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This multimedia environmental project aims to raise public awareness about the environmental and economic benefits of recently developed green technologies designed to protect the environment. The heart of the project is a three-part television series on the Public Broadcasting Service whose areas are home, work and community. Topics include old home retrofitting and new green homes, industrial ecology, and water purity and the integrated green city plan. This videotape and the accompanying guides are designed to complement the television series. The viewer's guide describes the project and offers guidelines on compost piles and becoming a green consumer, and explores such consumer issues as drinking water, energy-saving appliances, automobile redesign, and sustainable communities. The teacher's guide contains activities arranged in sections according to the three program areas. Activities explore such topics as insulation properties, window orientation, compost pile ecosystems, electricity generation, and alternative waste disposal. The community guide was designed for community educators collaborating with families, schools, businesses, and other community groups. It includes sections on community problem-solving processes, successful community projects, and resources. The videocassette contains three 10-minute modules of highlights of each television program: recycling and composting; automobile recycling technology; and wetlands as living water treatment plants. (PVD)

This unit, developed by the Third World Science Project, is designed to add a multicultural element to existing science syllabi (for students aged 11-16) in the United Kingdom. The project seeks to develop an appreciation of the: boundless fascination of the natural world; knowledge, skills, and expertise possessed by men/women everywhere; application of knowledge and skills to solve the practical problems of everyday life; impact of modern technology in the world; and the influence of the cultural background on the perception of knowledge, problems, and solutions. The unit (which assumes students have previously been introduced to energy and its different forms) focuses on different types of energy convertors which can be related to the Third World. The introduction explains how unconventional energy courses may help Third World countries to improve their agricultural methods and living standards, proceeding with discussions of energy sources, importance of photosynthesis/plants, raising of water by muscle power, and other devices which make use of muscle power. Other types of energy convertors widely used in underdeveloped countries are the described, including water wheels, wind energy, and solar energy. The unit concludes with list of addresses to obtain detailed information to construct energy converts in the school laboratory. (JN)

This unit, developed by the Third World Science Project, is designed to add a multicultural element to existing science syllabi (for students aged 11-16) in the United Kingdom. The project seeks to develop an appreciation of the: boundless fascination of the natural world; knowledge, skills, and expertise possessed by men/women everywhere; application of knowledge and skills to solve the practical problems of everyday life; impact of modern technology in the world; and the influence of the cultural background on the perception of knowledge, problems, and solutions. The unit consists of nine sections, beginning with an account of the local distillation of beer in Uganda using a homemade still. The measurement of specific gravity comes next, including class activities on making a simple hydrometer. The fractional distillation analysis of "enguli" (Ugandan fermented beverage) follows, with activities on using small experimental quantities. The next section, dealing with "alcohol power," is an account of how Brazil has made a national commitment to replace gasoline consumption with alcohol from sugar cane and cassave. The unit concludes with a discussion of how a Tanzanian student's interest in the alcoholic beverage (ulanzi) was developed into a useful science project. (JN)

The Zimbabwe Secondary School Science Project (ZIM-SCI) developed student study guides, corresponding teaching guides, and science kits for a low-cost science course which could be taught during the first 2 years of secondary school without the aid of qualified teachers and conventional laboratories. This teaching guide, designed to be read in conjunction with the related student guide, includes instructional strategies, lists of required materials, laboratory procedures, and other information for activities and experiments in a unit on energy. During the unit, students observe what is happening around them, relate their observations to energy, complete experiments on forms of energy (including heat, light, kinetic, electrical, and potential energy), and investigate energy conversions, energy chains, and alternative energy sources (hydroelectricity and solar energy). Two summaries are included to highlight the important aspects of the unit. Each section in this guide corresponds to a given section in the student study guide. (JN)

This curriculum guide contains 33 interdisciplinary energy and environmental education activities to help students become familiar with past, present, and alternative sources and forms of energy as well as the economic and environmental cost of energy consumption. Each activity, designed to meet one of five objectives, includes: (1) statement of topic or concept fostered; (2) list of materials needed; (3) teacher information; (4) procedure(s); and (5) evaluation methods. Materials to accompany selected activities, list of goals and objectives for energy education in San Diego County, and energy fact sheets are provided in appendices. Also provided in introductory sections are: brief comments for teachers on energy sources, energy forms, and renewable and non-renewable energy sources; sources of additional energy materials (including organization name and address); list of suggested art activities; and instructions for preparing a bulletin board on "energy in the news." (JN)

This curriculum guide contains 41 interdisciplinary energy and environmental education activities to help students become familiar with past, present, and alternative sources of energy as well as the economic and environmental cost of energy consumption, and to develop an awareness of how limited resources affect life style. Each activity, designed to meet one of five objectives, includes: (1) statement of topic or concept fostered; (2) list of materials needed; (3) teacher information; (4) procedure(s); and (5) evaluation methods. Materials to accompany selected activities, list of goals and objectives for energy education in San Diego County, and energy fact sheets are provided in appendices. (JN)

This curriculum guide contains 45 interdisciplinary energy and environmental education activities to help students apply knowledge of energy uses to energy conservation in the home and develop an awareness of their own social responsibilities for energy consumption. Each activity, designed to meet one of six objectives, includes: (1) statement of topic or concept fostered; (2) list of materials needed; (3) teacher information; (4) procedure(s); and (5) evaluation methods. Materials to accompany selected activities, list of goals and objectives for energy education in San Diego County, and energy fact sheets are provided in appendices. Also provided in introductory sections are: brief comments for teachers on energy sources, energy forms, and renewable and non-renewable energy sources; sources of additional energy materials (including organization name and address); list of suggested art activities; and instructions for preparing a bulletin board on "energy in the news." (JN)

The Zimbabwe Secondary School Science Project (ZIM-SCI) developed student study guides, corresponding teaching guides, and science kits for a low-cost science course which could be taught during the first 2 years of secondary school without the aid of qualified teachers and conventional laboratories. This ZIM-SCI study guide presents activities and experiments for a 2-week unit on energy. The unit starts by asking students to observe what is happening around them and relates these observations to energy. This is followed by experiments on heat, light, kinetic (motion), electrical, and potential (stored) energy. After these experiments have been completed, the concepts of energy conversions and energy chains are established. Sources of energy are then discussed, starting with food, then coal and oil, and their origin traced to the sun. A final section focuses on alternative energy sources (hydroelectricity and solar energy). Two summaries are included to highlight the important aspects of the unit. Information to help students understand the scientific principles behind the activities and experiments is also provided. (JN)

Designed to accompany a 30-minute seminar televised over the Cable Satellite Public Affairs Network (C-SPAN), this handbook contains 4 readings on energy for high school students. Following an introduction on energy policy formulation, the first selection outlines the role of nuclear energy in America's future. Included are insets on the operation of a nuclear power plant and a review of the 1979 events at Three Mile Island. The second reading discusses the environmental repercussions of various types of energy use, including oil, natural gas, coal, and synthetics. The third reading presents the case for renewable forms of energy such as wind, hydroelectric, and geothermal power, while the final selection discusses the global energy picture and the geopolitics of energy. Each reading concludes with a mini-debate on a key issue, for example, the pros and cons of nuclear power; the practicality of synthetic fuels, and the pros and cons of global energy interdependence. All selections are supplemented by charts, graphs, and illustrations. (LP)

This list of energy resource materials is broken down into five categories: (1) general resources; (2) electricity; (3) nuclear and fossil fuels; (4) conservation; and (5) future fuels. (An added feature for New York residents is a concluding list of resources available gratis from New York electric companies). Materials cited include audiovisual aids, charts, activities, books, experiments, games, booklets, and periodicals. Each entry is annotated to show its potential value and use in the classroom. Appropriate grade levels are suggested, but these will vary with the locale and the way the material is employed. Only those items thought to be significantly helpful to students and/or teachers are included. Each resource is evaluated as strongly recommended for student use without restrictions, recommended for student use under teacher guidance, or recommended for teacher reference. Two matrices are also provided. A grade level-topic matrix enables users to find resources on a specific energy topic appropriate for a given instructional level. A grade level-resource matrix enables users to locate for a given instructional level the kinds of curricular materials that which will best complement intended energy lessons. (JN)

This publication provides a discussion of various energy conserving building systems and design alternatives. The information presented here covers alternative space and water heating systems, and energy conserving building designs incorporating these systems and other energy conserving techniques. Besides water, wind, solar, and bio conversion energy systems and building designs, natural cooling and ventilation, regional and site adaptation, and energy conservation considerations are also discussed. Diagrams are provided of the building designs, alternative energy systems, etc. The discussion includes: (1) calculating heat and cooling loads; (2) thermal performance of buildings; (3) division of interior space; (4) different types of water wheels and their operation; (5) components of a wind-generated power plant; (6) solar energy subsystem integration for home space heating; (7) low technology applications of solar energy; (8) anaerobic digestion for methane gas; and (9) fuel cell utilization. References are given with each chapter. This publication could serve as a reference for anyone who is interested in saving energy costs in their home, school, or other buildings. (MR)

This publication is a guide to films on energy conservation issues. The first section is a film source index which lists the organizations, their addresses and telephone numbers. The main body of the publication lists and describes films. This film listing is organized by topics to which the films relate. Topics include: (1) What is energy?; (2) Sources of energy; (3) Energy issues and options; (4) The energy crisis; (5) Energy conservation; and (6) Energy and the environment. For each film listed a description of its contents and length is given along with the film source. Some of the items listed are film strips and audiovisual materials packages. (MR)

Appropriate technology is an approach to meeting human needs which stresses local solutions using small-scale decentralized technologies that have minimal environmental impact. Presented in this manual are 10 lessons for upper elementary students that consider such topics as recycling, solar energy, transportation, and nutrition. Each lesson includes teacher background information, class activities, homework, discussion topics, and a brief quiz. Accompanying these materials are illustrated student handouts that may be duplicated. Also provided are suggested student readings, and a list of other sources of teaching materials. (WB)

This publication is an introduction to personal energy conservation. The first chapter presents a rationale for conserving energy and points out that private citizens control about one third of this country's energy consumption. Chapters two and three show how to save money by saving energy. Chapter two discusses energy conservation methods in the home such as caulking, insulation, temperature settings, and so forth. Chapter three discusses energy conservation measures outside the home such as automobile maintenance practices, landscaping for shade and windscreens, and driving habits. Chapter four discusses future uses of renewable energy sources such as solar, wind, geothermal, etc. and the various proposed technologies associated with these future sources. All the energy conservation methods suggested were included because they were judged cost effective; i.e., enough money would be saved over a reasonable period of time from using them to return the money invested initially. MR)

This document is one of five learning packets on alternative energy developed as part of a descriptive curriculum research project in Arkansas (see note). The overall objectives of the learning packets are to improve the level of instruction in the alternative energies by vocational exploration teachers, and to facilitate the integration of new content on energy into existing vocational programs. Each learning packet contains unit objectives, information, transparency masters, lecture outline, suggested activities, student assignment sheets, tests, and answers to the tests. This unit on solar energy covers the following topics: introduction to solar energy; buying and maintaining solar equipment; basic solar heating system; materials for solar collectors; and passive solar energy (heating). (KC)

This curriculum guide contains five units for a course in solar energy applications for vocational agriculture. Each unit is organized in a format containing some or all of the following materials: unit objective, specific objectives, suggested instructor and student activities, list of instructional materials, assignment sheets, answers to assignment sheets, job sheets, unit test, and answers to test. Topics covered include (1) energy conservation in the home and on the farm, (2) alternative energy sources, (3) solar energy as an energy source and characteristics of solar radiation, 4) storage and distribution of solar energy, and (5) solar collectors. (YLB)

This document is one of five learning packets on alternative energy developed as part of the descriptive curriculum research project in Arkansas (see note). The overall objectives of the learning packets are to improve the level of instruction in the alternative energies by vocational exploration teachers, and to facilitate the integration of new content on energy into existing vocational programs. Each learning packet contains unit objectives, information, transparency masters, lecture outline, suggested activities, student assignment sheets, tests, and answers to the tests. This unit on alcohol fuels covers the following topics: introduction to alcohol fuels; process for making ethanol alcohol for fuel; and modifying an automobile engine to use ethanol. A glossary is also provided. (KC)

This document is one of five learning packets on alternative energy developed as part of a descriptive curriculum research project in Arkansas (see note). The overall objectives of the learning packets are to improve the level of instruction in the alternative energies by vocational exploration teachers, and to facilitate the integration of new content on energy into existing vocational programs. Each learning packet contains unit objectives, information, transparency masters, lecture outline, suggested activities, student assignment sheets, tests, and answers to the tests. This unit on energy conservation covers the following topics: energy conservation through passive solar design; building small to conserve energy; insulation; the Arkansas Energy Conservation Home; conservation for existing construction, including weather stripping and caulking, insulation, heating and cooling equipment, and appliances; and a home energy check list. A glossary and a bibliography also are included. (KC)

This document is one of five learning packets on alternative energy developed as part of a descriptive curriculum research project in Arkansas (see note). The overall objectives of the learning packets are to improve the level of instruction in the alternative energies by vocational exploration teachers, and to facilitate the integration of new content on energy into existing vocational programs. Each learning packet contains unit objectives, information, transparency masters, lecture outline, suggested activities, student assignment sheets, tests, and answers to the tests. This unit on wind power covers the following topics: introduction to wind power; historical development of wind power in the United States; initial considerations and costs of wind power; the basics of a wind-powered energy conversion system; and the Energy Research and Development Administration wind energy program. A glossary is also provided. (KC)

This document is one of five learning packets on alternative energy (see note) developed as part of a descriptive curriculum research project in Arkansas. The overall objectives of the learning packets are to improve the level of instruction in the alternative energies by vocational exploration teachers, and to facilitate the integration of new content on energy into existing vocational programs. Each learning packet contains unit objectives, information, transparency masters, lecture outline, suggested activities, student assignment sheets, tests, and answers to the tests. This unit on nuclear energy covers the following topics: introduction to nuclear power; the basis for nuclear power; nuclear power plants; types of radiation; effects of radiation on humans; processing of uranium; radioactive waste; and nuclear fusion. A glossary is also provided. (KC)

This study was a descriptive curriculum research project covering the development of learning packets on alternative energy. The purpose of the project was to improve instruction in trades and industry exploratory programs by providing alternative energy materials. It was anticipated that the use of a prepared learning package would facilitate the integration of new content on energy into existing vocational programs. The project staff reviewed publications on alternative energy and formulated a reaction packet for a team of teacher-evaluators to use. The teacher-evaluators selected the areas of alternative energy to be developed, rated the proposed general course objectives, and approved a curriculum materials format. The project staff, using this input and in consultation with the State Department of Education energy education staff and the Arkansas Department of Energy, developed five learning packets on alternative energy (see note). These packets were then evaluated by the teacher-evaluators, revised, and 100 copies were made for distribution. On the basis of this study, the following suggestions were made for future action: (1) a series of inservice workshops should be conducted to insure that the materials developed by the project are used by classroom teachers; (2) consideration should be given to the development of additional alternative energy materials, such as materials on the topics of biomass, coal, and geothermal energy; (3) further study should be made into the instructional material needs of the trade and industry exploratory teachers of Arkansas. (KC)