Teachers Information Pack
To support the programmes use within schools - a Teachers Information Pack has been developed. Areas of interest within this pack are:
- Setting the Scene
- The Energy Conservation Game
- Curriculum and Qualifications
- Before playing the Game
- Playing the Game
- Extension Activities
1. Setting the Scene
There is an increasing need to raise awareness of the importance of energy conservation in order to conserve our sources of energy and to reduce the potentially catastrophic effects of climate change. The UK's energy requirements continue to rise, especially the demand for electricity, at a time when supplies of indigenous sources of fossil fuels (oil, coal and natural gas) are depleting. The provision of oil and natural gas from the North Sea is declining and the country is becoming increasingly dependent on imports, some from politically unstable parts of the world. This is particularly true for gas supplies that we use for heating, hot water and the generation of electricity. Already the impact of these imports has been a significant increase in the cost of energy in the UK since 2005.Equally concerning is the ever increasing evidence that climate change is happening around the world at a much faster rate than previously anticipated. The burning of fossil fuels, releases carbon dioxide (CO2) into the atmosphere faster than plants and the oceans can absorb it. The build-up of CO2 enhances the greenhouse effect and is believed to be accelerating the rate of global warming and causing climate change which will affect the lives of millions of people around the world.
There is evidence that such change is already happening with extremes of weather, such as:
- Hurricane Katrina which destroyed New Orleans in 2005
- 2006 saw the worst droughts in the Horn of Africa for over 40 years, followed by widespread flooding when the rainy season arrived.
- Increasing heatwaves in Australia leading to devastating forest fires.
- The melting of ice caps, eventually leading to rising sea levels which could cause worldwide flooding.
- The deaths of thousands of people in Europe in 2003 as the continent suffered a severe and prolonged heatwave.
The depletion of fossil fuels and impact of climate change needs to be addressed by Governments and people worldwide. International protocols such as Kyoto have highlighted the need to:
- Reduce the amount of energy derived from fossil sources
- Increase the use of energy derived from renewable sources
- Curb the demand for energy
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2. The Energy Conservation Game
In recognition of the above issues and the need to educate young people about energy conservation, British Gas has funded the development of an education based game that enables users to investigate energy conservation in the home. During the game players assume the role of a British Gas Engineer, giving energy conservation advice to householders. By exploring the 3D city, students identify homes where energy is being wasted. With an energy saving budget they can advise owners of the homes on ways to conserve energy and money.The game has many applications within secondary education both at Key Stage 3 and Key Stage 4. It is also appropriate for 6th Form students and young people in further education following vocational courses in engineering and construction.
Specific learning objectives include:
- Recognise the ever increasing demand for energy and the impact of reducing supplies of fossil fuels
- Understand the causes and effects of global warming and climate change
- Identify the many ways in which energy is used in the domestic sector
- Recognise the need to take appropriate actions to reduce energy use in our homes
- Develop financial and decision-making skills
- Communicate the benefits of energy efficiency
- A more energy literate generation of future householders
- An understanding of domestic energy costs
- The opportunity for students to impact on energy conservation in their own homes
3. Curriculum and Qualifications
The following energy-related concepts and skills are wholly or partly covered by the Energy Conservation Town software.Curriculum
Maths- Applying calculations and using data in real life contexts
- Problem solving, reasoning and communicating findings
- Using graphs and tables
- Using standard units such as kWh
Science
- Collecting and interpreting data to make informed decisions about real life situations (e.g. measuring temperature)
- Understanding the transfer and conservation of energy
- Understanding the effect of the burning of fossil fuels on the environment
- Knowing that electricity is generated from different sources
- Knowing that energy can be stored
- Understanding the impacts of energy use and issues such as global warming and climate change
Geography
- Knowing that energy sources are both renewable and non-renewable and that non-renewable sources, such as fossil fuels, have a finite life.
- Understanding the factors that affect location of energy supplies and electricity generation (e.g. oil and gas fields, location of wind farms)
- Understanding that increasing global energy demands will impact on energy supplies and costs for the UK
History
- Understanding how changes in lifestyles have led to an increased demand for energy
- Making comparisons of energy use in the home today compared with that of older relatives
Design and Technology
- Recognising the application of control and feedback systems in the real world
- Evaluating products and appliances in terms of their energy consumption
- Understanding how design trends can impact on energy use
PSHE & Citizenship
- Showing concern for the comfort of others and a commitment to sustainable development
- Participating in and taking responsibility for minimising the home's environmental impact
- Adopting a sustainable lifestyle
- Recognising that personal choices affect the environment
- Understanding global interdependence and responsibility
- Accepting responsibility for maintaining a sustainable environment for future generations
ICT
- Using technological tools to find, explore, and analyse information
- Using ICT to develop creativity, thinking and problem solving skills, collaboration and independent learning
- Using ICT to make informed judgments
Qualifications
The knowledge and skills outlined above are relevant to studies required for attaining qualifications in the respective GCSE syllabuses of the individual subjects. In addition, there are two vocational GCSEs that provide opportunities for energy studies - Engineering and Construction & the Built Environment. The former is already available but the Construction & the Built Environment course is only at the pilot stage and should be rolled out in September 2007.There is also a range of GNVQs, NVQs and BTEC qualifications in engineering and construction that can provide contexts for learning about energy conservation.
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4. Before playing the Game
Before students begin their role as a British Gas engineer, it would be useful to provide them with some basic information on energy use in the home and how it can be used efficiently. Preliminary work on energy in the home will help them more readily understand the aims and objectives of the software and the role they are expected to play.Energy is used for heating, hot water, cooking, lighting, operating domestic appliances and entertainment equipment. Apart from electricity generated from nuclear or renewable sources, householders predominantly use fossil fuels for their energy needs. Most homes are heated by natural gas or electricity. In some areas where natural gas is not available oil, LPG, coal or even wood may be used. Fossil fuels emit harmful gases and demands on their availability are leading to significant increases in costs. As fossil fuel supplies diminish in years ahead costs will continue to rise.
Electricity use is increasing in homes mainly due to the growth of entertainment equipment such as computers, game stations, DVD players, etc. Often this type of equipment incorporates a ‘standby’ system which means that electricity is still being consumed even when the equipment is not in use.
There is now an urgent need to curb demand for energy in the home for both environmental and economic reasons. Many householders are not aware of their energy use and how much of it is wasted. Students can assess how much energy is used in their own homes and whether it is used efficiently by,
- Taking note of the different uses of energy, the types of lighting, appliances and other electrical equipment installed.
- Monitoring the use of the energy equipment and identifying where energy is being wasted, such as lights and appliances left on unnecessarily.
- Checking fuel bills to see if consumption has risen in recent years and, if so, trying to find out why it has increased.
- Finding out if the walls and roofs are insulated.
Being energy concious does not have to be too technical. Very often it is down to people’s attitude and behaviour in using energy. Simple actions can make a big difference to reducing energy consumption.
For example householders should be encouraged to:
- Turn appliances off properly instead of leaving them on standby
- Close doors and windows to keep heat in instead of turning heating up
- Boil as much water in the kettle as is needed rather than fill the kettle up to the top
- Ensure lofts are adequately insulated to the recommended thickness of 270mm
- Only use washing machines and dishwashers when there is a full load
- Avoid placing furniture in front of radiators
- Turn off lights when they are not needed
- Use low energy light bulbs and appliances
- Have a shower instead of a bath to save on water and energy
- Fit draught-roofing around windows and doors to keep the heat in
- Install energy efficient heating systems and controls, such thermostatic radiator valves to control the temperatures in individual rooms
- Only purchase 'A' rated energy efficient appliances, such as washing machines and fridges
5. Playing the Game
The game can be played individually, in pairs or in groups, usually depending on the number of computers available. A brief presentation of the game through a whiteboard or computer projector may help students understand the operation of the game more readily. The game is available online so students can also access the game at home or in a library.The aim of the game is to improve the energy efficiency of homes within a virtual city. To start the game students are invited to select from one of four British Gas engineers and assume his or her role.
Initially after learning about energy usage within a typical city, in industry, shops and homes, students identify homes where energy is wasted and their task is to try to improve their efficiency. By clicking on a district in the city they will be able to magnify the view to take a closer look at homes to find those that are wasting energy. In addition, certain homes will provide occupant’s views on energy conservation.
Once a home has been selected students will learn about the owners and their lifestyle. This will provide an insight into energy use in the home and how some of it is wasted. This is important information to remember as they play the role of the British Gas engineer as it will help them to advise householders.
When students visit a home they will discover the amount of energy used by the owners. They will be able to view a floor plan of the home and select rooms to visit to see where energy is being used. They will be required to make recommendations for conserving energy and costs.
Students will be given a budget to spend on individual homes to make them more energy efficient. This will appear on the screen and as investments are made the amount of energy and money saved will be calculated. In some cases they will be able to save energy without spending any of the budget by identifying simple lifestyle changes.
Once students have finished work on a house a score will be calculated depending on what energy saving items have been recommended and the changes that have been made. The more energy saved at least cost and with the shortest payback period the higher the score.
Once a number of students have played the game get them to share their experiences, their recommendations for individual homes and compare scores. Invite them to discuss the reasons for the decisions they made, review their recommendations and to consider whether they would make any alternative suggestions. Tabulating and displaying outcomes for each home may help the discussions.
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6. Extension Activities
Climate Change
Community Survey
Inform students that their task is to conduct a survey of the opinions and attitudes held by staff, peers, parents and the wider community about the causes and effects of climate change. Brainstorm the type of questions that they will need to ask in order to ascertain the information from the interviewee. Design a questionnaire from these responses and ask students to interview at least four people. Discuss their findings in class and invite the students to present their findings at an assembly, in the school newsletter, on the school web site, etc.
Art Exhibition
Discuss with the students how climate change is occurring in countries around the world and in the UK. Invite the students to give examples from their own knowledge of recent climate change events e.g. floods in UK, heatwaves in Europe. Ask the students to research websites/resources for current examples of climate change, record their findings on a world map and create an art exhibition using different forms of media e.g. collage, photography, computer technology to show the rest of the school how climate change is impacting on students' lives across the world.
Energy Conservation
Designing Energy Efficient Homes and Investigating Heat Loss
Show students a range of energy efficiency materials (hot water tank insulation, fibre glass roof insulation, pipe lagging, draught-proofing materials) and discuss how they can be used to keep heat in the home.
In groups, ask them to design and make their own models of energy efficient homes using the following: cardboard boxes, corrugated cardboard, cotton wool, bubble wrap, clingfilm, bits of carpet, scissors, glue, sellotape, plastic pots/cartons, household product magazines, scrap materials/cloth, ribbon, straws, coloured card, etc.
Ensure the students design their model homes with cavity walls and roof spaces so that they can investigate and compare the thermal properties of different types of insulation material. They can use a small low wattage bulb as a heat source and thermometers or data loggers to record the rate of heat loss.
Conducting a School Energy Audit
Inform the students that they are conducting a school energy check, similar to the one they carried out at home, to identify the main areas where energy is being wasted in the school. Get one group to investigate lighting, another group heat loss, another group appliance usage and the final group staff awareness.
From their findings ask the students to make recommendation for improving the energy efficiency of the school. Get the students to assess whether these measures are cost effective, practical and realistic according to the current school financial climate. Ask the students to prepare a PowerPoint presentation for the senior management team outlining the results from their survey and recommendations for action.
Monitoring Energy Consumption and Costs
Invite the students to record the energy consumption at home over a period of time, for example a week, a fortnight or a month. Then ask them to persuade their family to make some simple lifestyle changes for a similar period of time to reduce energy use. Get the students to record meter readings over this period to see how much consumption has been reduced.
From the two sets of figures ask the students to calculate the annual energy cost before and after changes to the family lifestyle. They will be able to use household fuel bills to work out the cost of the respective fuels. See if they can estimate the potential annual savings if the lifestyle changes were adopted permanently.
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