. 56).
The importance of scientific literacy has been stressed by many
according to Willett and Roy (1982). One example given was the
Rockefeller Foundation's Commission on the Humanities which asserted
28
that "scientific literacy is no less vital characteristic of an
educated person than his or her ability to read or write" (p. 33).
Values in Science Teaching
Four different sources referred to a list of the values that
underlie science that were identified in an essay by J. Dudley Herron
entitled Education and the Spirit of Science. These were Birnie
(1978); Carin and Sund (1980); Fischer (1975); and Herron (1977).
The list was as follows:
• Longing to know and to understand;
* Questioning of all things;
' Search for data and their meanings;
• Demand for verification;
• Respect for logic;
• Consideration of premises;
• Consideration of consequences (Birnie, 1978, p. 31; Carin and
Sund, 1980, p. 40; Fischer, 1975, p. 11; Herron, 1977, p. 30).
Strong (1975) stated that some would agree with the Nobel Prize-
winning chemist, E. B. Chain who said that the activities of science
were morally and socially value-free, He considered science to be
the pursuit of natural laws which are valid irrespective of the nation,
race, politics, religion, or class position of their discoverers.
Strong stated:
The uses to which society may put science may be good or evil,
the scientist carries no special responsibility for those users,
29
save as a normal citizen. The two-edged sword of science is
fashioned for whomsoever will pick it up and wield it (p. 198).
Boulding (1975) stated that perhaps the most striking character-
istic of science is the high value which it puts on veracity--
abstaining from deliberate lies. He also stated, "Another high
value in science is curiosity, although it is not highly regarded
in many folklore cultures—as folk proverbs indicate, curiosity
killed the cat" (p. 203).
Hurd (1975) stated, "Science provides knowledge; technology
provides ways of using this knowledge; and our value concepts guide
what we ought to do with both" (p. 29).
Social Aspects of Science
Blumenfeld (1976) and Carin and Sund (1980) both made reference
to the list of items included in the NSTA Position Statement, "School
Education for the 70s" for an awareness of the social aspects of
science. These were stated by Carin and Sund (1980) as follows:
• perception of the cultural conditions within which science
thri ves
* recognition of the need to view the scientific enterprise
within broad perspectives of culture, society, and history
• expectation that social and economic innovations may be
necessary to improve man's condition
• appreciation of the universality of scientific endeavors
(p. 41).
30
Ziman (1975) stated that social responsibility in science rests
upon the way in which scientists are made. It is not a subject one
can learn from a course of lectures. He stated:
It is not something one can practice by saying "I think I shall
go out and do some social responsibility this afternoon. Anyone
coming with me?" . . .It is an attitude of mind, a sensibility
of the spirit implicit in educational systems in personal
relations in institutional policies (p. 207).
The Need For an Interdisciplinary Curriculum
Economists have pointed out the need for emphasizing the practical
because of society's increasing need for lifelong learners. The
question is how this can be accomplished. In regard to this Andersen
(1978) stated:
But how can science teachers possibly give their students an
integrated view of science . . .? Where does one start? One
approach to integrated science teaching is the holistic method,
which takes the interests and concerns of the students as a
starting point. . . .The rationale behind the model is quite
simple. Science is a discipline with many dimensions: aesthetic,
empirical, futuristic, historical, philosophical, and technolog-
i cal. Each student's "interest orientation" will match at least
one of these perspectives. Thus, every student can be placed in
a science learning situation which matches his or her interest
orientation, and, consequently, he or she will learn more
science (p. 28).
31
Evans (1977) challenged the assumption that education in the
future could be described as predetermined and set. He did not
agree with some that the best educators could do was to try to
project what was ahead and start making the necessary adjustments.
He suggested that science educators could decide the future of
science as a discipline while possessing full knowledge of the
alternatives and of the degree of consensus for any particular objec-
tive. In order to do this, Evans felt it was necessary to speculate
about trends that would be shaping the society of America as far
ahead as the year 2000. He stated, "the objectives of education
will obviously have to mesh with larger social realities" (p. 28).
Evans gave some examples of the kind of future that is likely. These
were expressed in terms of political, economic, and social factors
along with predictions for population growth and a knowledge expío-
sion. He suggested that as far as the future of science, certain
educational goals and strategies should be established. He stated,
"in view of the future that seems likely, I think our overall educa-
tional objectives should be to help our children become self-reliant,
intellectually curious, and critical; sensitive to the needs of
others and environmentally aware" (p. 29). He gave a list of twenty
suggested educational strategies for the science of the future. These
related to his predictions for the future stressing the need for an
interdisciplinary approach to science.
Carin and Sund (1980) stressed that if science and values are
integrated with other disciplines, students should become "truer,
32
kinder, gentler, warmer, humbler, firmer, stronger, and wiser"(p. 65).
Toffler (1970) stressed the need for new arrangements of subject
matter for solving the world's problems in this manner, "Tomorrow's
schools must therefore teach not merely data, but ways to manipulate
i t. Students must learn how to discard old ideas, how and when to
replace them. They must in short, learn how to learn" (p. 355).
Also in regard to the education of the future, Toffler stated:
For education the lesson is clear: its prime objective must
be to increase the individual's cope-ability—the speed and
economy with which he can adapt to continual change. And the
faster the rate of change, the more attention must be devoted
to discerning the pattern of future events, It is not even
enough ... to understand the present, for the here-and-now
environment wi11 soon vanish (p. 346).
Science and Societal Issues
The interdisciplinary nature of the societal problems was shown
in the various articles presented, but in so far as possible, these
have been grouped in three areas: Environmental, Energy, and Health-
Related and Other Issues.
Environmental
In his article about the nature of science in the twenty-first
century, Elliott (1976) made references to some of the science and
societal issues that need consideration. He referred to propositions
developed by Project Delphi and studied in terms of likelihood of
33
occurrence and educational impact. Some of these were:
• The developed nations of the world will have reduced their
per capita consumption of available world resources.
• Worldwide efforts to reduce population growth and pollution
will have been generally unsuccessful.
• Shortages of various inputs (e.g • J energy, material resources)
will appear, often with little advance notice. . .
• The arms race will be continuing unabated.
• There will be worldwide recognition of the dangers of
population growth and pollution of the biosphere (p. 25).
The outlook for science education as described by Project Delphi
participants was that few students would study much science. This
would result in a low level of scientific literacy and aggravate
the "two culture" split noted by C. P. Snow according to Elliott
(1976). He stated that "most science taken will focus on ecological
problems. Students will become actively involved in community
resource management, energy and population studies, and similar
conservation-related programs" (p. 26).
Schroeer (1972) described the two cultures of C. P. Snow, the
scientific culture and the intellectual culture, but he felt the
term humanistic culture should be used because scientists can also
be intellectuals. He indicated that scientists see humanists as
failures because they have not solved the world's basic problems.
The humanists see some of the losses due to technological evolution
as being very real. It is stated by Schroeer (1972), "The population
34
explosion leads to overcrowding so that there is no retreat from
one's neighbor; the air stinks from technological pollution; the
atom bomb is like the Sword of Damocles; the good things in life
seem to be vanishing" (p. 8).
Bromery (1978) stated that of all the issues confronting us,
none was more crucial than the depletion of fossil fuels and other
nonrenewable resources. He stated, "It will take more than scientific
know-how to solve this problem; of paramount importance is a change
in our attitudes and expectations" (p. 33).
Berkheimer and McLeod (1979) discussed three topics some felt
represented an important social problem that needed to be addressed
by science educators. These were sex education, environmental
education, and energy education, They stated that sex education was
an obvious response to the rising incidence of veneral disease and
pregnancy among adolescents. The need for environmental education
was based on the realization that we must make our students sensitive
to the dangers of pollution and environmental degradation. Energy
education is the response to social changes being wrought by grow-
ing scarcity of energy resources. Berkheimer and McLeod (1979) stated,
"The topics should be vehicles by which to apply the content of
science and other disciplines. We must not let any one problem area
become the sole or even the primary vehicle for teaching science"
(p. 39).
In his address to the NSTA's Thirtieth National Convention,
McCormack (1982) stated:
35
Students should seek . . . the best scientific information
available to solve such important social issues as energy
supply and conservation; the limited resources of land, water,
minerals and fuel; pollution; population explosion; the threat
of nuclear, biological, or chemical war (p. 9).
Commoner (1966) said it could be argued that the hazards of
modern pollutants are small compared to the dangers associated with
other human enterprises. He felt that the hazard of fallout was
much smaller than the risks we take on the highways or in the air.
He said that no estimate of the actual harm done by fallout, smog,
or chemical pollutants could obscure the realization that in each
case, the risk was undertaken before it was fully understood. Some
of the other issues discussed by Commoner in his book were deter¬
gents, insecticides, and DDT.
Environmental issues discussed by Hardy (1975) were ecology,
pollution and sources, thermal pollution, noise, solid waste, radio-
activity, nuclear energy, and agression and the technology of
environment. He stated:
They are appalled at ugly strip mines, oil slicks from tanker
spills and leaks, offshore wells, denuded corridors of land
for energy transmission lines, sulfur oxides, and fly ash from
power plants, noxious emissions from automobile exhausts, and
the real or imaginary specter of radioactive perils from
nuclear centers. Scientists and technologists are thus faced
with a major problem: how to protect the environment and
still provide the "good life" (p. 15).
36
Energy
In his address to the 1975 NSTA Convention, Pauling used as
his theme the scientists' obligation to improve human welfare. He
addressed a number of science and societal issues. He felt that
some alternative energy sources, such as solar radiation, winds and
tides did not use up the resources of the earth. He stated, "I
would like to see more exploitation of these energy sources, As
for nuclear energy, I am opposed to nuclear power plants of the
fission type . . . but fusion type might be acceptable" (p. 22).
Fowler (1975) discussed many issues related to the energy
problem. Some of these were: the categories of energy consumption,
the end uses of energy, the sources of energy, and problems of
energy supply (oil importation, natural gas, blackouts, and brown-
outs). He indicated that supply and demand was in many ways the
least troublesome part of the energy problem. A more troublesome
dimension was the effects on our environment of increased energy
consumption and production. The many areas discussed by Fowler as
they related to the energy problem were: air pollution, sulfur
smog, the automobile and air pollution, competition for water, land
use, ocean use, nuclear energy, radioactive pollution, and hijacking
and bombs. In regard to nuclear energy, Fowler (1975) stated:
Nuclear energy may help solve some of our pollution problems,
but it may give us new ones. It could relieve some of the air
pollution problems presented by the fossil fuels. . . .All
energy conversions pollute, we can take this as a law of nature
and nuclear presents its own special hazards (p. 38).
37
Kranzberg (1975) also discussed energy as a societal issue.
He started out by giving the physicists' definition of energy as
the ability to do work. He pointed out that the physicists have
formulated laws of thermodynamics relating different forms of energy
to one another and to work performed, But to Kranzberg (1975),
"energy is more than a physical phenomena. The way in which energy
is produced, controlled, and applied—used and misused--helps
determine the nature of society" (p. 10). He stated that much of
the difficulty of the energy crisis arose from public hostility
from fears of such things as thermal pollution and radiation hazards
and alarm over danger to the environment from older forms of energy.
Health-Related and Other Issues
In addition to energy, many science and society issues were
discussed in Wolke (Ed • > 1975). Some of these were recycling
materials, air pollution, population and food supply, pesticides,
the choices of life and death, genetic engineering, sterilizing
those with hereditary diseases, human cloning, and dying with
dignity. Keiffer (1975) stated that many of the issues need attack-
ing immediately. He stated that in order to do this, "A formidable
educational program will be needed for all students at all grade
levels. We can start by inserting into the curriculum . . . the
humanists' 3Rs—responsibility, realization of self, and relating
to others" (p. 12).
Carin and Sund (1980) presented a table of biologic content
38
and related social issue questions. Some of the items presented
were:
1. Flow of matter and energy--Should solid refuse be disposed
of in landfills?
2. Relationship of organisms to each other and to their
environment--Should we continue the use of pesticides to
control agricultural pests?
3. Population growth and regulation--Should the human race
be considered too populous?
4. Succession—Should we continue the use of strip mining?
5. Cellular multiplication--Should drugs that cause
chromosomal damage be allowed?
6. Synthesis of carbohydrates and proteins—Should food
shortage be allowed to control the size of human population?
7. Mendelian laws—Should genetics be allowed to alter the
genes of people?
8. Development—Should society retain all congenitally
defective persons at home?
9. Animals: Classification and structure—Should we be
aware of how we determine when we die? (p. 68).
Examples of Programs Relating Science and Society Issues
Fischer (1975) identified two gaps or deficiencies in the
typical science courses. These were a lack of understanding of the
basic nature of science and either a lack of comprehension or a
39
wrong comprehension of the relevancy of science to human beings
in facing the issues of the times in which they lived. He discussed
four approaches that have been used throughout the educational
community to attempt to remedy the deficiencies. Fischer stated
that one approach was for science educators to turn the problem
over to the educators in other disciplines such as philosophy or
hi story. The second approach was "to replace courses in science
with courses about science" (p. iv). Fischer felt this approach
resulted in minimizing one deficiency by accentuating another one.
He stated, "To emphasize either substance or relevance and to
neglect the other is an approach which is incomplete, unbalanced,
and misleading" (p. v). Fischer's third approach was to reorganize
the courses around such themes as pollution, population or public
health. He felt this approach was both unstable and uncomprehensive.
The fourth approach of Fischer (1975) was "to supplement the subject-
matter content of a science course with additional material concern-
ing the basic nature of science and its relevance to man and society"
(p. vi). This approach was used by Fischer in his book.
Environmental
The editors of Today's Education (1980) asked science teachers
to give readers some ideas on dealing with controversial issues in
the science classroom. The teachers found the environment the most
controversial topic in their classroom. Borkey (1981) described a
two-semester biology course offered in a Virginia high school in
40
which students study the basic ecological factors that control and
define the three major ecosystems. Students are given problems to
solve using the laws and principles that govern each ecosystem's
ability to support life. Then they must apply what they have learned
to actual situations. Borkey observed that this application of
material seemed to be unusual at the high school level and led to
real classroom controversy as well as community involvement and
input. One application was given. When terrestrial ecology is
taught, land-use planning is taught with it. Students discuss how
to plan land topography, and location; the legality of zonings;
county development plans; human needs. Students are encouraged to
look at magazines to see the advertisements concerning land use.
Borkey (1981) stated, "Applying scientific attitude to practical
issues can be controversial itself" (p. 39).
Dillingham (1981) described a high school course called Environ-
ment and Energy Studies. It was taught by a team from the science
department and the social studies department. Dillingham stated,
"The reason environmentalism is controversial may be that it is
based on facts that people want to ignore" (p. 41). In order to
ensure classroom discussion remains rational no matter how contro-
versial the issue, Dillingham made suggestions to try to fit the
individual issues into a global and historical context, strive to be
honest by being certain of the facts and stick to them rather than
opinion, and recognize that bias cannot be totally eradicated.
41
Energy
Carin and Sund (1980) stated that the science studies selected
should relate as much as possible to the everyday life and activities
of the students. They named one topic for selection as energy
education and referred to David Kuhn's article, "Teaching the
Energy Lesson."
In the article written by Kuhn (1978), four elements that
should characterize any energy education program were given:
1. Energy education should be interdisciplinary. It
should branch into every area of curriculum. . . .
2. Energy education should relate to the everyday life of
children. Concepts such as insulators and conductors take
on much more meaning when related to the problems of
insulating a school or home. More broadly, you can look
at the social implications of tax hikes and guzzling autos.
3. Energy education should consider attitudes, values, and
decision making. There are five basic levels in energy
education:
Acti on
t
Decision making
A
Attitudes and values
f
Concepts
t
Information
Values-clarification techniques, (Carin & Sund, 1980,
p. 66; Kuhn, 1978, p. 32) . . . are promising avenues for
42
exploring attitudes and value systems. . . .Simulation
exercises . . . sensitize students to the views of competing
interests and prepare them for social decision making. . . .
Advertising is another area that can shed light on how
we form attitudes and values in the first place. . . .
4. Energy education should be future oriented and stress
alternatives. Help your students to see that many futures
are possible and decisions made now will affect both their
lives and those of generations to come. . . .Encourage
full discussion of all the facets of energy-related issues,
such as nuclear energy and possible government rationing
of fuel (Carin & Sund, 1980, p. 66; Kuhn, 1978, p. 33).
Kuhn (1978) stated, "Energy education is challenging, It
combines study of the past, present, and future by building upon
(not diluting) fundamental scientific information and concepts, It
is, at once, a concern and an opportunity" (p. 33).
Lenda and Learn (1980) described a project called the Pennsylvania
Nuclear Science Project and the steps taken to determine whether or
not the project had any significant carry-over. The stated purpose
of the project was "to introduce an elective course in nuclear
science to Pennsylvania high schools by upgrading the subject-matter
competence of interested teachers" (p. 27). All of the high schools
in Pennsylvania were invited to participate. Twenty schools were
selected from those that applied for the first institute. The
units developed for the program were as follows:
43
I. Introduction: Atomic Energy
II. Atomic Particles and Electromagnetic Radiations
III. The Dualistic Nature of Radiant Energy
IV. The Structure of the Atom
V. Radioactivity
VI. Particle Accelerators
VII. Nuclear Fission
VIII. Nuclear Fusion
IX. Radiation: Health Physics
X. Radioisotope Applications (Lenda and Learn, 1980, p. 28).
Dever and Horsch (1981) described a program developed in
Wyoming called Energy and Us as a multidisciplinary program in
which students' interest dictates the focus each year within the
general subject of energy production, conversion, and consumption.
Some of the topics explored have been air and water quality, land
use and reclamation, energy reserves, alternative sources of energy,
personal energy use and conservation practices, and the social and
economic impact of energy development. The course is taught by a
team from the science department and the social studies department.
The resources of the community are used extensively, The course deals
with the local issues so conflicting values in the community usually
surface. The proper role of students in public issues is considered
a more subtle area of conflict. The writers considered controversy
an integral and useful dimension of science education.
Crater and Mears (1981) described their efforts to improve and
44
teach an eighth-grade unit on energy and to measure the resultant
student learning. This took place in Verona, Mississippi. They
used some of the nineteen "Fact Sheets on Alternate Energy Technol-
ogies" available from the Department of Energy (DOE), four energy-
related 16mm films, and interdisciplinary energy activity packets
developed for DOE by NSTA. They stated the following:
One entitled "Transportation and the City" was designed for
eighth and ninth graders. This was chosen as the primary
source of activities and unifying theme for the energy unit
presented to earth-science students in Verona in the spring
1979. Two of the most effective activities included student
interviews with older people (grandparents, neighbors, etc.)
about the types and sources of energy used 40-50 years ago
and a mock trial based on the charge, "The automobile has
done permanent injury to humanity." Other activities used
in the unit included building solar collectors, drawing
energy conservation measures, collecting current news
articles to share with the class, becoming familiar with the
Celsius temperature scale, reading home electric meters and
classifying household appliances according to energy con¬
sumption. This emphasis on an activity-oriented unit
contrasted markedly with the conventional textbook approach
used in previous years (p. 122).
In order to assess the outcomes of the unit, they selected items
from the National Assessment of Educational Progress (NAEP) Report
45
to help develop two instruments. Crater and Mears, (1981) stated,
Twenty-four statements of opinion were compiled to which the
students were asked to respond by circling "agree," "disagree,"
"neutral," or "undecided" on an answer sheet. The second
instrument consisted of twenty multiple-choice questions about
energy knowledge that were based on items used by NAEP. A
total of 88 Verona eighth graders responsded to both
questionnaires after completing the unit (p. 22).
A control group of 42 eighth graders in an adjacent community
answered the same questionnaires. A primary difference between
the two groups was that the control group had not had a unit on
energy. The Verona students achieved higher average scores on the
Knowledge of Energy test than the control group. However, the test
items were not chosen to reflect information presented to the
students in the energy unit, but to correspond to specific ideas
covered on the NAEP instrument. After the unit, more of the eighth
graders at Verona (94% vs. 80% for the control group) agreed with
this statement: "Energy shortages pose a serious threat to the
people of the United States" (p. 123).
Health Related and Other Issues
In the preface to his book, Clark (1973) indicated that by
applying scientific principles, man developed a technology that
affected himself both directly and indirectly in ways that were
unforeseen—explosive population growth, drug abuse, and environ-
mental deterioration. As a result, society must be willing
46
to redirect itself by attempting to understand the nature of the
problem. Clark felt this made biology a relevant course for all
mankind. In describing this book, Clark said:
This book attempts to present the subject matter of biology
in a way which relates to every individual. . . . Those areas
of information which are most important for an understanding
of current biological problems have been emphasized. As
each new topic (p. v) is introduced, it is followed by a
chapter which applies the principles just learned to some
specific contemporary problem (p. vi).
Two examples are Chapter 15 entitled, "Genetics, The Study of
Inheritance" followed by Chapter 15a, "Mutation, Radiation Damage
and Genetic Risk" and Chapter 22, "Human Reproduction" and Chapter 22a,
"Birth Control."
Aikenhead (1979) described a course Science: A Way of Knowing
as being designed to provide a model to most of the needs to the
adolescent in the last quarter of the twentieth century. It was
developed by Aikenhead and Reg W. Fleming. It was field tested by
ten teachers in Sasketchewan and by Aikenhead in Switzerland.
Aikenhead stated as the primary aim of the course
to develop the inquiry skills and knowledge which will allow
students to make sense out of their rapidly changing society.
Because science and technology are agents of major change in
our society students should understand the functions and
limitations of these agents (p. 23).
47
The principle goals of the course were stated as follows:
1. To have students develop a realistic, nonmystical under-
standing of the nature, process, and social aspects of
science;
2. To have students develop a variety of inquiry skills and
a realistic feeling of personal competence in the areas of
interpreting, responding to, and evaluating their scientific,
and technological society;
3. To have students develop insight into the interaction of
science and technology; and, in turn, into the interaction
of these with other aspects of society (politics, economics,
and the humanities, for instance) (Aikenhead, 1979, p. 23).
Nalence (1980) described a program called Engineering Concepts
Curriculum Project (ECCP) as a vigorous and heavily funded effort to
introduce a year-long "science-society" course into the high school
curriculum. The program was begun in 1965. A text, The Man-Hade
World, was produced as well as equipment and supporting materials.
Willett and Roy (1982) described a special program designed to
examine the relationship between science and the humanities. Starting
in the spring of 1981, the course was offered as an elective by the
English Department of Westfield High School, Westfield, New Jersey to
a selected group of seniors. The course was entitled, Two Cultures:
Fact, Fantasy, or Fiction. The unit was based on the ideas of C. P.
Snow's Two Cultures and the Scientific Revolution and John Mersey's
The Triumph of Numbers, which was a review of Snow's concerns.
48
Several major questions emerged through a variety of class activities
including films, research, readings, values clarification exercises,
invited speakers, and discussion. To conclude the unit, students
were asked to solve the hypothetical problem stated by Willett and
Roy (1982) as:
Because of the declining enrollments and financial restrictions,
the academic program at the high school will be reduced to
basic courses in science and humanities. . . .Two possible
sources could provide the school district with the necessary
funds to enrich the curriculum, but the community cannot
obtain both financial grants; the choice must be made between
a grant available from the National Endowment for the Arts
(NEA) and another from the National Science Foundation (NSF)
(p. 35).
Students are divided into two groups, scientists and humanists, and
are to use the knowledge gained in their studies during the unit to
outline a curriculum financed by either of the specified organizations.
Each group will then try to persuade the board of education to accept
their plan. According to Willett and Roy (1982):
This special curricula unit at Westfield High School has had
a "domino effect", encouraging others to examine the relation-
ship between science and the humanities. Individual teachers
have recently begun to assess their classroom activities. . .
The goal is to produce a well-educated student. Such adjust-
ments and experiments in the curriculum, generate new study
49
units, interdisciplinary in scope, that will contribute to
greater unity in the educational process. Parents, members
of the community, and the board of education are acutely aware
of the need for acknowledging science as a basic skill, for
creating programs that will lead to scientific literacy, and
for providing the financial means to achieve these goals
(p. 35).
Another program described was a nine-week mi ni course on ecology
that was part of an advanced science program at the eleventh grade.
It was described by Conner (1975) as a debate program in Ohio.
Riban (1977) described a program at West Leyden High School
in Northlake, Illinois whose premise was that the most valuable
student experience in science outside school comes from a direct
scientific attack on some legitimate problem. Some problems studied
have been the rate of sedimentation of a nearby lake, water pollution,
and pulp mill effluents.
It is apparent in this review of the literature that many
educators see a need to relate actual science instruction to societal
concerns. This study attempted to develop curriculum modules that
would address one of the major science-society issues: energy.
CHAPTER III
DESIGN OF THE STUDY
This study was concerned with the development and implemen-
tation of teaching modules relating specific physical science
knowledge and concepts to the energy and society issues to improve
student attitudes toward and knowledge of energy thus enabling the
student to become more scientifically literate. The study,
conducted during the academic year of 1982-83, involved a total
of 50 students enrolled in two physical science classes at Bear
Grass School. The study was made possible through the cooperation
of Mr. Dennis Mills, principal at Bear Grass School and the members
of the study investigator's thesis committee and director at East
Carolina University.
The Tested Hypotheses
A null hypothesis is generally considered the best type of
hypothesis to employ in statistical studies. The null hypothesis
is defined by Batten (1972) as "a method used to test the signifi-
canee of differences. The hypothesis asserts that there is no
true difference between the means of two distributions of scores,
and that the difference found between sample means (if one) is
accidental and unimportant" (p. 86).
This study analyzes the following null hypotheses:
1. There is no significant difference in the attitudes of
51
physical science students concerning energy and society
issues after exposure to study investigator developed
modules, as measured by the Energy Attitude Instrument.
2. There is no statistically significant difference in the
performance of physical science students on energy
knowledge instruments after exposure to study investigator
developed modules, as measured by three Energy Knowledge
Instruments.
Duration of the Study
This study was initiated in February, 1983 and terminated in
May, 1983. Students were pre-tested in February, 1983 for their
attitudes toward energy and society issues. Students were post-
tested in May, 1983 using the same measures. They were pre-tested
for energy knowledge before each of the three Energy Education
Modules were implemented and post-tested afterward using the same
measures.
The Study Group
The study group consisted of 50 students who were enrolled in
two physical science classes taught by the study investigator
during the 1982-83 academic year at Bear Grass School. Twenty-
six of the students were females and the remaining twenty-four
were males. One physical science class was identified as low
ability and the other as medium to high ability.
52
Description of the Treatment
A. Treatment Objectives
1. The students will be exposed to energy and society
issues that are relevant to them and affect them
and their daily lives more than the structured
text materials.
2. The students will experience an alternative to the
ordinary classroom routine as they participate in
"hands-on" activities designed to reinforce and extend
classroom exposure to energy and society issues.
3. The students will participate in group investigations
and role-playing situations designed to allow them
to make energy-related value decisions.
4. The students will be exposed to audio-visual materials
and games to supplement classroom discussion and
acti vi ties.
B. Treatment
The Energy Attitude Instrument was given as a pre-test at
the beginning of the study. Students were then given a knowledge
pre-test on Module I, What is Energy?
Module I What is Energy?
The main purpose of the first module was to ensure an in-
depth understanding of energy the students could relate to the next
two modules. Students were exposed to two introductory activities,
53
"Forms of Energy Used in Everyday Life" and "The Pendulum." These
were to provide them with factual information concerning the
definition of energy and the idea that man and nature use energy
by changing it from one form to another. Next, there were four
developmental activities, "Measuring Work In Picking Up Books;"
"Measuring Work Done Moving Masses With and Without Wheels;" "Energy
Interconversion In A Spring;" and "Calculating Potential Energy and
Kinetic Energy." In these activities, students related energy
transfer and work and were exposed to units for expressing force,
distance, and work, and thus energy. There were two concluding
activities to help students relate the concepts (energy, work,
power) developed in the module. These were "Horsepower" and "Energy
and Power Units Game." Students took the knowledge post-test on
Module I and the knowledge pre-test on Module II.
Module II Sources of Energy
The three introductory activities for Module II were
"Finish the Energy Timeline," "Primary Energy Sources" and "Where
We Get Our Energy and How We Use It." These activities were designed
to introduce the students to the primary energy sources and the four
sectors of energy users in society (transportation, industrial,
commercial, residential). The developmental activities students
participated in to help them relate the energy sources to the social
issues were:
1. "Fossil Fuels: Coal, Oil and Natural Gas"
54
2. "Petroleum and The Way You Live"
3. "Nuclear Energy"
a. "Nuclear Power Plants"
b. "Mass Into Energy" (Film)
c. "Radiation . . . Naturally" (Film)
(1) "Activity One: Just the Facts"
(2) "Activity Two: How Do You Measure Up"
(3) "Activity Three: Radiation In History"
d. Nuclear Waste Isolation: A Progress Report" (Film)
e. "Nuclear Power Safety"
f. "The Fall-Out Shelter Problem"
4. "Alternate Energy Sources"
a. "Solar Energy"
b. "Other New Energy Sources"
There were two concluding activities, "The Oil We Import" and
"Problems/Solutions" to help students understand that our energy
needs may be ultimately filled not by a single source, but by a
practical combination of many. After these two activities, students
were post-tested on Module II and pre-tested on Module III.
Module III Energy Consumption and Conservation
Energy consumption varies with factors such as economy,
life-style, philosophy, and custom. Our past energy supply and
consumption has contributed to the present energy problems. Students
need to understand how this has happened in order to approach the
55
energy challenge of the future with greater respect. This was
accomplished through Module III.
To increase the students' awareness of energy use in their
own daily lives and to build an awareness of the changing energy
usage of people in the United States, students participated in the
two introductory activities, "Role of Energy Use" and "Allocation
of Energy."
The developmental activities exposed the students to the
social problems associated with energy consumption and conservation.
They were titled as follows:
1. "U. S. Energy Reserves and Consumption"
2. "Fuel and Energy Consumption"
3. "What Can You Do To Save Energy?"
a. "Energy Conservation With Insulation"
b. "The Best Insulating Material"
4. "It's Everyone's Job"
5. "Reading Electric Meters"
6. "Cost of Electricity"
7. "Understanding Your Electric Bill"
8. "Peak Load Use of Electrical Energy"
9. "Excessive Use of Automobiles"
10. "A Delicate Balance"
11. "What Are The Sources of Air Pollution?"
12. "What Is The Danger of Air Pollution?"
56
13. "How Much Water Is Used In The United States?"
14. "What Is In Polluted Water?"
15. "Do Phosphates and Water Mix?"
16. "How Much Waste Do We Produce Each Year?"
17. "Thermal Pollution"
18. "Energy-Related Value Decisions"
19. "Energy Management, Research and Development"
20. "Energy Supply and Demand: Shortages and Surplus"
There were three concluding activities for Module III: "The
Energy Chain," "Hidden Word Review," and "Energy Bingo." The
purpose of these was to help students relate the more general
information in the earlier activities to personal experiences.
Students were post-tested on Module III and the Energy Attitude
Instrument was given again.
A list of enrichment and research activities was included with
each module but for purposes of this study, these were not utilized.
It was felt these would affect students* attitudes and achievement
in ways that could not be accounted for, but they would be valuable
to physical science teachers who might utilize the modules. (See
Appendix B for a complete description, content, and bibliography
of the three teaching modules.)
Collection of the Data
The data used in this study were collected on OPSCAN sheets
57
as students were pre- and post-tested on their attitudes toward
energy and society issues and on their knowledge of energy and
society issues. Instruments used were the Energy Attitude
Instrument and the three Energy Knowledge Instruments.
Measurement of Study Progress
Growth in the students' attitude toward energy and society
issues and increased knowledge of energy and society issues were
two goals of science teaching to increase scientific literacy.
Therefore, measures of change in attitude toward energy and
society issues and of change in increased knowledge and society
issues were collected from the students participating in this study.
Attitude Toward Energy
The test used to measure the variable of attitude toward energy
and society issues was the Energy Attitude Instrument developed by
the study investigator (see Appendix A). Fifty-six percent of the
items used were taken by permission from a survey entitled Energy
and Society: Evaluation of Attitudes constructed by Dr. Robert L.
Dough (1978) of the Science Education Department of East Carolina.
The instrument was reviewed by the study investigator's thesis
committee and was deemed valid as a means of determining students
attitudes toward energy and society issues and as a means of deter-
mining changes in attitude after exposure to the three Energy Modules.
The test used in this study was a 25-item Likert-type scale
58
consisting of 25 statements that are reacted to either positively
or negatively. Students are asked to indicate their feelings
toward energy and society issues in one of five ways: (a) strongly
agree; (b) agree, (c) uncertain; (d) disagree; or (e) strongly
disagree. The test was administered in February, 1983 and again
in May, 1983.
Energy Knowledge
The instruments used to measure the variable of knowledge of
energy and society issues were three Energy Knowledge Instruments
developed by the study investigator (see Appendix A). Thirty-six
percent of the items were taken by permission from a survey entitled
Energy and Society: Evaluation of Knowledge constructed by
Dr. Robert L. Dough (1978). Seven of the items of the Energy Know!-
edge Instrument for Module III were taken from a Water Pollution
Pre-post Test developed by Project Concern (1977). These tests
were constructed to measure the extent to which the stated educa-
tional objectives of the modules have been attained by the students
in the two physical science classes. The objectives of these tests
included the cognitive categories of knowledge, comprehensive, and
application as well as the affective domain.
Included in each of the tests are 25 items having four responses.
The items relate to material covered in the activities of the modules.
Each test was reviewed by the thesis committee and deemed valid as a
means of determining the students' prior knowledge of energy and
59
society issues included in the three Energy Modules and as a means
of determining change in physical science achievement as a result
of exposure to the three teaching modules. Reliability coefficients
for the three tests were computed as the data were analyzed. The
coefficients were 0.67, 0.62, and 0.59 for Energy Knowledge Instru-
ments I, II, and III respectively (see Table I). The tests were
administered as follows: (a) pre-test Module I, February 11, 1983;
(b) post-test Module I, February 25, 1983; (c) pre-test Module II,
February 28, 1983; (d) post-test Module II, March 25, 1983;
(e) pre-test Module III, March 28, 1983; and (f) post-test Module III,
May 11, 1983.
Procedure for Analysis of Data
Student data for the Energy Attitude Instrument and the three
Energy Knowledge Instruments were analyzed partially by computer
and partially by hand (see Appendix A).
t-test
A t-test was used as a test of significance between the means
of the pre-test and post-test scores for the study group. It is
significant if the value obtained is greater than the table value
for the corresponding degrees of freedom at the desired level of
significance. The table for determining the level of significance
of t-values in this study was given in Table D of Guilford and
Fruchter's text (1978, p. 514).
A t-test was used to determine if there were any significant
60
Table 1
Reliability of Tests as Computed by the Kuder-Richardson Formula
Module Reí iabi1ity
I 0.67
II 0.62
III 0.59
61
differences in the measureable knowledge of energy and society
issues after exposure to the three Energy Modules.
A percentage change comparison of the pre- and post-test
responses was used to determine if there were differences in
the energy attitudes of physical science students after exposure
to the three Energy Modules.
CHAPTER IV
ANALYSIS OF THE DATA
In order to analyze the effectiveness of the treatment exposure
in this study, statements of the problem under investigation were
presented in the form of null hypotheses. The study investigator
was directed in the collection of data appropriate to the prob-
lems by the statement of these hypotheses. There are two hypotheses
in the study. These are discussed and summarized in this chapter.
Hypothesis Concerning the Attitude Toward Energy and Society
Issues of Physical Science Students
Items from the Energy Attitude Instrument were administered
prior to and upon completion of the testing period. It was used to
test for differences in student attitudes toward energy and society
issues.
Hypothesis 1
There is no significant difference in the attitudes of physical
science students concerning energy and society issues after exposure
to study investigator developed modules, as measured by the Energy
Attitude Instrument.
A percentage change comparison of the pre-test and post-test
responses was conducted to test this hypothesis (see Appendix A,
Tables 5 and 6). In order to analyze the data the responses to
each of the 25 items have been listed in Table 2 in three categories:
63
a and b (strongly agree-disagree); c (uncertain); and d and e
(disagree-strongly disagree). An analysis of each item is as
follows :
1. After the three Energy Modules were taught, the
percentage of students who agreed that the use and
development of energy is one of today's most crucial
issues rose from 84% to 94%.
2. The percentage of students who felt present energy
problems could lead to a decrease in the standard of
living in the United States increased from 62% to 64%.
3. On the pre-test, almost half (48%) of the students
agreed that most other major countries of the world
have severe energy problems at the present time. The
percentage remained the same on the post-test.
4. More students seemed to be uncertain concerning the
statement that scientists and engineers will probably
solve most of the energy problems of the United States in
the next 10-15 years. The percentage rose from 40% to 46%.
5. A rise in the percentage from 8% to 20% showed that a
greater percentage of students agreed that the United
States should do everything possible to become independent
of foreign supplies of oil even if this means heating oil
and gasoline will cost significantly more.
6. The total of those who agreed citizens can influence the
64
87..TThhFeeedrreeeral government in energy issues remained the same;however, there was a noticeable difference in the degree9.Thoef raegreement demonstrated in the "strongly agree1 and"agree" responses. On the pre-test, there were 4% whostrongly agreed and 56% who agreed (see Table 2).was an increase from 36% to 50% in the percentageof students who felt that if we would better conserveour fossil fuel resources there would be enough energyto last indefinitely.was a percentage rise from 56% to 78% in those whoagreed that the production and use of energy in theUnited States is a threat to the quality of our air andwater.Questions 9-13 were designed to reflect students' attitudestoward five kinds of large scale power plants (to generateelectricity) being built within 25 miles of their homes.was a rise in the percentage from 74% to 78% of
those who felt the construction of a windmill power
plant would not bother them.
10. More agreed that a solar power plant would not bother
them as shown by the percentage rise from 56% to 70%.
11. The percentage who felt a nuclear power plant would not
bother them increased from 6% to 12%. The percentage
who disagreed with the statement remained about the
65
Table 2
Energy Attitude Instrument Pre and Post Percentage Responses
Pre Post Change
Item a and bed and e a and bed and e a and bed and e
1 84 10 6 94 0 6 +10 -10 0
2 62 20 18 64 24 12 +2 +4 -6
3 48 42 10 48 42 8 0 0-2
4 18 40 42 18 46 36 0 +6 -6
5 26 8 66 34 20 44 +8 +12 -22
6 60 22 18 60 18 20 0 -4 +2
7 36 42 22 50 20 26 + 14 -22 +4
8 56 28 16 78 12 10 +22 -16 -6
9 74 8 18 78 14 8 +4 +6 -10
10 56 12 32 70 14 16 +14 +2 -16
11 6 14 80 12 10 78 +6 -4 -2
12 22 16 62 12 22 66 -10 +6 +4
13 34 24 42 40 30 30 +6 +6 -12
14 54 34 12 64 22 14 +10 -12 +2
15 56 34 10 52 18 30 -4 -16 +20
16 36 24 40 22 14 64 -14 _io +24
17 38 32 30 26 32 42 -12 0 +12
18 12 28 60 28 10 60 +16 +8 0
19 72 20 8 68 22 10 -4 +2 +2
20 22 10 68 12 16 70 -10 +6 +2
21 48 30 22 46 20 34 -2 -10 +12
22 54 26 20 66 22 12 +12 -4 -8
23 52 28 20 68 20 12 +16 -8 -8
24 32 16 52 50 14 36 +18 -2 -16
25 68 18 12 74 10 10 +6 -8 -2
Key: a = strongly agree d = disagree
b = agree e = strongly disagree
c = uncertain
66
same (80% on the pre-test and 78% on the post-test).
12. There was a decrease in percentage from 22% to 12% for
the students who agreed that a coal power plant would
not bother them. The percentage of "uncertain responses
increased from 16% to 22%.
13. More students, as shown by a percentage rise from 34%
to 40%, responded that the construction of a hydroelectric
dam would not both them.
14. The percentage of students who agreed that the total
energy production around the world will have to increase
greatly in order for other countries to significantly
increase their standard of living rose from 54% to 64%.
15. A percentage rise from 10% to 30% indicated that more
students disagreed with the statement that there are
enough fossil fuels for all countries of the world if
we would better manage our energy resources.
16. Students also disagreed, as shown by a percentage rise
from 40% to 64%, that there are only a few ways by which
energy can be significantly conserved in the United
States; we are doing all we can.
17. The percentage of students who disagreed with the idea
that an energy crisis existed being created by the
government and oil companies in order for the oil companies
to raise the prices of oil rose from 30% to 42%.
67
18. There was a 16% rise in the percentage (12% to 28%) of
students who agreed there is no real problem in
importing most of our oil.
19. There was a slight drop in the percentage (72% to 68%)
of those that agreed that in a sense, conservation
is an energy source.
20. The percentage of students who agreed that producing
enough energy to meet our needs is far more important
than protecting the environment dropped from 22% to
12%.
21. A rise in percentage from 22% to 24% showed more
disagreed that increasing nuclear power is a good way
to meet future energy needs.
22. There was a rise in percentage from 54% to 66% for
those who agreed that spending tax dollars to develop
ways to use wind energy to produce electricity is
a wise investment.
23. There was a percentage rise from 52% to 68% for those
who felt more tax dollars should be spent to develop
ways to convert solar energy into heat and electricity.
24. The percentage of students who agreed that the production
of large cars should be banned in the United States to
help conserve fuel rose from 32% to 50%.
25. There was a percentage rise from 68% to 74% for those
68
who agreed that they wanted to learn more about energy
problems and energy conservation.
The changes in attitudes on virtually all of the scales
reflect changes in the beliefs students had about energy before
and after instruction. The measured attitudes reflect greater
insight into and awareness of energy and society issues. There-
fore, based on the changes in the pre-test and post-test
responses on the Energy Attitude Instrument, the hypotheses was
rejected.
Hypothesis Concerning Performance of Physical Science Students
on Energy Knowledge Instruments
The same 50 students also took each of the three Energy
Knowledge Instruments prior to and at the conclusion of the
particular module for which the instrument was designed. The
Energy Knowledge Instruments were used to test for differences
in the performance of physical science students before and after
exposure to the three Energy Modules relating energy and society
issues. The pre-test and post-test scores for each of the three
modules are summarized in Tables 7, 8 and 9 of Appendix A.
Hypothesis 2
There is no statistically significant difference in the
performance of physical science students on energy knowledge
instruments after exposure to study investigator developed modules
as measured by the three Energy Knowledge Instruments.
69
Table 3
Energy Knowledge Instruments
Summary of Means
Mean
Module
Pre-Test Post-Test Difference
I 9.46 14.04 4.58
II 12.84 14.34 1.50
III 13.10 15.78 2.68
70
The mean difference between the pre-test and post-test scores
for Module I was 4.58 (see Table 3). The difference between the
pre-test and post-test means for Module II was 1.50 and for
Module III the mean difference was 2.68 (see Table 3).
A t-test was conducted for each Energy Knowledge Instrument
to test this hypothesis. The formula used was appropriate for small
groups with unequal N's (Guilford & Fruchter, 1978, p. 157):
X1 " X2
t
2 2
X1 - X2 N, + N1 2
N1 - N2 - 2 N,N12
The pre-test and post-test mean difference for each of the three
knowledge instruments was analyzed through the use of the t-test.
A summary of the analyses is included in Table 4. A t-test value
of 3.33 for Module I was significant at the .01 level. The t-value
of 2.11 for Module II was significant at the .05 level. For
Module III, the t-value of 3.06 was significant at the .01 level.
Based upon this evidence, the null hypothesis was rejected.
Specific data analyses are shown in Table 10 of Appendix A.
71
Table 4
t-Test Analysis of the Energy Knowledge Instruments
Calculated Table t-Value Table t-Value
Data Analyzed t-Value .05 Level .01 Level
1. Module I Pre-test 3.33 1.96 2.58
and Post-test
Differences
2. Module II Pre-test 2.11 1.96 2.58
and Post-test
Differences
3. Module III Pre-test 3.06 1.96 2.58
and Post-test
Differences
72
Summary of Hypotheses
Hypothesis Analysis Results
1. There is no significant Percentage Comparison Rejected
difference in the attitudes
of physical science
students concerning energy
and society issues after
exposure to study
investigator developed
modules, as measured by
the Energy Attitude
Instrument.
2. There is no statistically t-test Rejected
significant difference in
the performance of physical
science students on energy
knowledge instruments after
exposure to study
investigator developed
modules, as measured by
three Energy Knowledge
Instruments.
CHAPTER V
SUMMARY, CONCLUSIONS AND IMPLICATIONS
Introduction
One of the continuing concerns of science education has been
and is that science educators need to do more to relate science
and society issues in order "to develop scientifically literate
individuals who understand how science, technology, and society
influence one another and who are able to use this knowledge in
their everyday decision making" (Science-Technology-Society: Science
Education For The 1980s. An NSTA Position Statement, 1982, p. 2)
This study attempted to develop and implement modules that
relate specific physical science knowledge and concepts of energy
to the science-society literature.
This study attempted to answer the following questions:
1. Does the introduction of a series of specialized activities
into the classroom significantly improve the students'
attitudes toward energy and society issues?
2. Does the introduction of a series of specialized activities
into the classroom significantly improve the achievement
of students on energy and society issues?
This study was concerned with answering these questions as
they related to 50 students enrolled in physical science during
the 1982-83 academic year at Bear Grass School.
The procedures followed in this study were (a) reviewing the
74
literature related to science and society issues, (b) developing
a series of specialized activities and instruments to be used in
the classroom, (c) designing the study, and (d) analyzing the
data obtained from the design. The significant findings are
presented in this chapter.
Summary
Literature Review
The major problem areas discussed in the literature were
(a) the need for a systematic understanding of science, (b) the
elements of science, (c) the objectives of science instruction,
(d) the general goals of education, (e) the general goals of
science education, (f) the need to develop scientifically literate
individuals, (g) values in science teaching, (h) the need for an
interdisciplinary curriculum, (i) science and societal issues,
(j) the examples of programs relating science and society issues,
and (d) the difficulty of introducing science-society materials.
Design of the Study
From this review, a series of specialized activities was
developed and implemented in two physical science classes. The
techniques used were:
1. activity sheets designed to expose the students to energy
and society issues relevant to their daily lives, such as
energy reserves, alternate sources of energy, personal
75
energy use and conservation, social and economic impact
of energy development, land disruption, air and water
quality, and radiation hazard;
2. "hands-on" activities designed to reinforce and extend
classroom exposure to the energy and society issues;
3. group investigations and role-playing situations designed
to allow students to make energy-related value decisions;
4. use of audio-visual materials and games to supplement
classroom discussion and activities.
This study involved 50 students enrolled in two classes of
physical science at Bear Grass School. All students were
administered tests for measuring their attitude toward energy
and society issues in February, 1983 and again in May, 1983, in
order to measure the degree of improvement in their attitudes.
All students were administered tests for measuring their knowledge
of energy and society issues for a particular module before and
again after exposure to the module, between February, 1983 and
May, 1983 in order to measure the degree of improvement in their
achievement. The tests administered were:
Energy Attitude Instrument
Energy Knowledge Instrument Module I
Energy Knowledge Instrument Module II
Energy Knowledge Instrument Module III
76
Analysis of the Data
The percentage change comparison was employed in order to
determine if any significant differences in attitudes toward
energy and society issues could be detected before and after
exposure to the three Energy Modules, as measured by the Energy
Attitude Instrument.
The t-test of significance was employed in order to determine
if any significant differences in achievement on energy and society
issues could be detected before and after exposure to the three
Energy Modules, as measured by the three Energy Knowledge Instruments.
Conclusions
The results of this study indicate that the incorporation of
specialized activities into the regular classroom can successfully
increase favorable attitudes toward energy and society issues among
physical science students as illustrated by the significant changes
between the pre-test and post-test results. The changes were
measured by the Energy Attitude Instrument developed by the study
investigator.
The results further indicate that the incorporation of
specialized activities into the regular classroom can successfully
increase the achievement on energy and society issues as illustrated
by the significant changes between the pre-test and post-test mean
differences for each of the three Energy Knowledge Instruments.
77
Implications
The investigator anticipates that the results of this study
are applicable to all areas of science education. Generally,
the study indicates that specialized activities designed to
improve students' attitudes toward, and knowledge of, energy and
society issues can be incorporated as a part of the instruction
in the science classroom.
Specifically, the study implies the following:
1. It is feasible to teach and to develop favorable
attitudes toward energy and society issues among
physical science students.
2. Instruments may be developed to measure attitudes.
3. Attitude improvement is more likely with directed
instruction than if it is left as a assumed result of
a student merely being enrolled in a physical science
course.
4. It is feasible to teach to increase achievement on
energy and society issues.
5. Instruments may be developed to measure achievement of
energy and society issues.
6. Increased achievement is more likely with specialized
activities than if it is left as an assumed result of
a student merely being enrolled in a "regular" physical
science course.
78
7. All science educators need to become involved in
teaching science and society issues in order that
students will become more scientifically literate.
8. More research effort and instructional development
needs to be pursued in the area of teaching science
and society issues in order to ensure students will
become more scientifically literate.
The study investigator sees an ever-increasing need by
science educators to correlate efforts to relate science and
society issues so that students will better understand how
science, technology, and society influence one another and how
they will be able to use this knowledge in their everyday lives.
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Saunders Company, 1975.
APPENDIX A
TABLES AND TESTING INSTRUMENTS
84
Table 5
Energy Attitude Instrument
Pre-Test Responses
Item Relative Frequency %
a b c d e
1 40.00 44.00 10.00 6.00 .00
2 20.00 42.00 20.00 16.00 2.00
3 10.00 38.00 42.00 10.00 .00
4 .00 18.00 40.00 34.00 8.00
5 10.00 16.00 8.00 42.00 24.00
6 24.00 36.00 22.00 18.00 .00
7 10.00 26.00 42.00 10.00 12.00
8 30.00 26.00 28.00 14.00 2.00
9 22.00 52.00 8.00 12.00 6.00
10 16.00 40.00 12.00 20.00 12.00
11 4.00 2.00 14.00 24.00 56.00
12 .00 22.00 16.00 30.00 32.00
13 8.00 26.00 24.00 16.00 26.00
14 8.00 46.00 34.00 6.00 6.00
15 16.00 40.00 34.00 10.00 .00
16 10.00 26.00 24.00 28.00 12.00
17 10.00 28.00 32.00 22.00 8.00
18 4.00 8.00 28.00 42.00 18.00
19 10.00 62.00 20.00 6.00 2.00
20 6.00 16.00 10.00 22.00 46.00
21 4.00 44.00 30.00 12.00 10.00
22 16.00 38.00 26.00 14.00 6.00
23 16.00 36.00 28.00 16.00 4.00
24 14.00 18.00 16.00 38.00 14.00
25 32.00 36.00 18.00 6.00 6.00
85
Table 6
Energy Attitude Instrument
Post-Test Responses
Item Relative Frequency %
a b c d e
1 50.00 44.00 .00 4.00 2.00
2 24.00 40.00 24.00 10.00 2.00
3 8.00 40.00 42.00 6.00 2.00
4 2.00 16.00 46.00 30.00 6.00
5 10.00 24.00 20.00 28.00 16.00
6 4.00 56.00 18.00 16.00 4.00
7 16.00 34.00 20.00 18.00 8.00
8 26.00 52.00 12.00 8.00 2.00
9 36.00 42.00 14.00 4.00 4.00
10 32.00 38.00 14.00 12.00 4.00
11 2.00 10.00 10.00 24.00 54.00
12 4.00 8.00 22.00 36.00 30.00
13 8.00 32.00 30.00 14.00 16.00
14 6.00 58.00 22.00 14.00 .00
15 18.00 34.00 18.00 24.00 6.00
16 6.00 16.00 14.00 28.00 36.00
17 4.00 22.00 32.00 28.00 14.00
18 .00 28.00 10.00 42.00 18.00
19 14.00 54.00 22.00 8.00 2.00
20 .00 12.00 16.00 40.00 30.00
21 8.00 38.00 20.00 20.00 14.00
22 8.00 58.00 22.00 10.00 2.00
23 26.00 42.00 20.00 6.00 6.00
24 14.00 36.00 14.00 22.00 14.00
25 36.00 38.00 10.00 8.00 2.00
86
Table 7
Energy Knowledge Instrument Module I
Summary of Pre-Test and Post-Test Scores
Student Pre Post Change Student Pre Post Change
1 12 18 +6 26 10 14 +4
2 18 20 +2 27 9 9 0
3 8 17 +9 28 11 14 +3
4 12 8 -4 29 8 13 +5
5 10 12 +2 30 11 19 +8
6 4 18 + 14 31 7 11 +4
7 17 19 +2 32 13 12 -1
8 6 11 +5 33 8 11 +3
9 9 14 +5 34 6 8 +2
10 7 15 +8 35 8 12 +4
11 7 14 +7 36 12 10 -2
12 13 18 +5 37 9 11 +2
13 10 15 +4 38 10 19 +9
14 8 17 +9 39 12 17 + 5
15 11 15 +4 40 12 15 +3
16 14 17 +3 41 11 12 + 1
17 7 9 +2 42 11 20 +9
18 10 16 +6 43 9 9 0
19 8 9 + 1 44 3 13 + 10
20 10 15 + 5 45 9 14 + 5
21 4 15 +11 46 6 16 + 10
22 15 17 +2 47 10 18 +8
23 4 12 +8 48 14 16 +2
24 8 8 0 49 8 13 + 5
25 4 13 +9 50 10 14 +4
Mean Scores
Pre 9.46
Post 14.04
87
Table 8
Energy Knowledge Instrument Module II
Summary of Pre-Test and Post-Test Scores
Student Pre Post Change Student Pre Post Change
1 17 18 +1 26 13 17 +4
2 13 17 +4 27 11 12 +1
3 13 16 +3 28 6 14 +8
4 15 14 -1 29 5 15 + 10
5 9 11 +2 30 15 17 +2
6 14 18 +4 31 10 14 +4
7 17 20 +3 32 15 15 0
8 11 11 0 33 8 6 -2
9 14 18 +4 34 9 8 -1
10 11 14 +3 35 12 10 -2
11 13 15 +2 36 18 13 -5
12 12 17 +5 37 12 8 -4
13 13 19 +6 38 16 15 -1
14 12 17 +5 39 15 18 +3
15 15 15 0 40 18 20 +2
16 15 16 + 1 41 12 10 -2
17 11 7 -4 42 16 15 -1
18 10 11 + 1 43 7 12 +5
19 10 8 -2 44 10 14 +4
20 17 16 -1 45 15 14 -1
21 19 14 -5 46 14 17 +3
22 16 18 +2 47 13 15 +2
23 8 12 +2 48 17 18 + 1
24 13 12 -1 49 10 14 +4
25 12 17 + 5 50 16 14 -2
Mean Scores
Pre 12.84
Post 14.34
88
Table 9
Energy Knowledge Instrument Module III
Summary of Pre-Test and Post-Test Scores
Student Pre Post Change Student Pre Post Change
1 18 20 +2 26 15 14 -1
2 15 21 +6 27 13 15 +2
3 15 18 +3 28 9 18 +9
4 16 15 -1 29 14 8 -6
5 10 14 +4 30 16 20 +4
6 16 13 -3 31 9 15 +6
7 14 18 +4 32 14 14 0
8 9 15 +6 33 10 10 0
9 12 14 +2 34 16 13 -3
10 12 13 +1 35 3 15 + 12
11 15 17 +2 36 13 10 -3
12 13 16 +3 37 13 13 0
13 13 16 +3 38 10 18 +8
14 16 18 +2 39 19 17 -2
15 15 20 +5 40 16 22 +6
16 9 12 +3 41 12 14 +2
17 10 16 +6 42 10 19 +9
18 16 16 0 43 9 15 +6
19 15 9 -6 44 13 16 +3
20 12 18 +6 45 17 18 + 1
21 15 17 +2 46 12 16 +4
22 19 22 +3 47 14 15 +1
23 11 17 +6 48 14 19 +5
24 8 12 +4 49 11 17 +6
25 13 16 +3 50 15 15 0
Mean Scores
Pre 13.10
Post 15.78
89
Table 10
Energy Knowledge Instruments
A t-Test Analysis Based on Pre-Test and Post-Test Data
Module TT 2xi X2 EX 2 EX N df1 2 1 N2 t
I 9.46 14.04 523 612 26 24 3.33 48
II 12.86 14.34 551 509 26 24 2.11 48
III 13.10 15.78 551 505 26 24 3.06 48
90
ENERGY AND SOCIETY
Energy Attitude Instrument
Ninth Level
Instructions: You will be working with statements about Energy Attitudes
on this test. You will not be graded on this test. Read
each statement carefully. These five responses will be
used for each statement: (a) strongly agree (b) agree
(c) uncertain (d) disagree (e) strongly disagree. After
you select a response, write the letter on your answer
sheet. Try to answer all of the items.
1. The use and development of energy is one of today's most crucial
issues.
2. Present energy problems could lead to a decrease in the standard
of living in the United States.
3. Most other major countries of the world have serious energy problems
at the present time.
4. Scientists and engineers will probably solve most of the energy
problems of the United States in the next 10-15 years.
5. The United States should do everything possible to become independent
of foreign supplies of oil even if this means heating oil and gasoline
will cost significantly more.
6. Citizens can influence the Federal government in energy issues.
7. If we would better conserve our fossil fuel resources there would
be enough energy to last indefinitely.
8. The production and use of energy in the United States is a threat
to the quality of our air and water.
9-13. It would not bother me if one of the following kinds of large scale
power plants (to generate electricity) were proposed to be built
within 25 miles of my home.
9. Windmi11 power plant
10. Solar power plant
11. Nuclear power plant
12. Coal power plant
13. Hydroelectric dam
91
14. The total energy production around the world will have to increase
greatly in order for other countries to significantly increase
their standard of living.
15. There are enough fossil fuels for all countries of the world if
we would better manage our energy resources.
16. There are only a few ways left by which energy can be significantly
conserved in the United States; we are doing all we can.
17. The idea that an energy crisis existed was created by the government
and oil companies in order for the oil companies to raise the prices
of oil.
18. There is no real problem in importing most of our oil.
19. In a sense, conservation is an energy source.
20. Producing enough energy to meet our needs is far more important
than protecting the environment.
21. Increasing nuclear power is a good way to meet future energy needs.
22. Spending tax dollars to develop ways to use wind energy to produce
electricity is a wise investment.
23. More tax dollars should be spent to develop ways to convert solar
energy into heat and electricity.
24. Production of large cars should be banned in the United States to
help conserve fuel.
25. I want to learn more about energy problems and energy conservation.
Items 2, 3, 4, 5, 6, 8, 9, 10, 11, 12, 13, 14, 15, and 25 were used by
permission from Dr. Robert L. Dough's Energy and Society: Evaluation of
Attitudes.
92
ENERGY AND SOCIETY
2Energy Knowledge Instrument Module INinth LevelIn.sTthruections: You will be working with questions about Energy on thistest. You will not be graded on this test. Read each5.An question carefully. Each question has a choice of fouranswers. After you select an answer, write the letteron your answer sheet. Try to answer all the items. Youwill need these formulas on the test:W = Fs; PE = Wh; KE = l/2mv2; P = w/t1. The statement which best describes energy is(a) Energy is always at rest.(b) Energy can exist in many forms.(c) Energy is not involved in doing work.(d) Energy is always in motion.foot-pound is an English system unit of(a) Weight(b) Force(c) Gravity(d) Work3. A metric unit of work and thus energy is(a) Joule(b) Foot-pound(c) Watt(d) Kilogram4. If John works faster than Fred during the same period of time, John(a) Does more work(b) Is more efficient(c) Uses more power(d) Gets tired fasterEnglish system unit of power is
(a) Newton-meter
(b) Joule
(c) Dyne-centimeter/sec
(d) Foot-pound/sec
67..
93
WAhigcrheat deal of energy is available to the planet earth. The mostabundant source is(a) Geothermal energy(b) Solar radiation(c) Radioactivity(d) Wind poweruse of solar energy by organisms is most important to all life
on earth?
(a) The conversion of solar to chemical energy by green plants
(b) The elevation of skin temperature in cold-blooded animals
(c) The changing of sunlight to electricity by humans
(d) The warming of eggs of reptiles by the sun
8. Which of the following results from solar radiation?
(a) Earthquakes
(b) Winds
(c) Tides
(d) Volcanoes
9. Men have learned to use the energy of the wind to
(a) Produce electricity
(b) Grind grain
(c) Pump water
(d) All of the above
10. A wind generator produces electricity by
(a) Changing kinetic energy to electrical energy
(b) Changing stored energy into kinetic energy
(c) Changing electrical energy into heat energy
(d) Changing kinetic energy to stored energy
11. Energy stored in a battery is
(a) Kinetic energy
(b) Mechanical energy
(c) Chemical energy
(d) Radiant energy
12. The energy released by a change in the center of the atom is
(a) Chemical energy
(b) Nuclear energy
(c) Mechanical energy
(d) Electrical energy
94
13. The type of energy conversion that occurs in an electric generator is
(a) Electrical to mechanical
(b) Chemical to mechanical
(c) Mechanical to electrical
(d) Electrical to gravitational
14. The type of energy conversion that occurs when a gasoline engine is
operating is
(a) Chemical to mechanical
(b) Mechanical to chemical
(c) Electrical to mechanical
(d) Gravitational to electrical
15. The type of energy represented by water in a high storage tank is
(a) Mechanical
(b) Electrical potential
(c) Radiant kinetic
(d) Gravitational potential
16. When water from a high storage tank turns a turbine the type of
energy conversion that takes place is
(a) Chemical potential to radiant potential
(b) Mechanical kinetic to chemical kinetic
(c) Gravitational potential to mechanical kinetic
(d) Electrical kinetic to mechanical kinetic
17. The action of a pump lifting water 50 feet into a storage tank is
a good example of the definition of
(a) Entropy
(b) Work
(c) Potential
(d) Radiation
18. The best term to describe energy at rest is
(a) Heat
(b) Mechanical
(c) Potential
(d) Kinetic
19. The best term to describe energy in motion is
(a) Kinetic
(b) Gravitational
(c) Potential
(d) Mechanical
95
20. When you are standing on the edge of a cliff, you have potential energy
but not kinetic energy. You slip over the edge of the cliff and when
you hit the ground, your kinetic energy will change into heat and
other forms of energy. This illustrates the Law of
(a) Consumption of Energy
(b) Distribution of Energy
(c) Construction of Energy
(d) Conservation of Energy
21. The energy given to a book which is lifted from the floor and placed
on the table is changed into
(a) Force
(b) Power
(c) Potential energy
(d) Chemical energy
22. Two newtons of force applied through a distance of 10 meters does
how many joules of work?
(a) 5 joules
(b) 20 joules
(c) 8 joules
(d) 12 joules
23. A 20 pound stone is carried to the top of a building 100 feet high.
The potential energy of the stone is
(a) 5 ft lbs
(b) 20 ft lbs
(c) 200 ft lbs
(d) 2000 ft lbs
24. A mass of 10 kilograms has a velocity of 9.9 m/sec just as it strikes
the ground. Its kinetic energy at that moment is
(a) 49.5 joules
(b) 99 joules
(c) 490 joules
(d) 495 joules
25. A man who weighs 200 pounds may be able to run up a 10 foot flight of
stairs in 4 seconds. If so, his power is
(a) 550 ft Ibs/sec
(b) 55 ft Ibs/sec
(c) 220 ft lbs/sec
(d) 2200 ft Ibs/sec
96
ANSWER KEY FOR MODULE I
1.b
2.d
3.a
4.c
.5d
.6b
a7.
8.b
9.d
10a.
1c1.
1.2b
.13a
14.b
51.d
16.c
17b.
1c8.
1.9a
.20d
21.c
22.b
23.d
24c.
2a5.
97
ENERGY AND SOCIETY
Energy Knowledge Instrument Module II
Ninth Level
Instructions: You will be working with questions about Energy Sources
on this test. You will not be graded on this test.
Read each question carefully. Each question has a
choice of four answers. After you select an answer,
write the letter on your answer sheet. Try to answer
all of the items.
1. The U. S. consumes about one-third of the world's energy, What
primary source of energy does it rely on most?
(a) Natural gas
(b) Oil
(c) Coal
(d) Wood
2. Which of the following represents the largest source of energy
reserves in the United States?
(a) Coal
(b) Oil
(c) Natural gas
(d) Nuclear
3. The three main fossil fuels used by man are
(a) Coal, sunlight, uranium
(b) Oil, plutonium, wave action
(c) Plutonium, propane, hot springs
(d) Coal, oil, natural gas
4. The source of energy used to produce the largest portion of
electricity in the United States is
(a) Oil
(b) Natural gas
(c) Coal
(d) Falling water
5. Which environmental problem is not associated with the combustion
of coal?
(a) Strip mi ning
(b) Radiation leaks
(c) Acid streams
(d) Sulfur dioxide
98
6. Which environmental problem is not associated with oil?
(a) Spoiled beaches
(b) Dead sea birds
(c) Acid streams
(d) Dead marine life
7. The largest portion of energy in the United States is consumed
by which of the following economic sectors?
(a) Transportation
(b) Industrial
(c) Commercial
(d) Residential
8. The largest portion of oil in the United States is consumed by
which of the following economic sectors?
(a) Transportation
(b) Industrial
(c) Commercial
(d) Residential
9. The biggest problem facing the petrochemical industry today is
(a) People don't really understand the word petrochemical.
(b) Oil and natural gas are becoming scarce.
(c) The need for petrochemical products is declining.
(d) The same products can be made from solar energy.
10. Of the following, which is presently the most limited fossil fuel
resource, and thus, cannot be considered the answer to our long-
term energy problem even though it is clean and environmentally
safe?
(a) Natural gas
(b) Coal
(c) Oil
(d) Wood
11. A large scale energy source that is being used to supplement our
limited oil and natural gas supplies is
(a) Wood and other plants
(b) Nuclear power
(c) Solar energy
(d) Wind power
99
12. An advantage of nuclear power plants over fossil fuel plants is
(a) Nuclear power plants emit very small amounts of radioactive
materials .
(b) Nuclear power plants emit none of the products of combustion.
(c) Nuclear power plants are designed specifically to withstand
an earthquake.
(d) Both a and b
13. An advantage of nuclear power plants is considered to be
(a) Less need for mining and transport of fuel
(b) Less reliance on imported oil
(c) Reactors produce less waste than fossil fuel plants do
(d) All of the above
14. A disadvantage of nuclear power plants is considered to be
(a) Could be targets for terrorists
(b) Higher cost to build
(c) Radioactive waste must be handled and disposed of safely.
(d) All of the above
15. In modern society the largest exposure to harmful radiation
comes from
(a) Medical use of X-rays
(b) Natural or background radiation
(c) Nuclear power plants
(d) Radioisotopes
16. Which of the following are considered positive social effects of
nuclear power?
(a) Replacement or supplementation of depleted fossil fuel reserves
(b) Cessation of air and water pollution caused in the fossil-fuel
cycle of electricity generating plants
(c) Provision of electricity for nations and regions that have
little or not access to cheap fossil fuels
(d) All of the above
17. Which of the following, on the average, contributes the least number
of deaths in one year in the United States?
(a) Traffic accidents
(b) Drowning
(c) Commerical nuclear power
(d) Aircraft crashes
18. Of the following, which are social costs of nuclear power?
(a) Hazard of nuclear reactor accident
(b) Thermal pollution from power plants
(c) Hazards to human health
(d) All of the above
TOO
19. The alternate energy source that is probably the safest, most
abundant, and cheapest energy source is
(a) Geothermal
(b) Oil shale
(c) Solar
(d) Waste reclamation
20. Of the following, the best reason to use solar energy is
(a) It does not reduce the quality of the environment.
(b) It currently costs less than the use of fossil fuels.
(c) It requires no expensive equipment.
(d) It requires massive power plants.
21. The most positive socioeconomic reason to justify further research
on wind power is
(a) The "Fuel" for wind power plants is free.
(b) Economically poor parts of the world would benefit more from
wind power than from human and animal power.
(c) The fuel for a wind power plant is available in a vast range of
geographic locations.
(d) The fuel for a wind power plant is not of uniform quality.
22. The country or area which exports the most petroleum is
(a) Middle East
(b) United States
(c) Europe
(d) Russia
23. The United States is presently importing what percent of the oil
that it uses each year?
(a) 15%
(b) 30%
(c) 50%
(d) 75%
24. Of the following, what is true about U. S. dependence on oil imports?
(a) We are vulnerable to embargos and threats of supply restrictions.
(b) Our attitude toward oil-producing countries may be affected by
our need to maintain a steady supply of oil.
(c) Military strength depends on fuels, lubricants, and other
products made from petroleum.
(d) All of the above
101
25. The best national energy policy for the U. S. is one that
(a) Channels limited oil and natural gas supplies for generating
electricity
(b) Relies on foreign sources to improve our international trade
(c) Recognizes that oil and natural gas are irreplacable feedstocks
for petrochemical products
(d) Fails to keep up with the new energy developments
Items 2, 4, 7, 22, 23 were used by permission from Dr. Robert L. Dough's
Energy and Society: Evaluation of Knowledge.
102
ANSWER KEY FOR MODULE II
1.b
.2a
3.d
4.c
5.b
6.c
.7b
.8a
b9.
1.0a
.11b
12.d
13.d
14.d
51.a
16.d
17c.
1d8.
1.9c
.20a
21.b
22.a
23.c
24d.
2c5.
103
ENERGY AND SOCIETY
Energy Knowledge Instrument Module III
2N.inAth LevelInstprupcrotixoinms: You will be working with questions about EnergyConsumption and Conservation on this test. You wi11not be graded on this test. Read each question care-fully. Each question has a choice of four answers.After you select an answer, write the letter on youranswer sheet. Try to answer all of the tiems. Youwill need these formulas on the test:watts xkwh hours cost= cost =1000 kwh x kwh1. Approximately what percent of the world's population lives in theUnited Satates?(a) 5%(b) 10%(c) 30%(d) 50% tely what percent of the energy consumed in the world
this past year was consumed in the United States?
(a) 10%
(b) 20%
(c) 30%
(d) 50%
3. Which of the following will save more energy in a home?
(a) Weather stripping
(b) Installing 6 inches of additional insulation in an insulated
atti c
(c) Caulking doors and windows
(d) Closing fireplace dampers
4. Energy is wasted when
(a) A home is insulated
(b) The home thermostat is turned down
(c) Lights are left burning unnecessarily
(d) Carpools are formed
104
5. The economic sector which consumes the largest portion of the
nation's total energy is
(a) Commercial
(b) Industrial
(c) Residential
(d) Transportation
160..WWhhicichh of the following steps could be taken to conservetransportation energy usage?(a) Greater use of mass transit vehicles(b) Car pooling(c) Use of trains instead of trucks to transport freight(d) All of the above7. Which of the following appliances consumes the most energy in 15minutes of steady operation?(a) Electric clothes dryer(b) Washing machine(c) Color television(d) Vacuum cleaner8. Which of the following consumes the most energy in the averagehome in the United States in one year?(a) A refrigerator(b) Lighting the home(c) Heating water(d) Cooking food9. Which of the following is a good conservation practice?(a) Never use mass transit or car pooling(b) Buying appliances regardless of their energy efficiency(c) Heating and cooling rooms that aren't used(d) Installing storm windows and doorsof the following is a negative contribution of electricity
to our society?
(a) It creates jobs for people who extract and transport the
fossil fuel for generating it.
(b) It provides the power for most of our home appliances and
for most of our forms of entertainment.
(c) Its consumption leads to high utility bills.
(d) It is largely responsible for the high standard of living
and many of the luxuries we enjoy today.
105
11. How many kilowatt-hours of electrical energy did a family
consume in a week if the meter reading on Monday was 35645
and on Friday it was 35770?
(a) 12.5
(b) 125
(c) 250
(d) 1250
12. The cost of operating a 50 watt bulb for 20 hours at a rate of
6.5<t per kwh will be closest to
(a) $.07
(b) $.60
(c) $.65
(d) $6.50
13. Which of the following environmental problems results primarily
from automobile exhaust?
(a) Thermal enrichment
(b) Carbon monoxide
(c) Excessive nutrients
(d) Sulfur dioxide
14. Of the following, which is true of air pollution?
(a) It causes lung and heart problems.
(b) It affects the growth of plants.
(c) It causes smog.
(d) All of the above
15. Scientists tell us that our greatest future potential source
of pollution may be
(a) Thermal pollution
(b) Sewage pollution
(c) Salt concentration in our waters
(d) Industrial pollution
16. Combined sewage and rain water sewer systems may cause water
pollution by
(a) Not collecting enough water
(b) Being old and full of rust
(c) Overloading the local sewage plant
(d) Taking off needed ground water
17. Of the following statements, which are true concerning land
disruption as a type of pollution?
(a) It can disturb wilderness and recreation areas.
(b) It can destroy vital plant-animal food chains.
(c) It can cause erosion and loss of soil nutrients.
(d) All of the above.
106
18. The reason the United States must buy oil from other countries
i s
(a) It is cheaper to import oil.
(b) It is too much trouble to drill for oil .
(c) The demand for oil is greater than the domestic supply.
(d) The United States has run out of oil.
19. The organization of nations that has formed to regulate the
price they charge for their crude oil is known as
(a) EPOC
(b) OPEC
(c) COPE
(d) PECO
20. Of the following solutions to our energy consumption problems,
which are workable?
(a) Decrease our demand for oil
(b) Develop new energy alternatives
(c) Stop importing oil, become energy independent
(d) All of the above
21. What Federal agency is responsible for establishing air and water
standards?
(a) United Pollution Agency
(b) Environmental Protection Agency
(c) Works Progress Admi nitration
(d) Water-Chemical Control Division
Use the following case study to help you answer questions 22-25:
You walked out to your favorite swimming area and saw a sign which
read, "No Swimming--Polluted Water." This past summer the water
seemed fine for swimming. It now looks clean but you notice an abundant
growth of green plants and algae. Tourism is the only major industry
of the community. The only factories that use the water are two small
ones, a clothing factory and a cookie factory. The community is
basically agricultural. You try to tear down the "No Swimming" sign.
22. Your reaction to the problem has been
(a) Emotional
(b) Aesthetic
(c) Political
(d) Scientific
107
23. What does this illustrate about water pollution?
(a) Water is polluted everywhere.
(b) The cause of pollution is not always obvious.
(c) Industry pollutes water.
(d) Tourists pollute water.
24. The large growth of algae and green plants indicate
(a) Organic materials in the water
(b) Excessive carbon dioxide in the water
(c) A healthy stream
(d) Excessive nitrogen or phosphate in the water
25. Based on the information given about your community, which of
the following is the stream most likely polluted by?
(a) Industry
(b) Tourism
(c) Farm fertilizer run-off
(d) Natural causes
Items 1, 2, 5, 7, 8 were used by permission from Dr. Robert L. Dough's
Energy and Society: Evaluation of Knowledge.
Items 12, 15, 21, 22, 23, 24, 25 were used by permission from Water
Pollution Pre-post Test of Project Creation (1977).
108
ANSWER KEY FOR MODULE III
1.a
2.c
3.b
4.c
5.b
6.d
7.a
8.c
.9d
10.c
11.b
12.a
13.b
14.d
15a.
1c6.
1.7d
.18c
19.b
20.d
21.b
22.a
23.b
24d.
2c5.
APPENDIX B
ENERGY MODULES: DESCRIPTION, ACTIVITIES, RESOURCES
no
MODULE I
I. Title: What Is Energy?
II. Rationale
Students must become energy-1iterate in order to cope with
energy problems and needs throughout their lives. Energy problems
are social, scientific, and economic in nature, therefore, energy
instruction should be multidisciplinary. It should include factual
information that adequately covers the various aspects of energy
beginning with the definition of energy, units to express energy,
forms of energy and energy transformations. This factual
information will help ensure an in-depth understanding of energy
that students can relate to the next two modules and to the
subject matter of other courses they are taking.
III. Objectives
Upon completion of this module, the learner will be able to:
A. Define energy and list units used to express it
B. List six forms of energy, give an example of each, and tell
how these forms are used in our daily lives
C. Differentiate between potential energy and kinetic energy
D. State the Law of Conservation of Energy and explain how it
is applied
E. Explain what is meant by work and give several examples
F. Explain how work and energy transfer are related to force
and the distance an object moves
G. Determine the amount of energy used by measuring the amount
of work accomplished
H. Calculate potential energy using correct formulas and units
I. Define power as the rate at which energy is used and list the
units to express it
J. Measure the amount of power developed by running up a flight
of stairs
m
IV. Suggested Activities
A complete bibliographical reference for each activity
is included at the end of each module. Abbreviated entries are
provided within activity descriptions when necessary.
A. Introductory Activities
1. Forms of Energy Used in Everyday Life
This activity is described in What can you make from energy?
The purpose is to help students realize that man and nature
use energy by changing it from one form to another. There
are three columns on the activity sheet, parts of which the
students are to fill in. On the left are examples of energy
users. The middle column is for the kinds of energy each
user starts with. The right-hand column is for the kinds
of energy each user produces. An example is:
light bulb electricity light.
This activity is described in a similar manner in Holt
Physical Science Teacher's Edition and Physical Science
Teacher's Annotated Edition by Prentice-Hall. A worksheet
that can be used along with the activity is Uses of Energy
from Holt Physical Science Resource Book Teacher's Edition.
There are matching and fill in the blank exercises on forms
of energy. There is also a puzzle on page 57 of Holt
Physical Science Teacher's Edition. A useful resource for
this activity and module as well as the next two modules
is the book, Electricity Today's Technologies, Tomorrow's
Alternatives, available from Carolina Power and Light.
There is also a Teacher's Guide for this book.
2. The Pendulum
This activity from Prentice-Hall Physical Science Teacher's
Annotated Edition, uses a pendulum to introduce the students
to potential energy and kinetic energy. The student will
construct a pendulum using a one meter length of cord or
thin line. Then he/she will tie a light mass such as a
pencil to one end of the cord. The student will then follow
the described procedure and answer the questions included in
the activity. Some questions pertaining to the potential
and kinetic energy changes of the pendulum are provided on
pages 51-52 of Holt Physical Science Teacher's Edition.
These energy changes can be summarized by use of the Law
112
of Conservation of Energy. A worksheet on Conservation
of Energy is available in Holt Physical Science Resource
Book Teacher's Edition.
B. Developmental Activities
1. Measuring Work in Picking Up Books
This activity is described in Energy activities making
the most of what we have grades 7-12. It is designed to
help students realize that work and energy transfer are
related to force and distance an object moves as they
lift stacks of books from the floor and place them on the
desk top. Students will become familiar with the units
of force, distance, and work, thus energy. A data table
is included in the activity for students to fill in as
they perform the activity.
2. Measuring Work Done Moving Masses With and Without Wheels
This activity is described in Energy activities making the
most of what we have grades 7-12. It is designed to help
students compare the amount of work done when moving masses
with and without wheels. Students will use five similar
boxes with indicated sets of objects having designated
masses. Students will first pull the objects with a
spring balance and complete a data table. The same boxes
will then be moved with pencils acting as wheels. Students
will complete a second data table and answer guestions
provided as a part of the activity. Two worksheets on
determining work are available in Holt Physical Science
Resource Book Teacher's Edition.
3. Energy Interconversion in a Spring
This activity is described in Prentice-Hall Physical
Science Teacher's Annotated Edition. The purpose of the
activity is for students to observe how the energy stored
in springs is converted to and from energy of motion.
The students will follow the described procedure and answer
questions that are provided with the activity. The procedure
involves setting up two ring stands and attaching a spring to
each, then connecting the two springs together by means of
a piece of string. The string will be pinched in the
middle and pulled horizontally to the right a distance of
10 cm. The string is then released and a series of
113
stretchings and compressions will be observed. These
are to be discussed in terms of potential and kinetic
energies being interconverted.
4. Calculating Potential Energy and Kinetic Energy
The purpose of this activity is for students to calculate
the potential energy and kinetic energy in given situations
using correct formulas and units. The teacher should present
the formulas and correct units by working sample problems
and then assigning problems for students to work. A few
resources for these are Energy, Ecology, and the Environ-
ment, Holt Physical Science Resource Book Teacher's
Edition, Prentice Hall Physical Science Teacher's Annotated
Edition, and Silver Burdett Physical Science Teacher's
Edition.
C. Concluding Activities
1. Horsepower
This activity is described in Holt Physical Science
Teacher's Edition. It should help the students relate the
concepts developed in this module (energy, work, and power)
as they calculate the amount of power they develop by
running up a flight of stairs. They will do this by finding
the amount of energy they use each second.
2. Energy and Power Units Game
This activity is described in Energy activités making the
most of what we have grades 7-12. The purpose of this
game is to determine how well students understand the
energy and power units and the differences or relationships
between them. Students are asked to match some energy and
power users with the energy unit most commonly used to
measure their energy use.
D. Enrichment Activities
1. Energy Words
This is a puzzle available as a duplicating master in the
book General Science Intermediate-Secondary Individualized
Activi ti es from Ideal School Supply. The students are
asked to locate 52 words that have been used in the study
of energy. A space is provided for students to write each
word as they find it.
114
2. Work and Energy Puzzles
The following puzzles on work and energy are available
as duplicating masters in the book Physical Science
Light, Sound, Machines and Energy from Ideal School Supply.
a. Working Away 3102-15
This puzzle has a list of words for students to circle
in a maze of letters. After the students have located
all the words, they will take the letters not circled
to form a hidden message concerning work. Students
are to write the message in the space provided.
b. The Energy Trail Puzzle 3102-20
This puzzle will serve as a review of the six forms of
energy. The students will follow an energy trail by
completing the puzzle. The last letter of each word
becomes the first letter of the next word.
c. The Energy Stumper 3102-21
In this puzzle the definition of energy as "the ability
to do work" is typed across the top of the page. Each
letter of this phrase is the first letter of an energy
word for students to write in the space provided. The
students will read sentences that give clues to the
words.
d. The Energy Mystery Word 3102-22
The students will read statements concerning energy
and determine if they are true or false. Then the
students will shade the letters of all true statements
in a maze of letters. The shaded blocks will form the
letters of a word relating to energy.
3. Several enrichment activities are suggested in Prentice-
Hall Physical Science Teacher's Annotated Edition.
a. Students are to list different ways in which they use
the word "work" in their daily language. They are to
identify from the examples the ones which conform to a
textbook definition of energy.
b. Students are to discuss experiences in which they have
115
exerted a great deal of energy trying to move or open
an object but failed to do so. They are to explain
in each case why no work was accomplished.
c. Students are to make a list of substances and objects
with potential energy. They are to describe how the
same objects might release their energy as kinetic
energy.
d. Interested students might prepare a demonstration
that illustrates the conversion of potential energy
to kinetic energy or vice versa. They might also make
a poster to illustrate this conversion.
E. Research Activities
1. Science Units and Famous Scientists
This activity is described in Holt Physical Science Resource
Book Teacher's Edition. Students are asked to look up the
three units newton, joule, and watt in the library to see
if they came from the names of scientists. They are to
write a short description of each scientist.
2. The Idea of Energy
This activity is described in Prentice-Hall Physical Science
Teacher's Annotated Edition. Students are asked to use the
materials in the library to find out about the development
of the idea of energy in the nineteenth century. They are
to write a report in which they give the major contributions
to this development, the dates, and the names of the scientists
involved. Some of the ones suggested are Julius Robert von
Mayer, James Prescott Joule, and Hermann von Helmholtz.
V. Curriculum Resources
A. Introductory Activities
1. Forms of Energy Used in Everyday Life
a. Activity Master 1 and page 1
What can you make from energy? New York: Union Carbide
Corporation, 1978.
Union Carbide Corporation
270 Park Avenue
New York, New York 10017
116
b. Ramsey, W. L., Gabriel, L. A., McGuirk, J. F., Phillips,
C. R. & Watenpaugh, F. M. Holt physical science
teacher's edition. New York: Holt, Rinehart and
Winston Publishers, 1978, page 55, 57.
c. Appenbrink, D. W., Hounshell, P. B., Slote, S. H. &
Smith, 0. J. Physical science annotated teacher's
edition. Englewood Cliffs, New Jersey: Prentice-
Hall, Inc., 1981, page T-58.
d. Ramsey, W. L., Gabriel, L. A., McGuirk, J. F., Phillips,
C. R., Watenpaugh, F. M. & Curran, E. Holt physical
science resource book teacher's edition. New York:
Holt, Rinehart and Winston Publishers, 1978, pages
45-46.
e. Electricity today's technologies, tomorrow's alternatives
(revised ed.). Palo Alto, California: Electric
Power Research Institute, 1982.
1. Electric Power Research Institute
P. 0. Box 10412
Palo Alto, California 94303
2. Carolina Power and Light
411 Fayetteville Street
P. 0. Box 111
Raleigh, NC 27602
2. The Pendulum
a. Prentice-Hall Physical science teacher's annotated
edition, page 275 and T-58.
b. Holt physical science teacher's edition, pages 51-52.
B. Developmental Activities
1. Measuring Work in Picking up Books
Activity 1.1 page 3
Energy activities making the most of what we have grades 7-12.
Raleigh, N. C.: Division of Science Education, North
Carolina Department of Public Instruction, Summer, 1979.
Division of Science Education
North Carolina Department of Public Instruction
Raleigh, NC 27611
117
2. Measuring Work Done Moving Masses With and Without Wheels
a. Activity 1.2 pages 4-5
Energy activities making the most of what we have
grades 7-12
b. Holt physical science resource book teacher's edition,
pages 39-41
3. Energy Interconversion In A Spring
Prentice-Hall Physical science teacher's annotated edition,
pages 275 and T-59.
4. Calculating Potential Energy and Kinetic Energy
a. Wilson, R. & Jones, W. J. Energy, ecology,and the
environment. New York: The Academic Press,
1974, pages 12-20a.
b. Holt physical science resource book teacher's edition
page 47.
c. Prentice-Hall Physical science teacher's annotated
edition, pages 270-272.
d. Barman, C. R • 5 Rusch, J. J • 5 Schneidewent, M. 0.
& Hindin, W. B. Physical science teacher's edition.
Morristown, New Jersey.
C. Concluding Activities
1. Horsepower
Holt physical science teacher's edition, pages 58-59.
2. Energy and Power Units Game
Activity 1.7 pages 10-11
Energy activities making the most of what we have grades 7-12.
D. Enrichment Activities
1. Energy Words
Reese, A. W. & Spengler, B. General science intermediate-
secondary individualized activities duplicating masters
code C & D No. 3100. Oak Lawn, Illinois: Ideal School
Supply, 1978.
118
Ideal School Supply
Oak Lawn, Illinois 60453
2. Work and Energy Puzzles
Physical science light sound, machines and energy duplicating
masters Code D No. 3102. Oak Lawn, Illinois: Ideal
School Supply, 1978.
3. a and b
Prentice-Hall Physical science teacher's annotated edition,
pages T-50.
c and d
Prentice-Hall Physical science teacher's annotated edition,
page T-57.
E. Enrichment Activities
1. Science Units and Famous Scientists
Holt physical science resource book teacher's edition,
page 47.
2. The Idea of Energy
Prentice-Hall Physical science teacher's annotated edition,
pages 269 and T-59.
IV. Additional Resources
Ange, R. M., Conrad, D. and Nash, R. J. The science teacher as
energy analyst and activist. The Science Teacher, November,
1974, 41: 8, 12-17.
Bent, H. A. Entropy & the energy crisis. The Science Teacher,
May, 1977, 44: 5, 25-30.
Electricity: Overview of a versatile energy. Energy Reporter.
Palo Alto, California: Electric Power Research Institute, Inc • 5
1982 (Available from Carolina Power and Light).
Electricity: Overview teacher's guide. Energy Reporter. Palo
Alto, California: Electric Power Research Institute, Inc • 5
1982. (Available from Carolina Power and Light).
119
Energy 2000. Science Challenge. September, 1982, 5_: 1, 30-31.
Energy 2000. Science Challenge Teacher's Edition, September,
1982, 5: 1, 2-3.
Glass, L. W. Powerplay harnessing resources for electric
education. The Science Teacher. October, 1982, 49: 7, 28-32.
Landsburg, H. L. Energy: The next twenty years. Cambridge,
Mass.: Balinger Publishing Company, 1979.
Matthews, B. A. Energy unit lights up middle school. The Science
Teacher, October, 1978, 4T5: 7, 37-39.
Matthews, D. The crisis in energy. The Humble Way. Houston, Texas:
Humble Oil & Refining Company, Fourth Quarter, 1970, 9_: 4, 8-11.
McKenna, H. J. Energy: Science educators look at the literature.
The Science Teacher, September, 1981, 48: 6, 42-43.
Ollendyke, C. K, Knights of the energy roundtable. The Science
Teacher, November, 1982, 49: 8, 40.
The joule-SI unit of energy poster. The Science Teacher,
October, 1982, 49: 7, 72-80.
Watt-SI unit of power poster. The Science Teacher, November, 1982,
49: 8, 69-76.
120
MODULE II
I. Ti tie: Energy Sources
II. Rationale
A central concern in the United States today is the availability
of energy resources. In order for citizens of the United States to
continue their life as they know it with progress, growth, and a
comfortable standard of living increasing amount of energy will be
required. Our country is faced with very real problems of limited
suplies of fossil fuels and high costs for developing alternative
energy sources. Students will learn about the fossil fuels and
other energy sources that have been available to man as well as
exploited by him to meet his needs and desires. They will also
look at alternative energy sources under development, examining both
the benefits and problems of each.
III. Objectives
Upon completion of this module, the learner will be able to:
A. Complete a timeline covering 200 years of energy development
to gain an historical framework from which to move into the
concerns of the present day
B. Distinguish between a primary source of energy and a secondary
source such as electricity
C. List and rank in order of importance the primary sources of
energy for the United States
D. List the four sectors of energy users (transportation,
industrial, commercial, residential) and tell how these groups
consume the major primary energy resources
E. Trace the route of energy from the coal mine to the electric
light
F. List advantages and disadvantages including environmental
effects of producing and using fossil fuels
G. Describe how petroleum and natural gas have changed American
lifestyles during the past fifty years
H. List several ways in which petroleum products (petrochemicals)
are an important part of his/her own life
121
I. List similarities and differences between a nuclear-powered
and a fossil-fuel fired electric generating plant
J. Identify advantages and disadvantages associated with nuclear
plants
K. Identify positive social effects of nuclear power
L. Identify social costs of nuclear power
M. Debate the pros and cons of developing additional nuclear
faci lities
N. List several of the alternate energy sources that are now
under development, giving some of the benefits and problems of
each
0. Identify the country or area which exports the most oil
P. Describe U. S. dependence on oil imports
Q. Describe the best energy policy for the United States
IV. Suggested Activities
A. Introductory Activities
1. Finish The Energy Timeline
This activity is taken from The Energy Challenge, a booklet
prepared for the Energy Administration. It is designed to
provide the student with a comprehensive introduction to
the modern energy story beginning with James Watt's
contribution to the steam engine in 1776 and ending with
the many demands for energy today. The student will use
available resources to complete the energy timeline that
is broken down into four 25 year segments. The student can
conclude that the changes in life-style depicted, the growth
in population, and the demand for goods and services have
contributed to the growing energy delimma. But the teacher
can help them realize that humans have always been problem-
solvers and that human inventiveness can help continue the
progress begun in this country over 200 years ago. After
students complete the timeline they can be asked to find
such information as: two kinds of energy that promise
great hope for the future (nuclear and solar) and the
122
energy source that lights our homes and runs most of
our appliances (electricity). A timeline on the
development of energy is included in the comic book,
Mickey Mouse and Goofy Explore Energy, available from
Carolina Power and Light.
2. Primary Energy Sources
This activity is also taken from The Energy Challenge.
It will introduce the students to six primary energy
sources. It will help the students to recognize the
difference between a primary source of energy and a
secondary source such as electricity. An activity also
entitled Primary Energy Sources from the NSTA Energy-
Environment Mi ni-Unit Guide°can be used. The student
will read a handout, Where Does the Energy We Use Come
From? Primary Energy Sources and then answer questions
that are provided. This activity identifies energy
sources as continuous and nonrenewable.
3. Where We Get Our Energy And How We Use It
This activity is designed to introduce the student to
four sectors of energy users (transportation, industrial,
commercial, residential). The student will be shown
how these groups consume the major primary energy resources.
Activity Masters are used from The Energy Challenge and
What can you make from energy?
B. Developmental Activities
1. Fossil Fuels: Coal, Oil and Natural Gas
This activity is described on pages 3-5 of The Energy
Challenge. Its purpose is to have students trace the
route of energy from the coal mine to the electric light.
Students are asked to name some of the users of electri-
city in their own surroundings. They are to describe
some facts about the current coal situation either as
problems or opportunities. Students will realize that
coal is the most abundant fossil fuel in the United States
and that its consumption is expected to increase. But,
uncertainty about environmental issues, surface mining
regulations, and rising costs will affect the amount of
growth in the use of coal. The students will complete
a mathematical exercise on the dramatic limits of U. S.
supplies of oil and natural gas. As a part of the activity,
123
students are asked to interview a grandparent or other
adult to help determine what life was like before the
great usage of oil and natural gas. The NSTA Energy-
Environment Mi ni-Unit Guide has data sheets on coal,
oil, and natural gas as well as other energy sources.
These provide useful information on the sources of
energy including the environmental effects of producing
and using them. Two very helpful articles are available
in the March, 1982, issue of Science Challenge. These
are "Natural Gas: Super Fossil Fuel" and "What Will
Happen if Natural Gas Prices are Decontrolled?" Discussion
questions are provided for each of these.
2. Petroleum And The Way You Live
This activity is taken from The Energy Challenge and What
can you make from energy? It is designed to help students
realize the Targe number of products made from petroleum.
The students will fill in blanks of a given story using
a list of words provided at the bottom of the activity
sheet in The Energy Challenge. Part of the activity is
to be done at home with assistance from parents. This
part deals with whether or not a given list of activities
could have been performed before the petrochemical industry
was begun.
3. Nuclear Energy
a. Nuclear Power Plants
Two activity masters from The Energy Challenge are used
for this activity to draw the student's attention to
the similarities and differences between a nuclear-
powered and a fossil-fuel fired electric generating
plant. The student will identify benefits and problems
associated with nuclear power plants. The booklet,
Nuclear Power From Fission Reactors An Introduction,
available from the l). S. Department of Energy, has
diagrams of fossil fuel plants and nuclear plants.
Pages 145-146 of the NSTA Energy-Environment Mi ni-Unit
Guide as well as four Energy Reporter leaflets on
nuclear fission and fusion, available from Carolina
Power and Light give useful information and suggested
activities such as having students debate the pros and
cons of the use of nuclear power.
b. The film Mass into Energy, available from VEPCO can be
shown. The purpose of the film is to describe the science
124
a(n1d)Atecchnology of the mining, processing, and utilizationo(2r )uAracnium as the fuel is fission reactors. A teacher'smini-unit providing appropriate classroom activities isa(3va)Ailacble with the film. Included in it are a Teacher'sFilm Guide, Worksheet, Film Summary, Pre Film Activities,Post Film Activities, Crossword Puzzle, and a Test.c. The film Radiation . . . Naturally, available fromModern Talking Pictures, can also be shown. A filmguide is available. It describes three activitiesdesigneprogramtttd.iiivvvtiiiotttyyyhelp accomplish the objectives of theOne: Just The FactsThis activity is designed to measure the student'sknowledge about radiation and related subjects.It consists of 20 true-false questions to beadministered before showing the film and againafter the film. The answers should be discussedafter the post testing.Two: How Do You Measure Up?This activity is designed to encourage an understandingand awareness of radiation levels and of the existenceof background radiation. The students are asked tocomplete a worksheet on sources of radiation andestimated annual exposure. Appropriate discussionquestions are provided.Three: Radiation In History
This activity is designed to develop an historical
perspective on radiation and to create an awareness
of radiation research. A time line including some
world events, discoveries, and cultural developments
is presented along with a list of radiation-related
events. Students are asked to find out more about
the radiation-related events so they can complete
the time line by placing the radiation-related events
in the proper sequence. Included with the film is
a booklet, Radiation: Measure for Measure. It gives
useful information on the biological effects of radiation,
calculating the potential hazards using various
scientific theories and mathematical principles, and
risk versus benefits of social activities compared to
those of using nuclear energy.
de..NAulsco
125
leaarvailable from Modern Talking Pictures is thefilm Nuclear Waste Isolation: A Progress Report.The film provides information about the U. S. Departmentof Energy's program for isolating highly radioactivef.Thneuclear waste. Answers to the most frequently askedquestions concerning nuclear waste are provided in abooklet that is available with the film: Answers toYour Questions About High-Level Nuclear Waste Isolation.Additional information is available in the brochureNuclear Power Answers to Your Questions. It may beobtained from VEPCO or the Edison Electric Institute.Another source is Nuclear Power available from VEPCOor General Physics Corporation.Power SafetyThis activity is described in the Discussion Guide forthe filmstrip Nuclear Energy Too Hot to Handle? Thesubject of the filmstrip is the nuclear-power-safetycontroversy. Two scientists are interviewed in thefilmstrip. One presents the "pro-nuclear" side whilethe other presents the "anti-nuclear" view. There isa discussion of the Three Mile Island accident as wellas the disposal of nuclear wastes. After the filmstripis shown, students are asked to take a multiple choice,true-false quiz. Five discussion questions are provided.For example, students are asked to tell why they agreeor disagree with a given situation such as an immediatetotal shutdown of nuclear power plants and to choosebetween electricity generated by a nuclear power plantand electricity from a coal-burning power plant.Fall-Out Shelter Problem
This group activity is described in Values Clarification.
Students are told that a Third World War has broken out
and bombs begin dropping. People are heading to fallout
shelters where they must stay for three months. There
are ten people who need to go to a shleter but there is
only enough space, air, food, and water in the shelter
for six people. Students are to work in assigned groups
for thirty minutes to choose the six people to be allowed
to enter the shelter. These six people may be the only
six persons left to start the human race over again.
There are some variations that could be used in the
descriptions of the ten people as well as for the activity
itself. For example, students could be told that there
126
had been a disastrous power plant meltdown. Excessive
radioactive fallout has occurred over large areas of
northeastern United States.
4. Alternate Energy Sources
a. Solar Energy
There are two sources of information for this activity.
The Energy Challenge has three activity masters and the
NSTA Energy-Environment Mi ni-Unit Guide has information
on the availability, cost, and environmental effects of
solar energy. As a result of this activity, students
should be able to better place our reliance on energy
of the sun in both a natural and an historical context.
They are asked to identify a list of items as direct
or indirect results of energy from the sun. Students
are asked to imagine life on earth in the future if the
sun's energy could be harnessed to provide heat, light,
and electricity and to consider the problems this would
create. Students are introduced to two of the
technologies of solar energy, solar collectors and the
solar cell. A description of all six technologies is
provided for the teacher on page 7 of The Energy
Challenge. A list of the disadvantages of solar energy
is included on an Activity Master Sheet. Students are
asked to supply the advantages of solar energy in regard
to four areas: supply, pollution, embargos, and cost.
A useful resource is a booklet available from VEPCO,
About Solar Energy.
b. Other New Energy Sources
This activity has two sources, The Energy Challenge
and What can you make from energy? Students are asked
to complete a chart on alternate energy sources (geo-
thermal, wind, solid waste, coal gasification, coal
liquefaction, oil shale, and tar sands) using the given
data or information they can gather from other sources.
Areas considered are availability, cost (after technology
has been developed), and environmental problems. An
activity sheet entitled "Feedstocks for our future" in
What can you make from energy? is designed to help students
concentrate on feedstocks and understand a timetable for
exploring new energy sources and for finding new feedstocks.
The book Alternate Energy Sources Experiments You Can Do
. . .from Edison has useful information on alternate
127
energy sources as does Alternative Energy Sources
and Technologies. Another useful resource is Teacher
Resources For Energy Economics (Grades 7-12) published
by the American Petroleum Institute. It has a section
entitled Supplementary Sources and the Problems of
Energy. An activity in which students will identify
terms dealing with alternative energy sources is
provided.
C. Concluding Activities
1. The Qi1 We Import
This activity is described in The Energy Challenge. A
circle graph of the U. S. oil imports is provided. Students
are to list each country the U. S. imports oil from in the
proper place provided. Beside each country's name, they
are to write the percentage of oil the U. S. imports from
it. The students are asked to check from a list the
solutions to our energy consumption problems they think
workable.
2. Problems/Solutions
This activity is taken from The Energy Challenge and What
can you make from energy? The activity is designed to
help students to conclude that our energy needs may be
ultimately filled not by a single source, but by a practical
combination of many. The students will also realize the
world-wide implications of the energy problem and be
encouraged to think about the political and economic aspects
of the issue. Questions are provided to be discussed with
the students to stimulate their thinking about U. S.
dependence on oil imports and about the best energy policy
for the U. S.
D. Enrichment Activities
1. Students can be encouraged to search for energy-related
stories in magazines and newspapers and bring these to
class to start a class energy bulletin board.
2. Students may be asked to collect cartoons, headlines,
newspaper articles, brochures, etc • 5 on the sources of
energy (coal, oil, natural gas, geothermal, solar, nuclear).
3. Energy Word Spelldown
128
This activity is described on page 3 of The Energy
Challenge. It is a game to be played by students
spelling words from this module, Energy Sources, as
well as the previous one, What is Energy?
4. A Look At Coal Conversion In Reverse
This activity is described in the book, Alternative
Energy Sources Experiments You Can Do . . . from Edison.
Students will first need to realize that coal can be
made into a liquid fuel which could be used in place of
heating oil or be made into gasoline for cars. However,
converting coal to liquid fuel or gas is a complex
process that one cannot do at home. Students can look
at the process in reverse and that is the purpose of
this activity. The student should read the instructions
provided. Then the student will place a candle on a
work surface, light the candle, then hold a mirror just
above the flame for a few seconds. A damp layer of soot
will form on the mirror. If the student can obtain a
small piece of coal, he/she can compare it with the
soot collected on the mirrow.
5. The Idea Behind Ocean Thermal Energy Conversion
This activity is described on pages 16-18 of Alternative
Energy Sources Experiments You Can Do . . .from Edison.
The purpose of the activity is to demonstrate the operation
of a real ocean thermal energy conversion system. The
students will use plastic bottles, balloons, and buckets
of cold water and hot water to carry out the activity.
6. Miniature Power Plant
This activity is described in two sources: Energy
activities making the most of what we have grades 7-12
and a leaflet from Duke Power Company. The purpose of
the activity is for students to design a miniature power
plant using easily accessible materials such as empty
wooden thread spools and plastic straws. The students can
discuss energy production and work while they observe the
miniature power plants.
7. Conversion of Plant Materials Into Coal
This activity is described in Energy activities making the
129
most of what we have grades 7-12. It will have to be
set up using an aquarium tank, water, and peat moss,
left for one week and then observed. Students are asked
to do research on the formation of coal, the types of coal,
and the locations of coal deposits in North Carolina.
180. .EOnerirgginyal Energy Source—The SunThis activity is described in Energy activities makingthe most of what we have grades 7-12. Students are toconstruct a list of cafeteria foods in their originalform and trace each back to its original source--thesun. The students might list the foods in order thatrequire the least amount of energy to process to thosefoods that require the most energy to process.9. Solar Energy ConversionThis activity is also described in Energy activi ti esmaking the most of what we have grades 7-12. The purposeis for students to demonstrate the use of solar energyconversion. Students are to build a solar collectorusing tin cans of equal size, painting the outside ofone black. Both cans are to be filled with equal amountsof water and placed in direct sunlight. The temperatureis to be recorded at this time and then at 15 minuteintervals to determine which can collects solar heatfaster. (This part is described in The Energy Challenge).A solar reflector can be made by students using an oldumbrella and aluminum foil. They can use it to heat waterby focusing it at the sun and concentrating the energyon a beaker of water. Students are to answer questionsincluded in the activity. A similar activity would befor students to construct a cardboard "house" using ashoe box and plastic wrap and a thermometer. This wouldbe placed in the windowsill on a sunny day and thetemperature measured.Generated By A Solar Cell
This activity is described in Energy activitiy making the
most of what we have grades 7-12. The purpose is for students
to determine the best angle of the solar cell to get maximum
voltage and ampere readings. Students will connect a solar
cell to a voltmeter and ammeter and take this outside to
experiment. They will complete a data table and answer
questions.
130
E. 2R1e..SSseeeavvrceehrraaAllctivitiesresearch activities are listed in EnvironmentalEducation Strategies for Wise Use of Energy-! Two of theseare:3.Aac. tivHiatvye the students do research on ways to minimizethe bad effects of obtaining such resources as coal,oil, gas, wood, and nuclear fuels.b. Students can be asked to look at back issues of Time.Newsweek, and U. S. News and World Report for articleson the energy crisis to see if the public was fore-warned.research activities are suggested in Prentice-Hall Physical Science Teacher's Annotated Edition.a. Students can be asked to use reference materialsfrom the library to look up information about solarcells that convert solar energy directly intoelectricity. They can be asked to write a report onhow solar cells work and how they are made.b. Students can be asked to use library materials orwrite to federal, state, and private agencies andorganizations for information on the research anddevelopment of alternative energy sources. Oncethey have the information, they can write a report.c. Students can be asked to use library materials todetermine the contributions to the understanding ofnuclear energy made by scientists in the 1890's andearly 1900's. Some suggested are: Henri Becquerel,Marie and Pierre Curie, and Wilhelm Roentgen. Thestudents should write a brief report on the discoveriesmade by these being sure to stress their contributionsto the ideas of conversion and conservation of energy.5.2 on page 32 of Energy activities making the
most of what we have grades 7-12 describes some nuclear
energy research topics such as discussing the use of
radioactive materials in medicine.
V. Curriculum Resources
A. Introductory Activities
131
1. Finish The Energy Timeline
a. A(1c)tWivaitlyt Masters 1 and 2 and pages 1-2The energy challenge. Washington, D. C.: FederalEnergy Administration.The Energy ChallengeBox 14306Dayton, Ohio 45414b. Mickey Mouse and Goofy explore energy. Burbank,California: Walt Disney Educational Media Company,1976. (Also available from Carolina Power and Lightand Exxon.)Disney Educational Media Company
500 South Buena Vista Street
Burbank, CA 91521
(2) Carolina Power and Light
411 Fayetteville Street
P.0. Box 155
Raleigh, NC 27602
(3) Public Affairs Department
Exxon, U.S.A.
P. 0. Box 2180
Houston, Texas 77001
2. Primary Energy Sources
a. Activity Master 3 and page 2
The energy challenge
b. Smith, S. (Ed.). Energy-environment mi ni-unit guide.
Washington, D.C.: NSTA, pages 117-129.
NSTA
1742 Connecticut Avenue
Washington, D. C. 20009
3. Where We Get Our Energy And How We Use It
a. Activity Master 4 and page 2
The energy challenge
b.Activity 132Master 3 and page 2
dc..NWaWhthauattracal n you make from energy? New York, New York:Union Carbide Corporation, 1978.Union Carbide Corporation207 Park AvenueNew York, New York 10017B. Developmental Activities1. Fossil Fuels: Coal, Oil, and Natural Gasa. Activity Masters 5, 6, 7, 8 and pages 3-5The enrgy challengeb. NSTA Energy-environment mi ni-unit guide, pages 133-140.gas: Super fossil fuel. Science Challenge,March, 1982, 4: 7, 4-9.will happen if natural gas prices are decontrolled?
Science Challenge, March, 1982, 4: 7, 10-12.
2. Petroleum And The Way You Live
a. Activity Master 9 and page 5
The energy challenge
b. Activity Master 6 and pages 4-5
What can you make from energy?
3. Nuclear Energy
a. Nuclear Power Plants
(1) Activity Masters 10 and 11 and page 6
The energy challenge
(2) Nuclear power from fission reactors an introduction.
Washington, D. C.: U. S. Department of Energy,
March, 1982.
(3) NSTA Energy-environment mi ni-unit guide, pages 145-
146.
133
(4) Electricity from nuclear fission teacher's guide.
Energy Reporter. Palo Alto, California:
Electric Power Research Institute, 1982.
(Available from Carolina Power and Light.)
Electric Power Research Institute
P. 0. Box 10412
Palo Alto, California 94303
(5) Electricity from nuclear fission: Splitting the
atom. Energy Reporter. Palo Alto, California:
Electric Power Research Institute, 1982.
(6) Electricity from nuclear fusion teacher's guide.
Energy Reporter. Palo Alto, California:
Llectric Power Research Institute, 1982.
(7) Electricity from nuclear fusion: The promise and
the challenge. Energy Reporter. Palo Alto,
California: Electric Power Research Institute,
1982.
Resources 5, 6, 7 are also available from Carolina
Power and Light.
b. Film Mass Into Energy
(1) Public Affairs/Educational Services
VEPCO
P. 0. Box 26666
Richmond, Virginia
(2) Wheeler, R., Giese, R., Blood, C. and Hankins, M.
Mass into energy teacher's mi ni-unit. Richmond,
Virginia: VEPCO.
c. Film and Guide Radiation. . . Naturally
(1) Modern Talking Pictures
Film Scheduling Center
5000 Park Street N
St. Petersburg, Florida 33709
(2) Radiation: Measure for measure. Washington, D.C.:
Atomic Industrial Forum, Inc. (Available with
film from Atomic Industrial Forum, Inc.)
134
Atomic Industrial Forum, Inc.
Public Affiars and Information Program
7101 Wisconsin Avenue
Washington, D. C. 20014
d. Film Nuclear Waste Isolation: A Progress Report
(1) Modern Talking Pictures
(2) Answers to ,your questions about high-level nuclear
waste isolation. Columbus, Ohio: Office of
Nuclear Waste Isolation Project Management
Division, 1982. (Available with film or from
Office of Nuclear Waste Isolation Library.)
Office of Nuclear Waste Isolation Library
505 King Avenue
Columbus, Ohio 43201
(3) Nuclear power answers to your questions. Washington,
D. C.: Edison Electric Institute, 1981.
(Available from VEPC0 or Edison Electric
Institute.)
Edison Electric Institute
1111 19th Street, N. W.
Washington, D. C. 20036
(4) Deutsch, R. W. Nuclear power. Columbia, Maryland:
General Physics Corporation, 1979. (Available
from VEPC0 or General Physics Corporation).
General Physics Corporation
1000 Century Plaza
Columbia, Maryland 21044
e. Filmstrip, cassette, and discussion guide Nuclear
energy too hot to handle? Ridgefield, Connecticut:
Current Affairs,1979. [AvaiTable from Carolina
Biological Supply.)
(1) Current Affairs
346 Ethan Allen Hwy.
P. 0. Box 426
Ridgefield, CT 06877
(2) Carolina Biological Supply
Burlington, NC
135
f. S
4. Altern
a. S(((((2311
imon,
c
2 fPateo)))))lNAaAAASrTbhcccTottAu
Sii . B • 9 Howe, L. W. & Kirschenbaum, H. Valueslarification a handbook ofti practical strategiesor teachers and students. New York: Hartublishing Company, Inc • ) 1972.Energy SourcesEnvvvteirtgyy Masters 12, 13, 14 and pages 6-8e energy challengeEiittnyyergy-Environment mi ni-unit guide, pages147-148.solar energy. South Deerfield, MA: ChanningL. Bete Co., Inc., 1977. (Available from VEPCO.)b. Other New Energy SourcesMasters 5 and 7 and pages 3-5.What can you make from energy?Master 15 and page 7
The energy challenge
(3) Benrey, R. M. & Schultz, R. F. Alternative energy
sources experiments you can do . . . from
Edison. Southfield, Michigan: Thomas Alva
Edison Foundation, 1981. (Available from
Carolina Power and Light.)
(4) Alternative energy sources and technologies
answers to your questions. Washington, D. C.:
Edison Electric Institute. (Available from
Duke Power.)
(5) Kmet, J. S. & Rader, W. D. Teacher resources for
energy economics (Grades 7-12). Washington,
D. C.: American Petroleum Institute, 1978.
American Petroleum Institute
2101 L Street, Northwest
Washington, D. C. 20037
136
C. Concluding Activities
1. The Oil We Import
Activity Master 22 and page 12
The energy challenge
2. Problems and Solutions
a. Activity Master 16 and page 7
The energy challenge
b. Activity Master 4 and page 3
What can you make from energy?
D. Enrichment Activities
1. The energy challenge, page 2.
2. NSTA Energy-environment mini-unit guide, page 152
3. Energy Word Spelldown
The energy challenge, page 3.
4. A Look at Coal Conversion in Reverse
Alternative energy sources experiments you can do . .
from Edison, pages 23-24.
5. The Idea Behind Ocean Thermal Energy Conversion
Alternative energy sources experiments you can do . .
from Edison, pages 16-18.
6. Miniature Power Plant
a. Activity 1.6, page 9.
Energy activities making the most of what we have
grades 7-12. Raleigh, N. C.: Division of
Science Education, North Carolina Department
of Public Instruction, Summer, 1979.
Division of Science Education
North Carolina Department of Public Instruction
Raleigh, N. C. 27611
137
b. Make a miniature power plant. Charlotte, N. C.:
Duke Power Company.
Educational Services
Duke Power Company
P. 0. Box 33189
Charlotte, NC 28242
7. Conversion of Plant Material Into Coal
Activity 4.1, page 26.
Energy activities making the most of what we have grades 7-12.
8. Original Energy Source--The Sun
Activity 3.3, page 26.
Energy activities making the most of what we have grades 7-12.
9. Solar Energy Conversion
Activity 4.2, page 27 and Activity 10.6, page 70.
Energy activities making the most of what we have grades 7-12.
10. Energy Generated by a Solar Cell
Activity 10.4, page 67.
Energy activities making the most of what we have grades 7-12.
E. Research Activities
1. a and b
Environmental education strategies for wise use of energy.
Raleigh, N. C.: Division of Science Education, North
Carolina Department of Public Instruction, February,
1974.
2. Appenbrink, D. W • 9 Hounshell, P. B • 9 SI ote, S. H. & Smith,
0. J. Physical science annotated teacher's edition.
Englewood Cliffs, New Jersey: Prentice-Hall, Inc • 9
1981.
a. page 444
133
b. pages T-88 and T-89
c. page 279
3. Activity 5.2, page 32
Energy activities making the most of what we have grades 7-12.
VI. Additional Resources
A-blast survivors figures are re-examined. Science Challenge,
November, 1982, 5: 3, 15.
Barman, C. R • 5 Rusch, J. J • 5 Schneiderwent, M. 0. & Hindin, W. B.
Physical science teacher's edition. Morristown, New Jersey:
Silver Burdett Company, 1979.
Callanan, J. A. Building an energy bridge to the future. Exxon
USA, Fourth Quarter, 1976, XV: 1, 2-6.
Catalysts & crude the store of petroleum refining. Prepared by
Amoco.
Chiotelis, C. L. Beaming-in on student made solar technology.
The Science Teacher, April, 1978, 48: 4, 20-21.
Coal answers to your questions. Washington, D. C.: Edison
Electric Institute. [Available from Duke Power Company.)
Collins, C. Solar energy for heating schools. The Science Teacher,
October, 1974, 4: 7, 28-29.
Cook, E. Man, energy, society. San Francisco: W. H. Freeman and
Company, 1976.
Cottrell, A. How Safe is nuclear energy? London: Heinemann
Educational Books, 1981.
Davids, R. Growing our own fuel, Exxon USA, First Quarter, 1982,
21: 1, 16-21.
Dedera, D. A day of reckoning for natural gas. Exxon USA, First
Quarter, 1982, 21: 1, 12-15.
Electricity & energy today and tomorrow. Madison, Pa.: Westinghouse
Electric Corporation, 1980.
Electricity from coal: Still a reliable fuel. Energy Reporter.
Palo Alto, California: Electric Power Research Institute, 1982.
139
Electricity from coal teacher's guide. Energy Reporter. Palo
Alto, California: Electric Power Research Institute, 1982.
Electricity from the sun teacher's guide. Energy Reporter.
Palo Alto, California: Electric Power Research Institute,
1982.
Electricity from the sun: Technology for solar power. Energy
Reporter. Palo Alto, California: Electric Power Research
Institute, 1982.
Electricity from wind: new use of an old source. Energy Reporter.
Palo Alto, California: Electric Power Research Institute,
1982.
Electricity from wind teacher's guide. Energy Reporter. Palo
Alto, California: Electric Power Research Institute, 1982.
Emerging energy technologies energy research answers to your
questions. Washington, D. C.: Edison Electric Institute,
1978.
Energy in the year 2000. Chicago, Illinois: Amoco Educational
Services Public Affairs.
Energy is our key to tomorrow. Washington, D. C.: American
Petroleum Institute, 1977.
Energy—what about oil? Washington, D. C: American Petroleum
Institute, July, 1975.
Facts about oil. Washington, D. C.: American Petroleum Institute,
1977.
Fowler, J. M. Energy education and the "Wolf" crier. The
Science Teacher, March, 1976, 43: 3, 25-32.
Garmon, L. The box within a box. Science News, December 19 and
26, 1981, 120.: 25-26, 396-399.
Harrison, A. W. Experimenting with solar collecting and radiation
cooling. The Science Teacher, September, 1980, 47.: 6, 29-31.
Hayden, H. C. Solar energy: How bright the prospect. The Science
Teacher, April, 1981, 48: 4, 17-22.
"Hot" water cleanup begins at TMI. Science News, October 17, 1981,
120: 16, 247.
140
James, M. Retail gasoline marketing in the eighties. Exxon USA,
First Quarter, 1982, 21_: 1 , 22-26.
Jordan, P. R. Clean coal through technolgoy. The Science
Teacher, November, 1974, 41_: 8, 22-25.
Kenick, L. E. Energy teaching centers--one good way to explore
alternatives. The Science Teacher, May, 1976, 43: 5, 34-35.
Kovacs, P. A. and Rason, P. A. Solar homes: The shape of
things to come? The Science Teacher, April, 1978, 45: 4,
22-23. —
Kraft, B. Coal: America's most abundant fuel. The Science
Teacher, November, 1974, 41: 8, 18-21.
Kusinitz, M. The way it works solar cell basic "Machine" of
the solar dream. Scholastic Science World, September 3,
1982, 39: 1, 17.
Lesson plans for facts about oil. Washington, D. C.: National
Science Teachers Association, Fall, 1977.
Lesson plans for supplementary energy sources. Washington, D. C.;
National Science Teachers Association, Fall, 1978.
Lesson plans for the way and how of undersea drilling. Washington,
D. C. : National Science Teachers Association, Fall, 1976.
Lovins, A. B. and Lovins, L. H. Energy/war breaking the nuclear
link. San Francisco: Friends of the Earth, 1980.
Managing nuclear waste. Washington, D. C.: Atomic Industrial
Forum, Inc • 9 September, 1976.
Manhunt for nuclear test survivors. Science News, September 26,
1981, 120: 13, 201.
Matthews, D. Coal America's energy ace in the hole? Exxon USA,
First Quarter, 1976, XV: 4, 8-11.
Meade, D. M. Energy for the eons. Science year the World Book
science annual. Chicago, Illinois: World Book, Inc • 9 1983.
Miller, J. N. The energy crisis: There is an easy answer.
Reader's Digest, June, 1980, 1-8.
Minicourse on nuclear war. Washington, D. C.: Ground Zero, 1982.
141
Moore, J. W. and Moore, E. A. Net energy: Figuring the true
yield. The Science Teacher, April, 1976, 43: 4, 24-25.
Nalence, E. E. Science-society mini-courses hit homel The
Science Teacher, 1980, 47: 16, 26-28.
National assessment studies energy education. Columbus, Ohio:
ERIC Clearinghouse for Science, Mathematics, and Environmental
Education, Autumn, 1978.
Nuclear energy—an alternative? The Science Teacher, November,
1982, 49: 8, 68, 77.
Nuclear experiments you can do . . . from Edison. Southfield,
Michigan: Thomas Alva.
Nuclear power and the Navy. Washington, D. C.: Ü. S. Department
of the Navy.
Nuclear reactor safety. Washington, D. C.: Atomic Industrial
Forum, Inc., February, 1977.
Nuclear war what's in it for you? New York: Pocket Books, 1982.
Offshore drilling—how soon, how safe? Washington, D. C." American
Petroleum Institute, July, 1975.
Old nuclear power plants never die they just get decommissioned.
The Science Challenge. March, 1982, 4: 7, 29-31.
Parsegian, V. L. On the role of nuclear energy. The Science
Teacher, November, 1974, £1_: 8, 26-28.
Peat for heat's sake. Science Challenge, November, 1982, J5: 3,
19-21.
Phillips, 0. The last chance energy book. Baltimore: The John
Hopkins University Press, 1979.
Questions kids ask about energy. Madison, PA: Westinghouse Electric
Corporation Advanced Power Systems Division, 1981.
Radiation—a fact of life. Grange Park, IL: American Nuclear
Society, 1981.
Radiation—a fact of life. Vienna, Austria: International Atomic
Energy Agency, September, 1979. (Available from VEPCO.)
142
Radiation: Measure for measure. Washington, D. C.: Atomic
Industrial Forum, Inc., February, 1981.
Sanders, K. Miracle metal. Science Digest, October, 1981, 89:
9, 93-96.
Scanner latest energy and ecology news sun pumps. Current Energy
and Ecology, November, 1981, 4_: 3, 13.
Shapiro, F. C. Radwaste. New York: Random House, 1981.
Shipping nuclear fuel. Washington, D.C.: Atomic Industrial
Forum, Inc., June, 1976.
Shore, R. Wintering with solar: One school's response to scare
energy. The Science Teacher, April, 1978, 45: 4, 23-24.
Solar energy Shell reports. Houston, Texas: Shell Oil Company,
1978.
Solvent refined coal clean fuel from coal. Pittsburgh, PA: Gulf
Oil Corporation.
Supplementary energy sources. Washington, D.C.: American
Petroleum Institute, 1978.
The many facets of crude oil. Gulf Oi1 News. Washington, D. C.:
American Petroleum Institute, March, 1977.
The nuclear age a curriculum guide for secondary schools.
Washington, D. C.: Ground Zero, December, 1982.
The savings with nuclear energy. Washington, D. C.: Atomic
Industrial Forum, Inc., September, 1979.
The spark that lit a nation. Science Challenge, November, 1982,
5: 3, 25-27.
The why and how of undersea drilling. Washington, D. C.: American
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Thinking about preventing nuclear war. Washington, D. C.: Ground
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What are the risks of ionizing radiation? Science Challenge,
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143
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What everyone should know about offshore energy. Greenfield, Mass.:
Channing L. Bete Co., Inc., 1977. (Available from American
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What's not cooking? Washington, D. C.: American Petroleum
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Energy search poster. The Science Teacher, March, 1982, 49: 3.
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Research and Development Administration. (Available from
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Look to the sun. Washington, D. C.: Energy Research and Develop-
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Nuclear promise poster. The Science Teacher, May, 1982, 5.
Solar promise poster. The Science Teacher, April, 1982, 49: 4, 61-68.
TRANSPARENCY MATERIALS AVAILABLE FROM DUKE POWER COMPANY
A Model Turbine
A Waterwheel
Electricity: Typical Nominal Voltages
Generation of Electricity Coal Station
Generation of Electricity Hydroelectric Station
Generation of Electricity Nuclear Station
Transformer
144
MODULE III
I. Title: Energy Consumption and Conservation
II. Rationale
Energy consumption varies with factors such as economy,
lifestyle, philosophy, and custom. Our past energy supply and
consumption has contributed to the present energy problems.
Students needs to understand how this has happened in order to
approach the energy challenge of the future with greater respect.
They need to realize that in addition to increased production,
energy conservation will play a major role in the solution to
our energy problems. Students also need to be able to identify
types of pollution that can result from energy resource
development and to determine some of the environmental
consequences.
III. Objectives
Upon completion of the module, the learner will be able to:
A. Describe the role of energy use in his/her own daily life and
be aware of the changing energy usage of people in the United
States
B. List the energy sources available to the United States, tell
which are most abundant, which are scarce, and which are being
used the most
C. Compare fuel and energy consumption in North Carolina with that
of the United States
D. List, in priority order, four specific ways in which he/she
might best conserve energy as an individual
E. List, in priority order, four specific ways in which a family
might best conserve energy
F. Discuss the importance of home insulation as an energy saver
G. Identify the appliances which consume the most energy in the
home
H. List conservation methods that could be used by the four economic
sectors of society-transportation, industrial, commercial, and
residential--to help save energy.
145
I. Identify negative contributions of electricity to our society
J. Read electric meters to determine the number of kilowatt-hours
of electrical energy consumed
K. Calculate the cost of electric energy using correct formulas
and units
L. Identify the information contained on an electric utility
bi 11
M. List the advantages of the automobile and the disadvantages
of excessive use of the automobile
N. Demonstrate positive attitudes toward public transportât!'on
systems
0. Identify the types of pollution that can result from energy
resource development, list some of the environmental
consequences, and list activities he/she could do to conserve
energy, thus protect the environment.
P. List harmful effects of air pollution
Q. List ways land disruption is a type of pollution
R. Approximate water usage in the United States
S. Identify possible sources of water pollution (phosphate
detergents, raw sewage, nuclear power plants (thermal), and
predict the success of various methods of preventing and
controlling it
T. Make energy-related value decisions
U. Compare both positive and negative sides of possible energy
management policies of the future
V. Relate general information about energy consumption and
conservation to personal experiences he/she might encounter
W. Explain how future energy shortages may cause changes in
lifestyles
X. Describe the alternatives to energy and resource conservation
146
IV. Suggested Activities
A. Introductory Activities
1. Role of Energy Use
This activity is described in Energy activities making the
most of what we have grades 7-12. The purpose of the
activity is to increase the students' awareness of energy
use in their own dai ly lives and to build an awareness of
the changing energy usage of people of the United States.
Students will prepare a brief inventory of household
goods used on a regular basis in their homes. They are
to note the items which use electricity, gas, petroleum—
any energy source other than human or animal power.
Students are asked to compare their list with one provided
in the activity as to what is revealed about the different
lifestyles of the people in each time period. They are
asked to tell how many of the lifestyle changes are
directly related to available energy resources. A similar
activity entitled, "How Shortages May Affect You" is
described in Silver Burdett's Physical Science Teacher's
Edition. Students are to list ten of their favorite
activities and tell whether they require energy other than
human energy and whether they require material resources.
They are then to make a bar graph of their data, combine
their data with that of their classmates and make a graph
of the combined data. Students are then asked to tell how
they and their classmates would be affected by an energy
shortage or a shortage of material resources or both.
2. Allocation of Energy
The activity is described in Energy activities making the
most of what we have grades 7-12. Its purpose is to
emphasize that many of the activities one wants to do
require the use of energy and that since tnere is only
enough energy for some activities it may have to be
allocated for specific purposes. Students will be given
a chart listing objects or activities. They must decide
which ones mean the most to them. They are given 15U energy
points to use during a year. They are to put a check mark
beside the item or activity they choose and total the number
of energy points required. If the total is over 150 the
student must draw a line through items he/she could do
without. They are to put a circle around the item or
activity they might be able to choose occasionally instead
of all the time.
147
B. Development Activities
1. U. S. Energy Reserves and Consumption
This activity is described in Energy activities making
the most of what we have grades 7-12. Its purpose is
to acquaint students with the energy sources available
to the United States, which are most abundant, which are
scarce, and which are being used the most. Students are
to examine information about lifetimes of recoverable
resources in the U.S. given a table and a circle graph
of U.S. Energy Reserves, Consumption, and Projections of
Consumption. They will use this information to discuss
a set of questions provided. Additional information is
available in a booklet published by the American
Petroleum Instiute, Energy in America: Progress and
Potential. A film, A Play Half Written-The Energy Adventure,
available from Modern Talking Pictures can be shown at this
time. The guide that is available with the film and with
follow-up activities. The purpose of the film is to make
students aware of the relationship between available energy
resources and man's development. The student is given a
glimpse of man's past and his future in order to help
him/her understand the critical role of energy in the on
going progress of civilization. The energy sources of
the past and present and the future energy technologies
are discussed. The film suggests that energy decisions
make an impact on every aspect of our lives. Students
are asked to list ways their lifestyles might be affected
by today's energy decisions. There is an Energy Quiz that
could be given after the film is shown. They could then
discuss their answers as a means of further raising interest
in energy issues.
2. Fuel and Energy Consumption
This activity is described in Energy activities making
the most of what we have grades 7-12. Through this activity,
students will compare fuel and energy consumption in North
Carolina with that of the United States. They will also
observe the relationship between economic growth and energy
consumption. Two bar graphs, Comparison of Percentages of
Energy Consumption by Fuel Types-1975 and Comparison of
Percentages of Energy Consumption by Economic Sectors-1975,
are provided. Students are to use these to answer questions.
The book, Electricity Today's Technologies, Tomorrow's
Alternatives has useful charts and graphs of U. S. Energy
Use and Demand.
148
3. What Can You Do To Save Energy?
This activity is described in The Energy Challenge. It
presents a series of thought-provoking circumstances to
the students. They are asked to think of energy using
devices in their own homes or daily routines. These
are to be listed on the board by the teacher. Beside
each one list the kind of energy used--gas, oil, coal,
or electricity, and identify it as a primary or secondary
source. For each item listed, discuss how energy might
be saved such as by turning off lights, combining washer
loads, tuning up the car, and the many other ideas often
listed in consumer publications. Discuss the purpose of
building insulation. The second part of the activity
illustrates the savings in cost and energy after insulating
a residential building. Students are asked to complete a
graph of heating and air conditioning costs before and
after insulation has been installed in a home. Discuss
reasons utility bills might fluctuate from year to year.
Two activities that can be used with this one are:
a. Energy Conservation With Insulation
This activity is described in the Teaching Guide for
A Play Half Written--The Energy Adventure, a film
available from Modern Talking Pictures. The class is
to be divided into groups and given identical sets of
materials such as styrofoam cups, rubber bands,
newspapers, thermometer, sheet of plastic, sheet of
aluminum foil, and a strip of masking tape. Each
group will be given ten minutes to build a container
from their materials to keep the water hot. Students
are to record the initial temperature of the hot water
when they put it into their container. Twenty minutes
later they are to re-measure the temperature. During
the waiting time, the groups can explain how they
insulated their containers and discuss what makes good
insulation and why it is important in the home.
b. The Best Insultating Material
This activity is described on page 9 of The Energy
Challenge. Students are to wrap ice cubes in several
different kinds of materials, such as styrofoam, newspaper,
plastic, and aluminum foil. They are to record how long
it takes the ice cubes to melt in each material, thus
determining which is the best insulating material. Some
149
useful resources for this activity are The Energy
Crisis What Can We Do?, How You Can Save Energy
Everyday . . . and Money • 9 A Consumer Guide to
Efficient Energy Use in the Home. . . the Energy Gap,
Conservation Quiz, and Energy Conservation Experiments
You Can Do . . . from Edison.
4. It's Everyone's Job
This activity is described in The Energy Challenge. A
brief discussion of the four energy-using sectors of our
society--transportât!'on, industrial, commercial, and
residential--wi11 give the students a start toward
completing the activity sheet. Students can be asked to
list several examples of energy use in the four sectors.
For example, the teacher might write "Transportation" on
the board and under it list cars and trucks. Students
are then asked to note the kind of energy used--coal,
natural gas, petroleum, or electricity and to note ways
in each example that could save on energy used. Students
may be asked such questions as: "Does conservation take
place because less energy is used or because it is used
more efficiently?" Conservation methods are listed in a
column on the activity sheet. Students are asked to do
follow-through planning by choosing the sector of society
which could use the method, telling what energy resource
is saved, if the method uses less energy, uses energy more
efficiently, and how the conservation method can be
encouraged. Three ways to use the activity sheet are
suggested: students work individually, students work in
a group, and as a community research assignment in which
students interview family members or neighbors. Two useful
resources for the activity are How to Conserve Energy at
Home, available from VEPCO and Energy For Today and Tomorrow,
available from Carolina Power and Light.
5. Reading Electric Meters
This activity is described in Environmental Education
Strategies for Wise Use of Energy and on three activity
masters available from Duke Power Company. The purpose of
the activity is to provide students an opportunity to
practice conservation and see the results, to develop the
ability to accurately read electric meters, and to desire
to conserve energy. It explains how the electric meter
works and how it is read. Dials are provided for students
to read to determine the number of kilowatt-hours used.
150
687...U"CPnToedwsoeatrkasdtadnitional resources are the booklet, Electricity,available from Duke Power Company and You and YourElectric Company, available from VEPCO.of E9.ExTcheisssaivcetidi
lnectricityvity is related to the previous one because studentswill use elegctric meter readings to determine the cost ofelectrical energy once they are shown the correct formulasand procedures by the teacher. A resource available fromVEPCO is Rate Schedules.Your Electric Bill
This activity is described on an Activity Master available
from Duke Power Company. A copy of an electric bill is
provided. Students are to study the components and answer
a set of nine questions provided on the master unit.
Load" Use of Electrical Energy
This activity is described in Energy activities making the
most of what we have grades 7-12. The purpose is to
demonstrate the concept of "peak load" and the beneifts of
leveling demand for electrical energy. Students are to
make a graph of the base load, intermediate load, and the
peak load for a "Typical Summer Day". They are asked to
tell if they would expect a graph for a "Typical Winter
Day" to be the same. Students are to make a list of all
the electrical appliances in their home they could use at
an "off" peak period and to list the wattage of each. They
are then to tell which appliances would help the most to
level the peaks and decide whether or not it would be
convenient to use these appliances during "off" peak hours.
Three useful resources are available from VEPCO: How to
Save on Your Electric Bill, What Everyone Should Know About
Electricity, and Electricity Serves Our Community.
Use of Automobiles
This activity is described in Energy activities making the
most of what we have grades 7-12. The purpose is to create
an awareness of the excessive use of automobiles. Students
are asked to keep a log of all trips made with an automobile
for two weeks (or whatever time the teacher chooses). They
are then to separate the list into those which could have
been eliminated by using the telephone, those that were within
151
walking distance, and those which were impossible to walk.
They are to determine the amount of gasoline used, the
cost of each gallon, and the total cost of operation.
Students are to combine lists and together outline the
advantages of walking short distances rather than driving.
Some might be parking, risk of accident, pollution,
exercise, social aspects, environmental appreciation,
and economy. The disadvantages are then to be listed such
as time consuming, inconvenient, and small children. They
are to repeat this listing of advantages and disadvantages
for various means of public transportation. An activity,
"Predicting the Future" as described in Silver Burdett's
Physical Science Teacher's Edition can be used with this
activity. Its purpose is to determine students' attitudes
concerning private transportation versus public transportation.
Students are asked to assume that the government has banned
the manufacturing of all automobiles and that public
transportation systems are being developed to replace them.
They are then asked to answer a set of questions provided
with the activity. Also, Activities 11.7 and 11.8 of
Energy activities making the most of what we have grades
7-12 can be used here because they deal with conservation
of gasoline and comparing energy efficiency, time, and cost
involved in different modes of travel.
10. A Delicate Balance
This activity is described in The Energy Challenge and
What can you make from energy? The purpose is for students
to consider the types of pollution possible in energy
development and energy use and to choose the price they
are willing to pay to reduce environmental damage. Students
are asked to consider their classroom environment by naming
some of the living and nonliving aspects of it. These can
be listed on the board and students can discuss how they
interact with each other. An example could be what happens
when one student makes a noise or opens the window. Students
are to consider how it affects other students, the teacher,
the plants, and decide which of the activities could be
considered disrupting or "polluting". Students are then
to complete worksheets. The first one asks for names of
possible sources of energy in a picture provided and the
energy sources shown that are used to generate electricity.
Seven types of environmental pollution are listed (air, water,
thermal (heat), radioactivity, visual, noise, and land
disruption). Students are to write in the blocks provided
152
on the picture, the type of possible pollution occurring
in that part of the picture. On the second worksheet,
students are to use clues given on a chart to identify
each type of pollution as air, water, or land disruption
and to choose what he/she would be willing to do to help
prevent the pollution from choices given. On the third
worksheet, students are to discuss and list advantages
and disadvantages of each energy resource, and to check
the part of the environment that needs to be protected
for each resource. The second part of this worksheet
has a list of activities students could do to conserve
energy to protect the environment. There are no "correct"
answers here. Students are asked to consider the psychol-
ogical questions to see how often they act as "energy-
conscious" citizens. The filmstrip and cassette, Our
Polluted World: The Price of Progress, can be shown. A
discussion guide is available with it. It examines the
causes and effects of pollution in industrialized and less
developed countries, focuses on the impact of modern
technology on society, and poses the question as to whether
economic growth and development and environmental protection
are compatible, or whether man will have to change his life-
style to ease the crisis. A useful resource on pollution
is the book, Guide to the Study of Environmental Pollution.
11. What Are The Sources of Air Pollution?
This activity is described in Environmental Education
Instructional Unit Pollution. The purpose is to help
students recognize the connection between combustion of
fossil fuels and air pollution. Students are asked to try
to determine which industries, businesses, and institutions,
produce a lot of air pollution, the kind of fuel they use,
if the company uses any kind of filters to prevent unnecessary
emissions, and would converting to a different kind of fuel
reduce pollution. They are then asked to list which of the
many items operated by fuels are necessary and which are
luxuries. An example is the automobile as a necessity and
and a power mower as a luxury. An experiment is described
by which students can collect dust particles, examine them
with a hand lens or microscope, and try to identify the
particles, and record the proportions of each. A similar
experiment is described in a U. S. Department of Agriculture
brochure, Testing For Air Pollution and on page 443 of
Prentice-Hall Physical Science Teacher's Annotated Edition.
In this investigation, students coat the surface of six
petri dishes with a thin layer of petroleum jelly. They
153
then place the collecting dishes in six locations and
leave them for three days. They are to then examine the
samples with a magnifying glass and count the number of
particles in a given part of the petri dish. Students
are to compare data from each site as well as with other
classmates. A useful resource is the book Air Pollution
Primer.
12. What Is the Danger of Air Pollution?
This activity is described in Environmental Education
Instructional Unit Pollution. Students are to select a
large American made automobile and fasten a large plastic
garbage bag over the cool tailpipe with a rubber band
or piece of string. The teacher or other adult should
start the car and let it idle while the students time how
long it takes to inflate the bag. The bag will be blown
off the tailpipe when it is completely filled. The
experiment is to be repeated with the gas pedal down half-
way. Both parts are then to be repeated with a small
foreign car. Students are to compare times recorded to
determine which situation made the bag blow off fastest
and thus, which situation caused the most air pollution.
Students are to answer questions provided. Students are
then to take a plant such as a tomato, bean, or flower
and cover it with a plastic bag and introduce automobile
exhaust into the bag. A second plant is to be used as a
control. Questions are provided for students to answer.
Good resources are Air Pollution and Your Health and
Needed: Clean Air the Facts About Air Pollution.
13. How Much Water Is Used in the United States?
This activity is described in Conserving Our Waters and
Clearing the Air and Environmental Education Instructional
Unit Pollution. The purpose is for students to make an
approximation of water usage in the United States by first
calculating the amount they use themselves. Students are
to list ways in which they use water during a typical day
and write beside each item the approximate amount in gallons.
They are then to find their daily total and use this to
estimate the total amount of water used in the United States
each day and each year. Students are to answer a set of
discussion questions pertaining to where water used by
various cities in the United States actually comes from,
users of water outside the home, and the single biggest
factor that is most likely to change the total amount of
water used in this country and elsewhere in the years ahead.
154
14. What Is In Polluted Water?
This activity is described in Environmental Education
Instructional Unit Pollution. Students are to observe
a display of different types of water contaminates and
place a teaspoonful of materials in separate containers of
water. Examples are salt, sugar, food coloring, fertilizer,
oil, soil, detergent. Students are to answer questions
provided. They are then to filter polluted water using a
paper towel and funnel, examine the solute and solvent
and answer questions. A resource is Water Pollution
Causes and Cures.
15. Do Phosphates and Water Mix?
The activity is described in Environmental Education
Instructional Unit Pollution. The purpose is to study
the effects of detergents on algae. Students are to
set up small aquariums (large jars) and add various
forms of algae from a pond or pet store. They are then
to add 1/2 teaspoonful of sodium phosphate or sodium
nitrate to each of two jars. One jar is to be free of
chemicals so it can be used as a control. Students are
to add another 1/2 teaspoonful in three days to the two
jars already containing sodium phosphate or sodium
nitrate. These are to be observed for four weeks and
any changes recorded. Students are to make a list of
laundry detergent brands and tell what percent of phosphate
each brand contains. The filmstrip, Clean Water, produced
by Procter & Gamble can be shown. It lists sources of
phosphate for polluting water under four categories (natural,
sewage, agricultural run-off, and detergents) and gives
possible solutions. A booklet, Phosphates and the
Environment is available with filmstrip.
16. How Much Waste Do We Produce Each Year?
This activity is described in Conserving Our Waters and
Clean'ng the Air. The purpose is to determine how much
of the materials—water, food and fuels of one kind or
another--used by every household is discarded as waste and
what happens to these wastes. Students are to use the data
on a chart of the required materials and how much is
converted to waste to answer a set of questions. They are
then to read a paragraph about the number of automobiles
in an hypothetical city and how much exhaust gas each
produces a day to answer questions. Students are then to
answer a set of discussion questions about sewage pollution
155
of water, treatment of sewage and air pollution. These
will help them realize their responsibilities in air
and water conservation.
17. Thermal Pollution
The activity is described in Silver Burdett's Physical
Science Teacher's Edition. The purpose is to demonstrate
thermal pollution in water. A list of needed materials
is given as well as a data table students will use to
record information on as they gather it while they carry
out the experiment. Students are to fill a beaker with
tap water and record its temperature. They are then to
heat part of the water until its temperature is increased
5°C, pour it back into a one liter beaker, stir the water,
measure and record its temperature. This is to be
continued until the temperature of the water is the same
as it was originally. Students are to tell what happened
when the tap water was mixed with the heated water and how
long it took for the water to cool to its original temper-
ature. Useful resources on thermal pollution are
Electricity and the Environment Answers to Your Questions,
Nuclear Power Answers to Your Questions, Focus on Physical
Science Teacher's Annotated Edition. Electricity Today1s
Technologies. Tomorrow's Alternatives (listed in Module I)
and Nuclear Power Answers to Your Questions (listed in
Module II).
18. Energy-Related Value Decisions
This activity is described in Energy activities making
the most of what we have grades 7-12 and Environmental
education strategies for wise use of energy. The purpose
is to give students some insight into their own values
as they make energy-related value decisions. The questions
are designed so there are no right or wrong answers. One
part of the activity is that each student is presented a
copy of a Case Study and several related questions to
answer. Students should be arranged in groups of fours
to discuss the problems involved and try to come up with
group decisions. Students will answer such questions as
whether an individual has the right to refuse to see his/
her land to a large electric company and if a power company
has a responsibility to be completely frank about potential
land purchases. In the second part of the activity students
are to consider a list of items either individually or in
groups and discuss or debate their rationale for answers.
156
They are to choose from a list of functions which they
could perform adequately in their homes without electricity.
They are to complete a questionnaire to describe their
attitude toward doing without certain electrical items.
Students are also to rank 15 items as to which they
consider to be the most important. They are then given
a list of five items to rank in order in which they would
accept them to guarantee the continuation of services
they find difficult or impossible to do without. The
filmstrip and cassette, Energy: Impact on Values and
Lifestyles can be used at this point. It is available
from Carolina Biological Supply. It examines the present
energy situation, outlines some of the conflicts involved,
and specifies major steps that will have to be taken by
society in general. It challenges everyone to consider
what he/she will need to do as an individual to adopt
lifestyles that will contribute to conservation of energy.
Key words, phrases, and suggested discussion questions are
listed on the discussion guide available with the filmstrip
and tape.
19. Energy Management, Research and Development
This activity is described in What can you make from
energy? and Energy activities making the most of what we
have grades 7-12. The purpose is to help students to develop
an understanding of the many factors involved in determining
priorities for funding research and development. Students
are given a list of alternative methods of electric power
generation to rank in order oftheir importance for
receiving research and development funds. To further
involve students in the decision-making process of energy
management, the game of "Energy Bucks" can be played.
Students will represent the various groups in a community
such as industrial interests and transportation interests.
The goal of each group is to try to avoid a major cut in
services or economic benefits. In this activity students
are to make decisions regarding energy policies for the
entire United States in three categories: Energy Conservation,
Coal and Petroleum Resource Development and Convert to Other
Fuels.
20. Energy Supply and Demand; Shortages and Surplus
The activity is described in The Energy Challenge. The
purpose is for students to learn about the concept of supply
157
and demand and shortage and surplus and the relationships
of these to energy costs. The student is introduced to
these in a somewhat superficial way because the prices
on the world scene are complex. Students are to fill in
the blanks of a story about a small town gas station owner
and his customer. They are to discuss ways in which
shortages may cause the price of items in their own
shopping experience to increase. The film, The Big E's:
Energy, Environment, Economics, an Exxon Film, available
from Modern Talking Pictures can be shown. It stresses
that energy, economics, and the environment depend on each
other and that different individuals feel each of these is
more important than the other two. It discusses three
changes that the growing demand for energy is causing:
Americans are finding ways to conserve, producers of
fossil fuels are working to find more oil and gas at home,
and there is an intense effort to find substitutes for
fossil fuels. The film points out that the changes
brought about will affect the environment and economics.
C. Concluding Activities
1. The Energy Chain
The activity is described in The Energy Challenge. The
purpose is to help students relate the more general
information in the earlier activities to personal
experiences. There are five links to the chain of energy
use--environment, production, lifestyle, population growth,
and world trade. Students are to draw a line from each
story to the appropriate link. They are then to form
small discussion groups, define the problem in the given
situations, and discuss what the solutions might be.
2. Hidden Word Review
This activity is described in The Energy Challenge. It
is a hidden word puzzle that contains 30 words found in
the activities of the module and on vocabulary lists of
the activity sheets. Students might compete to see who
can find the most words. The answer to each of 20 review
questions provided is a word from the puzzle.
3. Energy Bingo
The game is described in Environmental Education Strategies
For Wise Use of Energy. The game is designed to provide
158
students an entertaining way of becoming more aware of
their environment and what can be done locally by them-
selves and others to aid in energy conservation. The
student will be given a sheet with a number of items on
it. Students are to mark each block with an X when he/
she actually finds what is described. Some examples are
a room with a thermostat over 68°F, a door or window open
with heat or air conditioning on, and lights left on in
an unoccupied room.
D. Enrichment Activities
1. Your Kind of Auto
This activity is described in Silver Burdett's Physical
Science Teacher's Edition. Students are to be told ahead
of time to bring in automobile ads, magazines, and brochures
from car dealers. The teacher should discuss the functions
of these magazines if students are not familiar with them.
The purpose of the activity is to determine why people buy
certain automobiles. Students are to look through available
ads, magazines, or brochures to read about the various makes
and models. They are to describe which automobile they
would most like to buy and list five reasons for their
choice. They are to ask their classmates what their
choices were, record the choices and the reasons. A class
list of reasons is then to be made listing the ones most
frequently given first. Students are then to analyze the
reasons to determine how many were economic ones as well
as determine if one make and model was chosen frequently
and, if so, to list its character]'stics.
2. Several activities are described in Energy activities
making the most of what we have grades 7-12
a. Automobile-Related Classification
The purpose is for students to identify and record
automobile-related classifications that are listed
in the Yellow Pages of a Telephone Directory.
Students are to fill in a data table with the headings;
Automobile Related Classification, Number of Entries,
and Could It Exist Without the Auto?
b. Fuel Shortages
The purpose is for students to describe how they would
159
view the fuel shortage if they were placed in a number
of situations such as being the owner of a large car
or a coal miner. They are to tell what steps they
would take to improve their position in each of the
given situations.
c. Energy-Consuming Steps in the Food System
This activity is designed to enable students to isolate
the energy-consuming steps in the food system and to
suggest different ways energy might be saved. They
are to choose from a list of twelve steps in the food
system for a frozen vegetable the steps that could be
eliminated to save energy. Students are then to
construct the food chain steps for a canned soft drink
and suggest which ones could be eliminated to save
energy.
d. Equivalent Energy Costs of Foods
The purpose of this activity is for students to make
wise food choices in order to save energy. They are
to look at a menu and select their food choices based
on likes and dislikes. They are to place a check beside
each "low energy" item they selected. Students are then
to indicate the "price" of each item they chose and
determine their total bill. They are then to determine
how they could have saved energy by making different
choices.
E. Research Activities
Several research activities are described in Environmental
Education Strategies for Wise Use of Energy. Some are:
Ask students to investigate the effects of available
energy supply upon the standard of living in different
parts of the United States and the world during the
last forty years.
2. Students could study the ways people have been motivated
to use more energy in the past. They could discuss the
possibility of reversing the trend from promotion to reduction
of energy consumption.
3. Students could investigate and discuss the political and
social implications of the energy-use imbalance in the world
today.
160
4. Students could locate the names of the agencies at the
federal, state, and local level that affect energy
production. They could determine their duties and legal
status.
5. Students could do research to determine the rate at
which energy is being used in the United States.
V. Curriculum Resources
A. Introductory Activities
1. Role of Energy Use
a. Activity 8.3, pages 52-53
Energy activities making the most of what we have
grades 7-12. Raleigh, N.C.: Division of Science
Education, North Carolina Department of Public
Instruction, Summer, 1979.
Division of Science Education
North Carolina Department of Public Instruction
Raleigh, NC 27611
b. Barman, C. R • 5 Rush, J. J • 5 Schneiderwent, M. 0. and
Hindin, W. B. Physical Science teacher's edition,
Morristown, New Jersey: Silver Burdett Company,
1979, page 363.
2. Allocation of Energy
Activity 11.2, pages 76-77
Energy activities making the most of what we have grades 7-12
B. Developmental Activities
1. U. S. Energy Reserves and Consumption
a. Activity 9.1, pages 59-60
Energy activities making the most of what we have
grades 7-12
b. Energy in America: Progress and potential. Washington,
D. C.: American Petroleum Institute, 1981.
American Petroleum Institute
2101 L. Street Northwest
Washington, D. C. 20037
161
c. Teaching guide for a play half written—the energy
adventure. Washington, D. C.: Atomic Industrial
Forum, inc.
Atomic Industrial Forum, Inc.
7101 Wisconsin Avenue
Washington, D. C. 20014
d. Film A play half written—the energy adventure,
available from Modern Talking Pictures Services, Inc.
Modern Talking Pictures Services, Inc.
5000 Park Street North
St. Petersburg, Florida 33709
O
The guide is available with the film or as in (c) above.
2. Fuel and Energy Consumption
a. Activity 10.2, pages 65-66
Activity 6.4, pages 37-38
Energy activities making the most of what we have
grades 7-12
b. Electricity today's technologies, tomorrow's
alternatives. Revised ed. Palo Alto, California:
Electric Power Research Institute, Inc • 5 1982.
(1) Electric Power Research Institute
P. 0. Box 10412
Palo Alto, California 94303
(2) Also available from Carolina Power and Light
411 Fayetteville Street
P. 0. Box 1551
Raleigh, NC 27602
3. What Can You Do To Save Energy?
Activity Master 17 and page 8
The energy challenge. Washington, D. C.: Federal Energy
Administration
The Energy Challenge
Box 14306 ^
Dayton, Ohio 45414
a. Energy Conservation With Insulation
162
Teaching guide for a play half written—the energy
adventure
b. The Best Insulating Material
The energy challenge, page 9.
Other resources
c. The energy crises what can we do? Mavern, Pa.:
Energy Conservation Research, 1974. (Available
from American Petroleum Institute.)
d. How you can save energy everyday . . . and money! South
Deerfield, MA: Channing L. Bete, Co., Inc., 1982.
(Available from VEPCO.)
Public Affairs/Educational Services
VEPCO
P. 0. Box 26666
Richmond, Virginia 23261
e. A consumer's guide to efficient energy use in the
home . . . the energy gap. Washington, D. C.:
American Petroleum Institute.
f. Conservation guiz. Washington, D. C.: American
Petroleum Institute.
g. Energy conservation experiments you can do . . . from
Edison. Southfield, Michigan: Thomas Alva
Edison Foundation, 1981. (Available from VEPCO.)
4. It's Everyone's Job
a. Activity Master 18 and pages 8-9
The energy challenge
b. How to conserve energy at home. South Deerfield, MA:
Channing L. Bete Co • 5 Inc • 5 1974. (Available from
VEPCO.)
c. Energy for today and tomorrow. Raleigh, N.C.: Energy
Conservation Research Carolina Power and Light,
1979.
5. Reading Electric Meters
163
a. Environmental education strategies for wise use of
energy. Raleigh, N. C.: Division of Science
Education, North Carolina Department of Public
Instruction, February, 1974, pages 22-25.
b. Activity Master Units from Duke Power Company
(1) Your Electric Meter: How It Works
(2) Your Electric Meters: How It's Read
(3) Your Electric Meter: How Much Electricity
Educational Services
Duke Power Company
P. 0. Box 33189
Charlotte, NC 28242
c. Electricity. Charlotte, N. C.: Corporate Communications
Duke Power Company, 1982.
d. You and your electric company. Washington, D. C.:
Edison Electric Institute, June, 1979. (Available
from VEPCO or Edison Electric Institute.)
Edison Electric Institute
1111 19th Street
Washington, D. C. 20036
6. Cost of Electricity
a. Teacher prepared worksheets of problems
b. Rate schedule. Richmond, Virginia: VEPCO, September,
1982.
7. Understanding Your Electric Bill
Activity Master Unit available from Duke Power Company
8. "Peak Load11 Use of Electrical Energy
a. Activity 10.8, pages 72-73
Energy activities making the most of what we have
grades 7-12
b. How to save on your electric bill. Blacksburg, Virginia:
164
Farm and Home Electrification Council,
Virginia Polytechnic Institute. (Available
from VEPCO.)
c. What everyone should know about electricity. South
Deerfield, MA: Channing L. Bete Co • J Inc • 9
1981. (Available from VEPCO.)
d. Electricity serves our community. Washington, D. C.:
Edison Electric Institute, 1980. (Available
from VEPCO.)
9. Excessive Use of Automobiles
a. Activity 10.3, page 67.
Energy activities making the most of what we have
grades 7-12.
b. Silver Burdett Physical science teacher's edition,
pages 333-338.
c. Activity 11.7, page 83.
Energy activities making the most of what we have
grades 7-12
d. Activity 11.8, page 84
Energy activities making the most of what we have
grades 7-12
10. A Delicate Balance
a. Activity Masters 19 and 20 and pages 10-11
The energy challenge
b. Activity Master 11 and pages 6-7
What can you make from energy? New York, New York:
Union Carbide Corporation, 1975.
Union Carbide Corporation
207 Park Avenue
New York, New York 10017
c. Skacel, M. B. Our polluted world the price of progress
165
Current Affairs discussion guide. Ridgefield,
CT: Current Affairs Division of Key Productions,
Inc., 1972
Current Affairs
346 Ethan Allen Hwy.
P. 0. Box 426
Ridgefield, CT 06877
d. The filmstrip, cassette, and guide are also available
from Carolina Biological Supply.
Carolina Biological Supply
Burlington, NC
o
e. Andrews, W. A. (Ed.) A guide to the study of environ-
mental pollution. Englewood Cliffs, New Jersey:
Prentice Hall, Inc • 5 1972.
11. What Are the Sources of Air Pollution?
a. Environmental education instructional unit pollution.
Raleigh, N. C.: North Carolina Department of
Public Instruction, 1972-73, pages 9-10.
b. Testing for air pollution. Washington, D. C.: U. S.
Department of Agriculture, January, 1972.
c. Prentice Hall Physical science teacher's annotated
edition, page 443.
d. Corman, R. Air pollution primer. American Lung
Association, 1978.
American Lung Association of North Carolina
Eastern Region
P. 0. Box 1407
Greenville, NC 27834
12. What Is the Danger of Air Pollution?
a. Environmental education instructional unit pollution,
pages 12-13.
b. Air pollution and your health. Washington, D. C.:
U. S. Environmental Protection Agency, 1979.
(1) U. S. Environmental Protection Agency
Office of Public Awareness
Washington, D.C. 20460
166
(2) EPA Region 4
345 Court!and Street NE
Atlanta, GA 30308
c. Needed: Clean air the facts about air pollution.
South Deerfield, MA: Channing L. Bete Co • 9 Inc • 5
1967. (Available from VEPCO.)
13. How Much Water is Used in the United States?
a. Conserving our waters and clearing the air student
manual. New York, N. Y.: American Petroleum
Institute, February, 1970.
b. Environmental education instructional unit pollution,
page 16.
14. What is in Polluted Water?
a. Environmental education instructional unit pollution,
pages 17-18.
b. Water pollution causes & cures. Washington, D. C.:
Manufacturing Chemists Association, August, 1979.
Manufacturing Chemists Association
1825 Connecticut Avenue, NW
Washington, D. C. 20009
15. Do Phosphates and Water Mix?
a. Environmental education instructional unit pollution,
pages 18-19.
b. Filmstrip Clean Water
The Procter & Gamble Company
P. 0. Box 599
Cincinnati, Ohio 45201
c. Phosphates and the environment: Cincinnati, Ohio:
The Procter & Gamble Company, October, 1971.
16. How Much Waste Do We Produce Each Year?
Conserving our waters and clearing the air, pages 13-15.
17. Thermal Pollution
167
a. Silver Burdett's Physical science teacher's edition,
pages 318-319.
b. Electricity and the environment answers to your
questions. Washington, D. C.: Edison Electric
Institute, July, 1982. (Available from Carolina
Power and Light.)
c. Nuclear power answers to your questions. Washington,
D. C.: Edison Electric Institute, 1978.
(Available from VEPCO.)
d. Heimler, C. H. & Price, J. Focus on physical science
teacher's annotated edition. Columbus, Ohio:
Charles E. Merrill Publishing Co., 1969, pages
325-327.
18. Energy-Related Value Decisions
a. Activity 11.1, page 75
Energy activities making the most of what we have
grades 7-12
b. Activity 8.2, page 50
Energy activities making the most of what we have
grades 7-12
c. Environmental education strategies for wise use of
energy, pages 19-20.
d. Colby, C. Energy: Impact on values and lifestyles
Current Affairs discussion guide. Wilton, Conn.:
Current Affairs, October, 1974.
Current Affairs
24 Danbury Road
Wilton, Conn. 06897
e. Filmstrip, guide, and cassette tape are available from
Carolina Biological Supply
19. Energy Management, Research and Development
a. Activity Master 12 and page 7
What can you make from energy?
168
b. Activity 10.7, page 71
Energy activities making the most of what we have
grades 7-12
c. Activity 11.11, pages 89-92
Energy activities making the most of what we have
grades 7-12
20. Energy Supply and Demand; Shortages and Surplus
a. Activity Master 21 and page 12
The energy challenge
b. Teacher's guide The big E's: Energy, environment,
and economics. St. Petersburg, Florida: Modern
Talking Pictures Services
C. Concluding Activities
1. The Energy Chain
Activity Master 23 and pages 12 and inside back cover
The energy challenge
2. Hidden Word Review
Activity Master 24 and inside back cover
The energy challenge
3. Energy Bingo
Environmental education strategies for wise use of energy,
pages 34-35.
D. Enrichment Activities
1. Your Kind of Auto
Silver Burdett Physical science teacher's edition, page 332
2. Energy activities making the most of what we have grades 7-12
a. Automobile-Related Classification
169
Activity 8.1, page 48
b. Fuel Shortages
Activity 8.11, page 55
c. Energy-Consuming Steps in the Food System
Activity 11.9, page 85
d. Equivalent Energy Costs of Food
Activity 11.10, pages 86-88
E. Research Activities
Environmental education strategies for wise use of energy,
pages 10-18.
VI. Additional Resources
Abraham, M. R. (Ed.). Science education/society: A guide to
interaction and influence. Columbus, Ohio: ERIC Clearing-
house for Science, Mathematics, and Environmental Education,
November, 1978.
Abraham, N • 5 Beidleman, R. G • 5 Moore, J. A • 9 Moore, M. & Utley, W. J.
Interaction of man and the biosphere inquiry in life science.
Chicago: Rand McNally & Company, 1975, 226-249.
A clearer look at water. Monsanto Magazine, October, 1973, 1-5.
A conversation with Mary Eleanor Clark "We have become servants,"
not masters of technology. U. S. News & World Report, Inc • 5
August 17, 1981, 48.
A glossary on air pollution. American Lung Association, April,
1978.
Air pollution and your health. Washington, D. C.: Environmental
Protection Agency, March, 1979.
Air pollution the facts. Washington, D. C.: National Tuberculosis
and Respiratory Disease Association, January, 1970.
A new deal for energy. Newsweek, February 9, 1981, 65-66.
An NSTA position statement Science-technology-society: Science
170
education for the 1980's. NSTA Report, November, 1982,
6: 2, 8.
Background information on air pollution control. Washington,
D. C.: Manufacturing Chemists Association, September, 1971.
Background information on water pollution control. Washington,
D. C.: Manufacturing Chemists Association, September, 1971.
Boulding, K. E. The peculiar economics of water. Chemistry,
September, 1966, 39: 9, 20-25.
Cancer: The environmental connection. Science Challenge, November,
1982, 5: 3, 3-11.
Carrying capacity: Approaching the limits. Science Challenge,
September, 1982, 5: 1, 19-21.
Cleansing the air: EPA's program for air pollution control.
Washington, D. C.: Environmental Protection Agency, June,
1979.
Clean water it's up to you. Glenview, Illinois: Isaak Walton
League of America, February, 1970.
Daneke, G. A. (Ed.). Energy, economics, and the environment toward
a comprehensive perspective. Lexington, Mass.: Lexington
Books, D. C. Heath and Company, 1982.
Energy conservation: An emerging priority. Washington, D. C.:
American Petroleum Institute, July, 1975.
Energy electric cars. Current Energy & Ecology. November, 1980,
3: 3, 27-29.
Energy 2000. Science Challenge. September, 1982, 5_: 1, 30-31.
Energy watch. Science Challenge, September, 1982, 5^: 1, 32.
Environmental education instructional unit natural resources.
Raleigh, N. C.: North Carolina Department of Public Instruction,
1972-73.
EPA Journal reprint transportation and the environment. Washington,
D. C.: Environmental Protection Agency, February, 1980, 6>:
2, 12-29.
Floods—dam the river. Science Challenge, March, 1982, 4: 7, 26-28.
171
How will you celebrate? Earth Day XIII. Science Challenqe,
March, 1982, 4: 7, 17-19.
Human ecology the water fight. Current Energy & Ecology,
November, 1981, 4: 7.
Interdisciplinary student/teacher materials in energy, the
environment and the economy how a bill becomes a law to
conserve energy. Washington, D. C.: National Science
Teachers Association, October, 1977.
Is your drinking water safe? Washington, D. C.: Environmental
Protection Agency, March, 1977.
Keeping an eye on home energy use and cost. Science Chailenge,
November, 1982, 5: 3, back cover.
Knight, P. A. The energy resources center illustrated guide to
home retrofitting for energy savings. New York: McGraw
Hill Book Company, 1981.
Land danger disappearing soil. Current Energy & Ecology,
November, 1980, _3: 3, 22-23.
Lewert, H. Looking to tomorrow and after-tomorrow. Silent
Autumn, 1977.
McCombs, L. W. & Rosa, N. What's ecology? Reading, Mass: Addison-
Wesley Publishing Company, 1978.
McLeod, R. Hetherington, M & Treagust, D. Instilling the "energy
ethic"--activities to live by. The Science Teacher,
February, 1980, 47: 2, 36-37.
Measuring air quality the new pollutant standards index. Washington,
D. C.: Environmental Protection Agency, July, 1978.
Mickey Mouse and Goofy explore energy conservation. Houston, Texas:
Exxon U.S.A • 5 1978.
Murphy, E. F. Energy and environmental balance. New York:
Pergamon Press, 1980.
Nelson, G. Stop killing our oceans. Reader's Digest, February,
1971, 132-135.
Ozone its effects and control. Washington, D. C.: Environmental
Protection Agency, April, 1979.
172
Piracy of the Great Lakes. Current Energy & Ecology, November,
1980, 3: 3, 3-12.
Pollution: A common concern. Washington, D. C.: Environmental
Protection Agency, December, 1978.
Pollution and kids. Current energy and ecology, November, 1980,
3: 3, 13.
Prologue a table of yesterday, tomorrow, and after tomorrow.
Silent Autumn, 1977.
Proujan, C. Drilling for offshore oil--worth the risk? Scholastic
Science World, October, 1982, 39: 3, 25-27.
Redmond, A. D. Energyport, a hypothetical town where students
confront real energy issues. The Science Teacher, September,
1981, 48: 6, 36-39.
Reeves, C. A. Energetic math. The Science Teacher, January,
1979, 46: 1, 35.
Research reporter ground water. Chemistry, September, 1966, 39;
9, 26-28.
Reserves on the reservation. Energy & Education, February, 1978,
1: 3, 3.
Ryor, J. Guest editorial. Energy & Education, February, 1978,
1: 3, 1.
Schultz, R. F. Environmental experiments . . . from Edison.
Southfield, Michigan: Thomas Alva Edison Foundation, 1982.
Southwick, C. H. Ecology and the quality of our environment. New
York: D. Van Nostrand Company, 1972.
Spencer, D. A. An ecologist views the environment. Washington,
D. C.: National Agricultural Chemicals Association, March,
1971.
Stine, W. B. and Gordon, R. G. Energy crisis mobile. The Science
Teacher, January, 1979, 46: 1, 34-35.
Stone, M. A. A plea for understanding. U. S. News and World Report,
March 2, 1981, 79-80.
Stream!i ning. Science Challenge, March, 1982, 4_: 7, 14-16.
173
Superfund: What it is, how it works. Washington, D. C.:
Environmental Protection Agency, July, 1982.
The environment and cancer. Science Challenge, November, 1982,
5: 3, 6-11.
The truth about trash. Washington, D. C.: Woman's Club Service
Bureau and Continental Can Company, December, 1972.
Trends in the quality of the nation's air--a report to the people.
Washington, D. C.: Environmental Protection Agency,
October, 1980.
Water a resource you can help restore. Arlington, Virginia:
National Recreation and Park Association.
What everyone should know about the quality of drinking water.
Greenfield, Mass.: Channing L. Bete Co • » Inc • 5 1977.
What is the energy forecast? Current Energy and Ecology,
November, 1980, 3: 3, 3.
What you can do about water pollution. Washington, D. C.: Federal
Water Pollution Control Administration, 1968.
Whose woods are these? Refuse vs. recreation. Science Challenge,
November, 1982, 5: 3, 22-24.
Winds of change, Current Energy and Ecology, November, 1980, 3:
25-26.
Your health and air pollution. American Lung Association, 1980.
Zielinski, E. J. & Bethel, L. J. Winning the energy game. The
Science Teacher, January 1983, J50: 1 , 55-56.
CHARTS
Environmental education strategies for wise use of energy
1. Change in Production or Consumption Per Capita, page 49.
2. How Does the U. S. Use its Energy?, page 54.
3. Growth of American Energy Use and Population, page 55.
American Petroleum Institute
Future Growth and Energy Needs