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These eight papers are intended to help prepare trainers of mine safety for an expected influx of younger workers as experienced miners retire and acquaint the trainers with strategies they can use to enhance their training effectiveness. "Principles of Adult Learning: Application for Mine Trainers" (Kathleen M. Kowalski, Charles Vaught) reviews the process and principles of adult learning and presents a learning model that discusses goals, content, delivery, assessment, and remediation. "Getting Through to Greenhorns: Do Old Training Styles Work with New Miners?" (Launa Mallett et al.) discusses issues related to training new generations of miners with learning style preferences and training needs that differ from those of Baby Boomers and other older miners. "An Overview of the Evaluation Process for Mine Trainers" (Launa Mallet, Dana Reinke) provides trainers and decision makers with a framework for planning and assessing training evaluation strategies; presents Kirpatrick's (2001) model of evaluation categories; and discusses how to start an evaluation plan and ways to collect data. "Innovative Alternatives to Traditional Classroom Health and Safety Training" (Michael J. Brnich et al.) discusses a technique for incorporating worker participation into fire prevention and safe equipment operation training. "Considerations in Training On-the-Job Trainers" (Bill Wiehagen et al.) focuses on on-the-job training as a method for teaching miners safety and production skills. "Releasing the Energy of Workers to Create a Safer Workplace: The Value of Using Mentors to Enhance Safety Training" (Thomas W.Camm, Elaine T. Cullen) discusses the mentor-protege model for teaching miners. "Developing Toolbox Training Materials for Mining" (Floyd D.Varley, C.M.K. Boldt) describes how mine trainers can develop their own tailgate training--short (usually 10-15 minutes) weekly sessions conducted onsite prior to work shifts and involving work crews. "Communicating the Same Message with Different Media: An Example from Hearing Loss Prevention" (Robert F. Randolph et al.) discusses why multiple versions of an educational message involving different delivery systems--can reach a diverse population more effectively than a single version. (YLB)

Deep in the rugged coal fields of West Virginia, the rumble of a steam locomotive mingles with the sound of the New River crashing through its steep rocky gorge. With brakes squealing, the train passes a signal and slows for its approach into the town of Thurmond (West Virginia). This lesson plan is based on the National Register of Historic Places file "Thurmond Historic District," and other source materials about railroading in the New River Gorge. The lesson, which can be used in units on transportation history and community development, helps students understand how important these transportation services were to an otherwise inaccessible region. It cites National History Standards for grades 5-12, objectives for students, and materials needed. The lesson is divided into eight sections: (1) "About This Lesson"; (2) "Getting Started: Inquiry Questions"; (3) "Setting the Stage: Historical Context"; (4) "Locating the Site: Maps" (Chesapeake and Ohio Railroad; Coal Mine Connection); (5) "Determining the Facts: Readings" (A Railroad Town; Behind the Scenes; A Ballad); (6) "Visual Evidence: Images" (Thurmond, c. 1920; Layout of Thurmond; Postcard Picture of Thurmond Depot; Ticket Office at a C&O Depot); (7) "Putting It All Together: Activities" (Role Play; Recognizing Others; Transportation Then and Now); and (8) "Supplementary Resources." (BT)

This coal education resource kit for grades K-2 was developed by the Illinois Department of Energy and Natural Resources (ENR). The kit contains activities designed to help students become familiar with the origin of coal and the process involved in its development, become familiar with safety equipment used by coal miners and understand why the equipment is needed, be able to verbally list some uses of Illinois coal and state why it is important, understand the two types of mining used by Illinois coal miners to extract coal from the ground, and become familiar with basic vocabulary words. The activities are divided into five sections: (1) origin of coal; (2) uses of coal; (3) mining; (4) mining and safety; and (5) additional activities. The teacher is provided with instructions for using the kit and background information. Each of the first four activity sections begins with a teacher narrative. Dinosaurs are also a part of many of the activities. (PVD)

This instructional information packet had been prepared to help teachers plan lessons and activities related to natural resources. It contains posters, activity sheets, teacher guides, student pages, background and study sheets, video and reading lists, free video offers, and sources for more information. (JRH)

This book contains discussions of many of the problems that tribal decision makers must face. It is intended to supply information that may be useful in making future development decisions and to suggest options for Indian control of Indian resource development. The book contains chapters on economic development and long range planning; parallels between American Indian tribes and developing nations such as the Pacific island of Nauru; barriers to development; tribal sovereignty versus economic development; choosing tribal advisors; dealing with developers, including negotiating with the federal government and with mining companies and developing taxation methods; dealing with financial institutions; opening Indian reservations to tourism; federal management of Indian forest lands; Indian fishing rights; Indian agriculture and the Colorado River Indian Tribe's tribal farm; energy resources; coal and uranium on reservation lands; and the impact of development decisions on the tribes. (SB)

The dual purpose of this module is to introduce students (grades 10-11) to current/emerging environmental issues and to emphasize the moral/ethical decision-making related to these issues. The module is organized into 12 topic areas, each containing a dilemma story, introductory reading material, sample student responses, and questions. Dilemmas are essentially brief stories which pose a critical decision to be made by a main character. This decision revolves around conflicts between two or more moral/ethical issues (as identified by Kohlberg) presented in the situation, and it is the moral/ethical implication that provides the thrust for student discussions. Preceding each dilemma are relevant readings or case studies providing basic background information regarding the environmental issue presented in the dilemma. Questions and sample student responses (representing positions taken by typical students) serve to stimulate thinking about the issues and generate discussions. Issues examined include water shortage; world food supply; protecting access to sunlight for solar heating/power purposes; microwave; nuclear power; coal; DDT (an insecticide); waste disposal/hazardous chemicals; polyvinyl chloride (PVC) and hazardous materials; wastewater treatment; and overproduction. The module may be used as a separate unit of study, mini-course, or incorporated into civics, history, biology, chemistry, environmental science and earth science courses. (JN)

"Energy: Decisions for Today and Tomorrow" is one of the "Preparing for Tomorrow's World" (PTW) program modules. PTW is an interdisciplinary, future-oriented program incorporating information from the sciences and social sciences and addressing societal concerns which interface science/technology/society. The program promotes responsible citizenry with increased abilities in critical thinking, problem-solving, social/ethical reasoning, and decision-making. This module, designed for grades 7-8 (social studies, general science, earth science, language arts, health education), examines issues underlying the "energy crisis" and values involved in decisions regarding such energy-related issues as energy consumption, distribution, and sources. Subject matter is presented in three sections (oil and transportation, nuclear energy, and coal). The teaching guide includes an overview of the module (purpose; strategies employed, focusing on the dilemma/debate discussion techniques; module structure/objectives; and its use in the school curriculum) and instructional strategies related to the readings, dilemma discussions, and students activities in each of the three sections. A chart indicating moral issues (as defined by Kohlberg) presented in the dilemmas, suggested schedule of activities, and bibliography are also included. The module may be used as a separate unit of study, as a mini-course, or incorporated into existing curricula where appropriate. (JN)

The purpose of this module is to engage students (grades 7-8) in examining issues that underlie the "energy crisis" and in considering value aspects involved in decisions regarding energy consumption, distribution, sources, and other energy-related issues. The module is comprised of three parts, each focusing on a current, major source of fuel energy and its related issues. These include oil and transportation, nuclear energy, and coal. To demonstrate some of the many aspects of the subject, dilemmas or role-playing situations highlight the effects and problems posed by increased consumption of these fuels. Dilemmas are brief stories posing a critical decision to be made by a main character. This decision revolves around conflicts between two or more moral/ethical issues (as identified by Kohlberg) presented in the situation, and it is the moral/ethical implication that provides the thrust for later student discussions. Preceding each dilemma are readings/case studies providing background information regarding issues in the dilemmas. Questions are also provided to stimulate thinking about the issues and generate discussions. The module may be used as a separate unit of study, as a mini-course, or incorporated into social studies, general science, earth science, health education, or language arts courses. (JN)

Energy education units (consisting of a general teacher's guide and nine units containing a wide variety of energy lessons, resources, learning aids, and bibliography) were developed for the Indiana Energy Education Program from existing energy education materials. The units were designed to serve as an entire curriculum, resource document, supplementary materials, or as a laboratory manual of "hands-on" activities which could be infused into existing grades 9-12 curricula. Unit VI, focusing on fossil fuels and energy alternatives (solar and coal), consists of an introduction (rationale, unit objectives, and general background information), eight "solar lessons," three "coal lessons," unit resources, bibliography, and teacher evaluation form. Each lesson includes lesson title, objectives, background information, activities, evaluation techniques, and resources. Titles of solar lessons are: (1) All Buildings Are Solar Collectors; (2) The Cardboard Carpenter and the Solar Hot Plate; (3) A Green/Ice House; (4) A Wet Solar Collector; (5) The Sunshine Papers (drawing and designing a solar plate collector); (6) Color Conduction Comparison; (7) Wind Generator; and (8) Second Hand Solar Sources: Savonius Rotors. Coal lesson titles are: (1) Coal and Energy; (2) Types of Mining and Mines; and (3) Problems with Coal and Solutions. (Author/JN)

This teaching unit explores coal as an energy resource. Goals, student objectives, background information, and activity options are presented for each major section. The sections are: (1) an introduction to coal (which describes how and where coal was formed and explains the types of coal); (2) the mining of coal (including the methods and ways of transporting coal); (3) the use of coal (reviewing historical uses and current products); and (4) problems with using coal (assessing environmental and health related factors). Throughout the document several fact sheets are presented in a pictorial and graphic manner. References are given for films and publications that pertain to coal and/or energy-related issues. An appendix provides additional background information for teachers and activity possibilities for students. (ML)

The nine units in the curriculum guide on energy options focus on energy from coal, the sun, petroleum, the wind, water, and trees; and on heat pumps, energy conservation, and agriculture and energy. The units are comprised of from two to seven lessons. Each lesson contains objectives, approximate time, procedure, evaluation questions or methods, a list of further activities, and resource information. The units, designed for grades K-12, are illustrated with black and white drawings. The guide contains a list of energy curriculum materials sources. (SB)

This training outline for grader operators, one in a series of eight outlines, is designed primarily for company training foremen or supervisors and for trainers to use as an industry-wide guideline for heavy equipment operator training in open pit mining in British Columbia. Intended as a guide for preparation of lesson plans both for classroom and on-the-job training activities, this outline is divided into eight modules. Each module is based on 2 to 24 objectives. For each objective, key points and procedures are outlined. Module topics are basic safety and operating rules, communications, indicators and controls, pre-start and operational checks, basic operation, grader production, service and refuel, and special assignments. A skill profile chart is attached. (YLB)

This training outline for front end loader operators, one in a series of eight outlines, is designed primarily for company training foremen or supervisors and for trainers to use as an industry-wide guideline for heavy equipment operator training in open pit mining in British Columbia. Intended as a guide for preparation of lesson plans both for classroom and on-the-job training activities, this outline is divided into eight modules. Each module is based on 3 to 14 objectives. For each objective, key points and procedures are outlined. Module topics are basic safety and operating rules, communications, gauges and controls, pre-start and operational checks, basic operation, front end loader production operation, service and refuel, and special assignments. A skill profile chart is attached. (YLB)

This training outline for rotary drill operators, one in a series of eight outlines, is designed primarily for company training foremen or supervisors and for trainers to use as an industry-wide guideline for heavy equipment operator training in open pit mining in British Columbia. Intended as a guide for preparation of lesson plans both for classroom and on-the-job training activities, this outline is divided into eight modules. Each module is based on 2 to 19 objectives. For each objective, key points and procedures are outlined. Module topics are basic safety and operating rules, communications, indicators and controls, pre-start and operational checks, basic operation, service the drill, move the drill, and special assignments. A skill profile chart is attached. (YLB)

This training outline for haulage truck operators, one in a series of eight outlines, is designed primarily for company training foremen or supervisors and for trainers to use as an industry-wide guideline for heavy equipment operator training in open pit mining in British Columbia. Intended as a guide for preparation of lesson plans both for classroom and on-the-job training activities, this outline is divided into eight modules. Each module is based on 1 to 13 objectives. For each objective, key points and procedures are outlined. Module topics are basic safety and operating rules, communications, gauges and controls, pre-start and operational checks, basic truck operation, production operation, service and refuel, and special assignments. A skill profile chart is attached. (YLB)

This training outline for shovel operators, one in a series of eight outlines, is designed primarily for company training foremen or supervisors and for trainers to use as an industry-wide guideline for heavy equipment operator training in open pit mining in British Columbia. Intended as a guide for preparation of lesson plans both for classroom and on-the-job training activities, this outline is divided into eight modules. Each module is based on 3 to 14 objectives. For each objective, key points and procedures are outlined. Module topics are basic safety and operating rules, communications, indicators and controls, pre-start and operational checks, basic operation, shovel production, lubrication and service, and special assignments. A skill profile chart is attached. (YLB)

This training outline for rubber tire dozer operators, one in a series of eight outlines, is designed primarily for company training foremen or supervisors and for trainers to use as an industry-wide guideline for heavy equipment operator training in open pit mining in British Columbia. Intended as a guide for preparation of lesson plans both for classroom and on-the-job training activities, this outline is divided into eight modules. Each module is based on 1 to 13 objectives. For each objective, key points and procedures are outlined. Module topics are basic safety and operating rules, communications, indicators and controls, pre-start and operational checks, basic operation, rubber tire dozer production operation, service and refuel, and special assignments. A skill profile chart is attached. (YLB)

This training outline for heavy duty tiremen, one in a series of eight outlines, is designed primarily for company training foremen or supervisors and for trainers to use as an industry-wide guideline for heavy equipment operator training in open pit mining in British Columbia. Intended as a guide for preparation of lesson plans both for classroom and on-the-job training activities, this outline is divided into eight modules. Each module is based on 3 to 13 objectives. For each objective, key points and procedures are outlined. Module topics are basic safety and operating rules, communications, preparation of the equipment for tire changes, remove the tire from the equipment front and rear, replace the tires on the equipment front and rear, tire removal from the rim assembly, install tire on rim assembly, and special assignments. A skill profile chart is attached. (YLB)

This training outline for track dozer operators, one in a series of eight outlines, is designed primarily for company training foremen or supervisors and for trainers to use as an industry-wide guideline for heavy equipment operator training in open pit mining in British Columbia. Intended as a guide for preparation of lesson plans both for classroom and on-the-job training activities, this outline is divided into nine modules. Each module is based on 3 to 17 objectives. For each objective, key points and procedures are outlined. Module topics are basic safety and operating rules, communications, guages and controls, pre-start and operational checks, basic dozer operation, dozer production operation, service and refuel, exploration work, and special assignments. A skill profile chart is attached. (YLB)

The purpose of this handbook is to present information about energy and to translate this information into learning activities for children. Chapter 1, "Energy: A Delicate Dilemma," presents activities intended to provide an introduction to energy and energy usage. Chapter 2, "What are the Sources of Energy?" provides background information and activities about energy sources such as solar, wood, coal, steam, oil, radiant, wind, gas, and nuclear. The third chapter, "What Are the Uses of Energy?" presents information and activities related to transportation forms, and household, commercial, and industrial uses of energy. Chapter 4, "How Can We Conserve Energy?" provides a rationale, background information, activities descriptions, and discussions of various kinds of energy choices and conservation options. The final chapter, "What Will Our Energy Future Be Like?" includes descriptions of and activities about tides, geothermal energy, nuclear fusion, wind, ocean thermal energy conversion, fuel cells, hydrogen fuel, solar collecting, solid and organic wastes, oil shale, tar sands and hydropower. The bibliography contains over 100 additional sources of ideas and activities for energy education. (TW)

Based on a project carried out by the Women's Bureau of the U.S. Department of Labor, this program guide provides a plan for helping women gain entrance into nontraditional industries. The guide uses as background and examples in the planning process the coal employment project that began in 1977 to make intensive efforts to help women get jobs in the coal mines of Appalachia. The 12 steps of the planning and implementation process are discussed in individual sections of the guide: (1) assess the need for a program and document the facts; (2) develop media strategies; (3) structure the organization and develop the program framework; (4) develop a proposal and seek funding; (5) establish an advocacy position; (6) develop support networks; (7) design training components; (8) develop and collect training materials; (9) recruit and screen applicants; (10) conduct the training; (11) assist in finding jobs; and (12) provide ongoing support. Appendixes to the guide provide: suggestions for developing a nonsexist training program, a contents outline of the coal mine project training manual, information on local mines (form), checklist of suggestions for making job application at coal mines, and a job application form. (KC)

The greenhouse effect has always existed. Without the greenhouse effect, Earth could well have the oven-like environment of Venus or the deep-freeze environment of Mars. There is some debate about how much the Earth's surface temperature will rise given a certain amount of increase in the amount of greenhouse gases such as carbon dioxide, nitrous oxides, chlorofluorocarbons, methane, water vapor, and ozone. The activities in this document are designed to encourage students to explore the issue of the greenhouse effect and its future implications, envisage and assess various solutions, share ideas with other students and the community, and adopt appropriate actions to limit the greenhouse effect. The activities, which are suitable for photocopying, are designed for use by secondary students. Topics include: (1) "Background to the Greenhouse Effect"; (2) "Once Upon a Time"; (3) "Keeping Cool and Dry Inside"; (4) "Designing New Cities"; (5) Greenhouse Fun and Games"; (6) Changing Coastlines"; (7) Where Will the Tourists Go?"; (8) "Trees Can Help Us"; (9) "Running Hot and Cold on Coal"; (10) "Changing Things for the Better"; (11) "Living in a Greenhouse Culture"; and (12) "Beyond the Greenhouse Culture." A list of audiovisual and print reference materials is appended. (CW)

This guide is designed to help workplace trainers in Australia's coal industry improve coal miners' operator and general communication skills through a curriculum that integrates training in language, literacy, and numeracy. The following topics are discussed in the guide's seven sections: the changing workplace (changing work environment; changing roles; changing language, literacy, and numeracy demands of the job); workplace communication skills training (numeracy skills needed by operators, workplace trainers as numeracy teachers); language and literacy in the workplace (definitions; spoken communication, literacy, and computer literacy skills needed by operators; workplace trainers as language and literacy teachers); writing in plain English (purpose, audience, text structure, grammar, thinking about words and phrases); training tips (characteristics of effective trainers, structure of a training session); designing integrated training (identifying language, literacy, and numeracy competence; recognizing language, literacy, and numeracy in competency standards and incorporating them into training delivery and assessment); and providing workplace communication skills training (case studies, program development). Appended are: following: 7 references; addresses of 7 mining training advisory boards; a contact for further information on funding for language, literacy, and numeracy provision; the address to contact New South Wales (NSW) Adult Migrant English Service (AMES); 12 useful resources on language, literacy, and numeracy. (MN)

Mining is the second smallest industry division in terms both of employment and number of business units in Australia. Employment accounts for less than 1 percent of all jobs. The outlook for employment is clouded by continuing uncertainty in Australia's main Asian markets and by the longer-term impact of environmental concerns. Mining industry employment is dominated by male full-time jobs, particularly in the coal mining and metal ore mining sectors. It has the lowest level of part-time jobs and jobs for women of all industry sectors. Overall downward movement in employment is expected. The mining industry differs from the total workforce's occupational composition in having a high proportion of its workforce in the intermediate production and transport group. It also has a well-above-average proportion in the tradespersons and related category, indicating it is significantly dependent on the vocational education and training (VET) sector for its skills formation. A disproportionately high number of workers have a trade qualification. Average weekly hours worked are well above the all-industry average. Mining employees are the highest earning workers in Australia. Most employment is found in Western Australia and New South Wales. VET graduates employed in mining rate the relevance of their training quite high. The mining industry spends substantially more per employee on structured training than any other industry. (Four tables are appended.) (YLB)

The activities in this document are designed for elementary students by the American Coal Foundation. The activities contained in this booklet are as follows: (1) Coal Flowers; (2) Coal Formation; (3) TV Documentary on Coal; (4) Controlling Our Rate of Consumption; and (5) The Geologists' Dilemma. The last two activities were developed by Indiana Teachers through workshops sponsored by the Indiana Council for Economic Education and Public Service of Indiana. (JRH)

This collection of lesson plans designed for teachers of 4th- through 12th-grade students utilizes an assortment of teaching strategies for topics related to coal and the coal industry. Activities cover the following topics: coal formation; coal identification; "the geologist's dilemma" (a supply and demand activity); geologic time and the formation of coal; history of the coal industry in the United States; coal derivatives; and coal composition. Teaching methods vary with each lesson to include experimentation, simulation, and student interviewing. Experiments allow for the study of coal derivatives through destructive distillation, and for the study of coal composition through moisture and ash analysis. Each experiment lesson plan designates grade level, objectives, discussion techniques, materials, procedures, and results or data collection analysis. One of two simulation lesson plans consists of a coal formation project to observe the conditions present in coal formation. The second simulation lesson plan is a role play activity where students use problem solving skills in resolving any energy source dilemma. A student interviewing activity entails identifying local people who have been involved with coal mining operations in the past. This particular lesson includes sample interview questions and permission slips to be signed by parents and persons interviewed. (MCD)

Presents a case study in which students investigate the environmental issue of open cast coal mining. Students examine the issue from different perspectives; interpret the available evidence; draw appropriate conclusions; and evaluate such conclusions. (MDH)

Geography teachers can illustrate the patterns associated with mineral fuel production, especially coal, by using United States Geological Survey topographic maps, which are illustrated by symbols that indicate mine-related features, such as shafts and tailings. Map reading exercises are presented; an interpretative map key that can facilitate classroom map activities is provided. (RM)

The purpose of this activity is to make students aware that there is no free energy source for the present or the future and that all technologies are potential threats to the environment. The activity consists of a short reading (discussing basic trade-offs, issues, and decisions related to petroleum, coal, and nuclear energy sources) and student exercises. Objectives and instructional strategies are provided for these exercises in which students research and evaluate environmental, societal, and monetary costs of energy sources. The key for students as decision makers is to pick the energy source least likely to be permanently harmful or the one that has the smallest total effect. (JN)

This adult literacy curriculum best serves groups of students, but is also effective for one-on-one tutoring methods. The material covers the history of broad form deeds in Kentucky (instruments with which coal rights, but not the farmlands above the coal, were sold to mining companies) and includes four personal narratives of Kentucky residents presented in brief sections. Recall questions after each chapter check individual reading comprehension, although it is recommended that the ideal setting for the questions is a discussion group. An accompanying book contains word and writing exercise supplements for each group of stories in the guide. (NLA)

This document consists of energy vocabulary activities, three games, worksheets, laboratory activities/exercises, and an introductory classroom exercise designed to introduce energy concepts to students. Vocabulary activities focus on coal and energy consumption. The three games (with instructions) focus on various aspects of energy and energy consumption/conservation. Content area emphasized, objective(s), materials needed, and instructional strategies and suggested activities are provided for the worksheets and laboratory activities/exercises. Topics of worksheets and laboratory activities/exercises include, among others, paying utility bills; values placed on energy sources; burning properties of different materials; acidity of fly ash; geiger counter experiments; half-life; effects of solar energy on a radiometer; solar collectors; insulators; and water pressure. (JN)

The contributions of coal as an important energy source are reviewed in this booklet for teachers. It provides background information on coal, activities for classroom use, and an answer key for all the exercises. The introductory section includes information on: (1) coal and electricity; (2) reasons for using coal; (3) methods for extracting coal; and (4) historical perspectives on coal use. The remainder of the booklet is comprised of six activities that can be duplicated for classroom use. The activities contain maps, charts and diagrams that address concepts and problems related to the use of coal as an energy source. (ML)

Intended as a supplement to the units "Oil: Fuel of the Past" and "Coal: Fuel of the Past, Hope of the Future," this 3-4 day unit contains three activities which briefly explain the chronological development of energy resources and the formation and development of the Organization of Petroleum Exporting Countries (OPEC). The first activity provides students with an actual time line of energy's development and inventions which accompanied that development from 1776-1976. The second activity contains a pre-reading explaining the growing development of fossil fuels in American technology. The final activity explains the events leading up to and following the oil embargo crisis of 1973-1974. Rationale, objectives, and instructional strategies are provided for each activity. A list of process skills fostered in the unit, Fry readability ratings for two readings (11th year), advanced teacher preparation, goals, and evaluation suggestions are provided in the introduction. (Author/JN)

Recommended for grades 9-12 science and/or social studies classes, this 13-14 day unit is designed to allow students to explore coal and its properties, examining the nature of coal, where it is found, materials made from coal, and the role of coal in the past and its promise for the future. The unit consists of 11 activities with rationale, objectives, and instructional strategies provided for each activity. Many of the activities contain an informational reading which provides basic information about a particular topic or issue (with Fry readability levels for each reading indicated in the introduction). Following the readings, students answer questions about the readings, design graphics, interpret data, try experiments, and research various aspects of coal. A teacher's guide for a slide program (The North Omaha Coal Fired Plant) which can be ordered from the Nebraska Energy Office is also included. (Author/JN)

The Energy 80 program is designed to enhance students understanding of energy, either through supplements to traditional courses, such as mathematics, science, social studies, or homemaking, or by developing a mini-course or interdisciplinary course in energy. Although written for junior high school students, many of the activities may be used in high school and upper elementary grades. This guide makes use of two parts of the program, the student booklet, "Energy 83," and the three-volume resource book, "Teaching about Energy." The guide is organized according to the sequence of topics presented in the student booklet. These topics include: energy fundamentals; energy flows in nature; energy from nuclear fission; renewable energy sources; energy in the United States; economics and decision-making; and conservation. Provided for each activity associated with these topics is a picture of and reference to the appropriate pages in this student's edition of "Energy 83," materials needed from the resource book, objectives, instructional strategies, major ideas to be developed, and suggested reinforcing and extension activities. Each activity also includes a mini-quiz and set of true-false questions (with answers), background information to help teachers better understand the subject before teaching it, and a list of teacher references and resources. (Author/JN)

Energy 80 is an energy education program for middle/junior high school students. This document is a booklet of energy topics designed for student use in the program. Topics considered in this booklet include: forms of energy; energy rules; solar energy; food energy; fossil fuels; coal; oil and gas production and consumption; nuclear fission; renewable energy sources; history of United States energy; energy production and consumption (in flowchart format); investing in energy; buying energy abroad; saving energy at home; climate and comfort; energy conservation techniques; insulation; home energy heating sources; energy and happiness; and energy conservation in business and industry. Colorful drawings are provided to illustrate the energy topics and concepts discussed in each section. Several review sections and a list of questions to answer at the beginning of the booklet are also included. Although designed for junior/middle school students in science and social studies classes, the booklet and other materials in the program can be used in high school classes and in upper elementary grades. (JN)

This teaching guide is designed to help teachers develop lesson plans around nine chapters provided in the student textbook. Chapters focus on energy use, energy demand, energy supply, principles of electric power generation, today's generating options, future generating options, electricity storage and delivery, environmental concerns, and making energy decisions. The guide is not intended as a comprehensive step-by-step instructional aid; rather, its purpose is to suggest some general classroom procedures and activities. The guide presents a nine-part format related to each chapter, including a one- or two-sentence summary of the chapter contents, list of major topics, statement of the chapter's objective, list of key words, general questions for discussion that challenge students to think beyond the contents, suggestions for activities (including field trips and guest lectures), list of additional readings, list of films and audiovisual resources, and a short quiz. An answer key for the nine quizzes is also provided. (JN)

This book traces the relatively new role of electricity in our energy history, discusses old and new ways of producing it (and related environmental issues), and closes with an agenda of technology-related issues that await decisions. Topics are presented in nine chapters. Chapters focus on (1) energy use; (2) energy demand; (3) energy supply; (4) principles of electric power generation; (5) today's generating options, focusing on power from fossil fuels, nuclear power, and dry steam geothermal energy; (6) future generating options, considering clean coal combustion, solar power, wind power, ocean power, biomass conversion, emerging geothermal options, fuel cells, breeder reactors, and nuclear fusion; (7) electricity storage and delivery; (8) environmental concerns; and (9) making energy decisions. A glossary of key vocabulary words, reading list, list of information sources, and index are included. (JN)

Energy 80 is a booklet of energy topics for junior/high/middle school students. The topics are presented in 16 short sections (spreads). Topics include: energy forms; energy rules; solar energy; food energy; origin of fossil fuels; coal; oil and gas production and consumption; nuclear fission; renewable energy sources; history of United States energy; energy production and consumption (in flow chart format); investing in energy; buying energy abroad; saving energy at home; energy and happiness; and conservation in business and industry. Colorful drawings are provided to illustrate the energy topics and concepts discussed in each section. A list of questions to answer (suggesting that the questions be answered on a separate piece of paper) is included in the first page of the booklet. It is indicated in the teachers' guide designed for use with this booklet that although designed for junior high/middle schools students in science and social studies classes, the booklet was found suitable for use in upper grades and, to a lesser extent, in upper elementary grades. (JN)

The Schoolhouse Energy Efficiency Demonstration (SEED) program was developed to assist schools in reducing the impact of rising energy costs. Developed as part of the SEED program, this publication was designed to provide background information on the energy issue and to briefly describe what future energy sources may be. It includes: (1) background information on the energy issue, discussing energy conservation, oil and natural gas, coal, nuclear energy, synthetic fuels, and renewable energy resources; (2) examples of what schools are doing about energy, including the role of teachers in energy conservation; (3) suggested ways in which a school building can be used to teach energy, emphasizing energy conservation; (4) a "Student Schoolhouse Energy Survey," for student/teacher use; (5) examples of how energy education can be used outside in the classroom and in extracurricular and community projects; and (6) an exercise that will help teachers "energize" existing curricula. This exercise consists of listing traditional concepts considered essential in the teaching of a subject area and, for each concept, identifying and writing down the hidden energy concept and developing an activity (or modifying an existing one) which emphasizes the hidden energy concept. Sample lesson plans from other energy education programs are included. (Author/JN)

When the fossil fuels unit was first designed for Science 101 (the currently approved provincial guide for grade 10 science in Manitoba), Canadian support materials were very limited. Since students are asked to interpret data concerning energy consumption and sources for certain fossil fuels, the need for appropriate Canadian data became obvious. This document meets the need by: (1) providing some background information for teachers; (2) describing some activities and student-oriented information which are correlated to unit objectives; and (3) providing transparency masters which can be used to lead discussions or develop a new lecture. Topic areas in the overview section for teachers include effect of rate at which resources are used, factors affecting rate of resource use, supply and demand (oil/gas), octane numbers, and gasoline additives. Topic areas in student materials section include formation of fossil fuels, refining crude oil, burning fossil fuels, factors affecting the burning of fossil fuels, trends in fossil fuel use, and environmental effects. These materials can also be used for energy-oriented units in Physics 200, 300. (Author/JN)

Four additional readers have been written for use in the Science in Society general studies project. Three of the readers discuss the applications and importance of engineering in the world. They include: Engineering 1 (Reader M), which discusses such topics as the role of engineering in society, structural design and engineering, the engineering solution to the flooding of London, engineering design, medical engineering, microelectronics, and robots; Engineering 2 (Reader N), which examines air transportation, rail technology, the automobile in the year 2000, engineering and sea transport, space vehicles, navigation, and agriculture and aviation; and Engineering 3 (Reader 0), which discusses such topics as oil exploration and production, coal mining, supply and use of gas, coal processing, use of coal, chemical and processing engineering, water supplies, and sewerage. The fourth reader (Reader P) discusses vital issues of defense and whether or not nuclear arms are necessary. The use of energy in British society and the need for energy conservation are also considered. (JN)

This 17-chapter book (which may also be used as a textbook) provides a thorough insight into the basic facts about energy as well as new and transitional technologies such as synthetic fuels. The book also helps examine the economic, societal, and political aspects of the energy situation in detail, consistently providing technical data to support the discussions. Topic areas dealt with in the 17 chapters include: "1985" revisited; the nature of energy; the laws of energy conversion; the efficiency of energy conversion; energy and the industrial society; patterns of energy consumption; electricity, energy and air pollution; fossil fuels and the environment; projections of energy futures and some failures of such projections; mixed blessings of nuclear energy; fuels from oil shale and tar sands, fuels from coal, and fuel cells; alternative energy sources; solar energy; energy conservation; energy and society; and energy policy: toward the year 2000. Six appendices are included with data on energy and discussions of large and small numbers and the mathematics of energy, heat and heat engines, the nature of electricity, the meteorology of air pollution, and energy from the nucleus of atoms. (JN)

Since it became known in l979 that the Arkansas Power and Light Company was going to build a large electricity generating plant near Hampton and that there would be a lignite mining operation established there to support the power plant, the Warren public schools have been preparing to meet the impact on the schools. Because it was assumed that the growth of these new industries would create a demand for many more technically trained workers from the communities in the area, research was conducted to develop a curriculum to train them. This report includes background information and suggested curriculum to train workers in three broad areas: industrial electricity, metallurgy, and heavy equipment operation. For each of these areas, information is provided on types of jobs in the field, skills required for each occupation, suggested course content for training workers in these fields, and suggested resources for developing curriculum units. The report also contains an analysis of the projected impact of the industrial development on the schools of the area, and what role each school district and type of school should play. A bibliography of materials suggested as resources for developing curriculum or for use as instructional materials is included in the report. (KC)

This report provides statistical data on the amount of purchased energy consumed and the price paid for energy during fiscal years 1980-81 and 1981-82 at colleges and universities. These data were collected as part of an Energy Task Force project which was designed to: (1) establish a data gathering program that encourages colleges and universities to collect energy data for their own use; (2) provide information to educational institutions by generating comparative data; and (3) provide statistically sound data for the Task Force's state and federal activities. The report is divided into nine sections: (1) index of reporting institutions; (2) total campus data by identification number; (3) total campus data by gross square feet; (4) total cost and consumption (in gross square feet sequence); (5) total central plant data (in gross square feet sequence); (6) total fuel oil data (in gross square feet sequence); (7) total coal data (in gross square feet sequence); (8) total natural gas data (in thousand cubic feet sequence); and (9) total electricity data (in kilowatt hour sequence). Individual campus data are included for comparative analysis. A copy of the questionnaire used and brief introductory comments are provided. (JN)

Eight energy education activities are provided. Each activity includes an overview, a brief summary, lists of objectives and materials needed, teacher's notes, and student materials. The activities focus on: (1) using social studies skills to understand Minnesota energy data and to clarify and understand some Minnesota energy issues; (2) giving reactions to 20 energy statements about Minnesota; (3) collecting and evaluating information on some problems and potentials of Minnesota's alternative energy sources (solar energy, petroleum, natural gas, hydropower, wind energy, coal, biomass, nuclear energy, propane, and district heating); (4) comparing energy costs of low income and non-low income households; (5) examining Minnesota's energy future using a modified Delphi technique; (6) writing a description of a possible energy future which explores the sequences of events leading to a future state; (7) reading and reacting to information about the coal severance tax and its impact on Minnesota; and (8) examining the comparative costs of conservation and the costs of energy from other sources. (JN)

Provides a collection of websites on the Gilded Age that include lesson plans, a chronology, electronic texts, and other resources. Offers a variety of topics such as, but not limited to, African American history, coal mining, political cartoons, architecture, bibliographical information on public figures, and the Spanish-American War. (CMK)