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Student materials are presented for the course, Non-Residential Applications and Future Technology, one of seven core courses in Navarro College's two-year associate degree program for solar technicians. First, introductory material discusses the form and objectives of the course and ways of using the student materials. Next, readings, worksheets, bibliographies, and illustrations are provided for each of the six components of the course: (1) architectural, commercial, and industrial power demands, which includes units on the history of energy use and thermal energy classification by temperature range; (2) the agricultural application of solar technology for livestock shelters, crop drying, greenhouses, distillation, and irrigation; (3) commercial applications of solar technology; (4) industrial applications; (5) photovoltaic power systems, which includes units on the elements, technology, applications, and economics of photovoltaics; its social aspects; and options for improvement; and (6) the future applications of solar technology in cooling systems, solar central power stations, ocean thermal energy conservation, biomass conversion, and harnessing wind power. (HB)

The booklet, intended for students and other visitors to the Lathrop E. Smith Environmental Education Center (Rockville, Maryland), explains how windmills work and their economic and environmental advantages. The history of windmills in Europe and Asia is briefly described, as well as the history of windmills and wind generators (for electricity) in America. The windmills at the Smith Center (an American multi-bladed wind pumper, an 1800-watt wind generator, and a 200-watt wind generator) are explained and illustrated. Factors affecting windmill performance, such as wind speed, tower height, and tower location, are covered. Economic and environmental advantages of wind power are detailed. Additional sources of information are listed: six books, two periodicals, two agencies, and four films. A 13-item glossary is provided. (MH)

Following an introduction to solar technology which reviews solar heating and cooling, passive solar systems (direct gain systems, thermal storage walls, sun spaces, roof ponds, and convection loops), active solar systems, solar electricity (photovoltaic and solar thermal conversion systems), wind energy, and biomass, activities to introduce solar energy into the elementary school curriculum are presented in four sections: (1) sun and seasons - an introduction to properties of sunlight and relationship of sun and earth; (2) role of solar energy and conservation, how solar energy fits into the energy mix, and importance of conservation; (3) solar experiments, designed to foster an understanding of solar energy, its collection, and use; and (4) wind experiments. Each activity includes context (grade level and subject area), time required, overview, materials needed, advanced preparation, student outcomes, and extension activities. A selected list of resources, glossary of key vocabulary words, and student questionnaire for evaluating the activities are included. (JN)

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 curriculum guide is designed to assist industrial arts practitioners in improving instruction in the areas of energy and power technology. Included in the first part of the guide are a course flow chart, a course description, a discussion of target grade levels and prerequisites, course goals and objectives, an introduction, and a course outline. The next major section is a unit teaching guide consisting of units on the following topics: an introduction to power and energy; mechanical advantages; wind, water, solar, geothermal, electrical, fossil-fuel, nuclear, chemical, bioconversion, and wood energy; and electrical, mechanical, and fluid power. Appended to the guide are lists of abbreviations, definitions, and formulas; shop safety rules; a pulley-data table; exercises; puzzles; a directory of suppliers; sample test questions; a list of resource materials; and sample project and experiment sheets. (MN)

This booklet provides an introduction to renewable energy, discussing: (1) the production of electricity from sunlight; (2) wind power; (3) hydroelectric power; (4) geothermal energy; and (5) biomass. Also provided are nine questions to answer (based on the readings), four additional questions to answer (which require additional information), and information on how turbine generators work. (JN)

The study and use of kites have contributed to science through the development of aeronautics. This document traces some of the history of kites and provides teachers and students with basic information about kite components and flight dynamics. The major portion of the book provides students with 18 projects which deal with: (1) shapes that will fly; (2) kites compared with gliders; (3) lift; (4) air flow; (5) the angle of attack in flying kites; (6) measurements; (7) the use of dihedral angles for stability; (8) positioning kites using a tail; (9) materials; (10) box kites; (11) making height readings; (12) making wind gauges; (13) constructing a wind vane; (14) the study of wind; (15) the aspect ratio of a kite; (16) the weight to area factor; (17) wind speed and lift; and (18) force. The appendices contain information on materials for kites, when to fly a kite, where to fly a kite, how to fly a kite, and kite safety, along with a glossary, resource list, and a bibliography. Also included are a metric conversion chart and a reproducible template for making a wind gauge and a wind vane. Illustrations are included. (TW)

Reviews types of alternative energy sources and provides a design brief with objectives, materials, student quiz, student outcomes, and references. (SK)

This document contains technology-based learning activities for the Illinois energy utilization technology course at the orientation level (grades 9 and 10). This packet includes a course rationale, course mission statement, course description, course outline, suggested learning objectives for each of the energy utilization areas, and suggested learning experiences. The packet also contains developed learning activities. The content can be presented through short lectures, discussion, media, demonstrations, or hands-on activities. The course units can either follow a 9- or an 18-week format. There are five units in this course: (1) introduction to energy utilization technology; (2) energy conversion and transmission systems; (3) fossil fuels and energy conservation; (4) solar energy; and (5) using alternate energy sources. Each unit may contain suggested learning objectives and suggested learning activities. Each activity within a unit contains some or all of the following components: introduction, materials and supplies list; activity procedures, activity analysis, various kinds of drawings and other graphics, teaching aids, and student handouts. (NLA)

The world is faced with a variety of environmental problems. No country has escaped pollution and resource depletion. Basic ecological principles are often ignored and sometimes this contributes to ecological disasters. This volume is designed to provide basic information about the quality of the earth's energy resources. The visual aids, worksheets, and activity pages are designed to promote investigative and inquiry experiences, and to foster the use of critical thinking skills through the analysis of environmental problems and solutions. An additional feature is the inclusion of a take-home activity. The activity may be done with simple materials or by conducting a survey. The teaching guide provides suggestions for discussion questions to initiate class participation. Extension activities are also suggested. A research activity that can be used to challenge students and an interdisciplinary activity are also provided. This guide contains 12 reproducible hand-outs, a teaching guide, and four overhead transparencies. Topics include solar energy, wind energy, geothermal energy, hydroelectric power, fossil fuels, energy from plants, nuclear energy, environmental problems, and home energy conservation. A review quiz is also included. (CW)

Describes two learning activities: (1) high school students design and construct a wind powered monohull vessel to travel a predetermined distance in the least amount of time; and (2) sixth graders learn about energy by doing gas and electric meter reading. (Author/JOW)

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)

After learning about two promising techniques for generating electricity--photovoltaic cells and wind energy conversion systems--secondary students analyze two maps of the United States showing solar radiation and available wind power to determine which U.S. regions have potential for these solar electric systems. (RM)

This course is one of four in a solar systems and energy management program developed by the Bergen County Vocational-Technical Schools to help tradespeople (heating, ventilation, and air conditioning mechanics; plumbers; and electricians) to develop an awareness of alternate energy sources and to gain skills in the areas of solar installations and energy evaluation and management. The format of the course is a combination of lectures, visual presentations, and shop sessions. Upon completion of the course, students will be expected to understand the operating principles of photovoltaic and windpower systems, to select a system that is compatible with the proposed energy application, and to perform basic installation and repair procedures for common types of systems. Following introductory materials that explain the purpose and conduct of the course, the course syllabus contains nine units. Each unit consists of an outline, objectives, note to the instructor, and/or shop session notes. The units cover the following topics: introduction and orientation, applied principles of basic electricity, history of windmills, types of windmills, electric storage, wind towers, elements of a feasibility study, introduction to photovoltaics, and photovoltaic system components and assembly. The competencies to be acquired by students are listed at the end of the syllabus. (KC)

The curriculum materials contained in this document were developed through a cooperative effort by educators in the state of Maryland. It was a curriculum project aimed at the meaningful integration of mathematics and science. It is suggested that these materials be used in two significant ways. First, this document can serve as an instructional materials resource collection. An extensive variety of technology topics are covered, with each topic including detailed information sheets identifying the mathematical and scientific principles that could be studied in a technology education activity. Secondly, this document can serve as a materials resource guide. This is accomplished by providing a format and process for the creation of similar classroom instruction materials. Included are the following general topics: (1) anemometers; (2) automotive air conditioning; (3) electrical circuits; (4) engines; (5) computer command control; (6) electromagnets; (7) hydraulics; (8) turbines; (9) incandescent lamps; (10) lasers; (11) microwave ovens; (12) water wheels; (13) solar heating; (14) rocket engines; (15) photovoltaic cells; (16) windmills; (17) transformers; (18) wind tunnels; and (19) wood burning stoves. Each of the specific 62 technology topic entries includes the title, descriptions of the transparencies, science concepts, mathematical concepts, and transparency masters graphically illustrating the topic. A list of additional documents available from the Division of Vocational-Technical Education, Maryland Department of Education is provided. (KR)

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)

Eight experiments dealing with alternative energy sources are presented. Each experiment includes an introductory section which provides background information and discusses the promises and problems of the particular energy source, a list of materials needed to complete the experiment, and the procedures to be used. The experiments involve: making a model solar hot water heater; obtaining electricity directly from sunlight; converting wind energy into electricity; examining the idea behind ocean thermal energy conversion; turning trash into useable energy; getting methane from coal and converting coal to fuel gas; making a model geothermal steam engine; and making a fuel cell (an electrochemical device for converting the chemical energy in fuels directly into electricity). Brief comments on tidal energy are also provided. Diagrams illustrating procedures and/or equipment are included when applicable. (JN)

An energy education program at the primary level should help students to understand the nature and importance of energy, consider different energy sources, learn about energy conservation, prepare for energy related careers, and become energy conscious in other career fields. The activities charts, readings, and experiments provided in this nine-section manual are designed to meet the objectives of such a program. The materials in the first five sections focus on: (1) the nature of energy; (2) uses of energy; (3) non-renewable energy and pollution; (4) energy conservation; and (5) solar energy. The next four sections provide experiments dealing with solar energy, insulation to conserve energy, wind to produce energy, and water to produce energy. Procedures and instructional strategies are provided when applicable. (JN)

Guidelines and suggestions for introducing energy education into classrooms are provided in this booklet. The first section discusses available resources and ways to use them. These include: (1) community resources (museums, libraries, county extension services/planning offices); (2) organizations and institutions such as environmental groups, utilities/fuel companies, architectural firms, and others; (3) government resources; (4) human resources; and (5) material resources (bookstores, magazines, and federally funded materials). The second section focuses on strategies for using the resources, including organizing a course, establishing a resource center, and building and using alternative energy models. These models include a solar hot water heater, parabolic solar furnace, fresnal lens, solar electrical device, savonius rotor and wind charger, and a hytroturbine. Four sample energy education course outlines are also included. (JN)

This guide, which is one in the "Exploration" series of curriculum guides intended to assist junior high and middle school industrial educators in helping their students explore diverse industrial situations and technologies used in industry, deals with using alternate energy sources. The following topics are covered in the individual lessons: types of alternative energy sources and the current status of energy, wind energy, ocean thermal energy conversion, geothermal energy, biomass energy, water power, and nuclear energy. The fundamental operating principles, applications, advantages, and disadvantages of each energy source are discussed. The guide includes the rationale behind its development, hints to the teacher, lesson plans, student handout masters, teacher aids, a unit examination, and a list of references. The lesson plans include cross-referenced lists of objectives, lesson content, and learning activities. (MN)

The number of secondary schools, colleges, and universities offering courses in wind energy machine construction, repair, and installation, continues to increase. It is the purpose of this unit to include the study of wind energy conversion systems (WECS) as an integral part of related vocational and technical curriculum materials. The unit's overview identifies the major concepts to be covered and gives a brief description of the subject matter related to each concept. The major topics addressed in the document are: (1) an historical analysis of wind energy; (2) basic theory; (3) site analysis; (4) machine design fundamentals; (5) support structures; (6) wind energy utilization; and (7) related factors. The concept outline overview lists all of the concepts covered, along with suggested teaching times. Educational objectives and suggested instructional strategies are provided for each topic. An evaluation section provides techniques designed to measure the degree to which the objectives have been accomplished. A bibliography of other publications and audio-visual materials is provided, along with 29 overhead transparency masters that are referenced for use with certain instructional activities. (TW)

Thirteen activities are presented that focus on a common phenomenon of a child's world: energy. These activities relate energy, how it occurs, how it is used, and how to use it safely. Each activity includes the purpose, introduction, background, procedure, materials, estimated time for the activity, typical results, safety notes, and more ideas. Student worksheets are provided for some steps in the procedure. Activities follow questions such as: How can flowing water run a machine?; How can we make work easier?; How is a battery made?; and Can recycling paper save energy? Safety is emphasized on many of these worksheets. Take-home letters are also provided so that parents can help children to develop safe energy habits. Included are a glossary, resource section, and a matrix where activities are cross referenced with the understandings, skills, and attitudes listed in the New York State elementary science syllabus. (KR)