DOCUMENT RESUME ED 085 316 SO 006 746 Curry ...DOCUMENT RESUME ED 085 316 SO 006 746 AUTHOR Curry,...

DOCUMENT RESUME

ED 085 316 SO 006 746

AUTHOR Curry, Wendell; And OthersTITLE Energy Crisis. Teaching Resources. A Special

Publication Suggesting School Activities Which StuessIndividual Responsibility Towards Energy CrisisProblems.

INSTITUTION Oregon State Board of Education, Salem.PUB DATE 73NOTE 59p.

EDRS PRICE MF-$0.65 HC-$3.29DESCRIPTORS Class Activities; *Conservation Education; *Consumer

Education; Elementary Education; *Energy; HigherEducation; Instructional Materials; InterdisciplinaryApproach; Kindergarten; Learning iv:tivitieS; LessonPlans; Mathematics; Natural Resources; ResourceGuides; Sciences; Secondary Education; SocialStudies; Teaching Guides

ABSTiACT.This handbook provides public school.teachers and

administrators of Oregon with teaching ideas and information aboutthe energy crisis. Suggested activities are intended to informstudents (kindergarten through community college),about their-responsibility toward the energy crisis and to' motivate energyconservation. The handbook is divided into four sections. Section Igives background information on the energy crisis, with, emphasis onenergy in the Pacific Northwest. Sample lesson plans in energyconservation are outlined in Section II. Most plans areinterdisciplinary with. emphasis on math, science, and social studies.Sections III and IV suggest all-school activities and home activitiesfor energy conservation. A resource list, of energy crisis speakers. inOregon is provided, as well as checklists for energy conservation inhomes and school buildings. A glossary of terms and a referencereading list are included in the appendices. (Author/RM)

COCD

LW'

U S DEPARTMENT OF HEALTH,EDUCATION &WELFARENATIONAL INSTITUTE OF

EDUCATIONTHIS DOCUMENT HAS BEEN REPRODUCE 0 EXACTLY AS RECFIVED FROMTHE PERSON OR ORGANIZATION ORIGINATING IT POINTS OF VIEW OR OPINIONSSTATED DO NOT NECESSARILY REPRESENT OFFICIAL NATIONAL INSTITUTE OFEDUCATION POSITION OR POLICY

FILMED FROM BEST AVAILABLE COPY

ENERGY CRISISteaching resources

OREGON BOARDOF E UCATICM4C2 LANCAI,TCA DRIVE, NESALEM, OREGON 97310DALE PARN ELLSUPERINTENDENT OFPUBLIC INSTRUCTION

A special publication suggesting schoolactivities whiCh stress individual

responsibility towards energy crisis problems

ENERGY CRISIS WEEK, DECEMBER 3-7,1973

Prepared by:

Wendell Curry, Project CoordinatorDick Louthdn, Research Assistant

Randi Douglas, Editor

triimAt TB?'

TOM MCCALLC.,,VE7.7".OR

PROCLAMATION

OFFICE OF THE GOVERNORSTATE CAPITOLSALEM 97310

October 26, 1973

Immediate and long-range shortages of energy resourcesthreaten the health, safety and well-being of all Oregonians.Considerable reductions have been made in consumption of energyby government and business, but avoidance of massive blackouts

twill require major energy conservation efforts individualcitizens as well.

Most Oregonians already have perceived the need forindividual effort in this crisis, but many are not yet awareof the ways in which this may be achieved.

Therefore, the Governor and the State Superintendentof Public Instruction hereby designate the period ofDecember 3 through 7, 1973, as "Energy Crisis Week" inOregon. The purpose of this designation is to remind allcitizens of Oregon that maximum effort must be made to avoidwaste of energy resources, whether electricity, gasoline orfuel oil.

Together we have directed appropriate agencies underour administration to disseminate information in such manner asis best suited to accomplish this end, including informationon less obvious means by which individual citizens may conserveenergy resources to bring this State through a periodwhen these resources will be subject to high demand.

All schools are therefore urged to join in disseminatinginformation to students and to the community generally. We aredesignating Friday, December 7, 1973, as a day to be set asidefor offering intensive instruction of students and others inthe community, looking toward implementation of the purposes ofthis proclamation. All private educational institutions in theState are requested to join in this effort.

7/7734Govern.dr

(State Superintendent of Public

Instruction

INTRODUCTIONTHE ENERGY CRISISIMMEDIATE ANDENDURING

The "energy crisis" is not a phony campaign; itscase is established by the following startlingfacts:

Oregon depends on hydroelectric dams for80-90 percent of its electrical energy.

During 1973, a very dry winter, spring andsummer limited the water resources behindthe dams to the lowest level since 1944, oneof the five lowest in 95 years.

As of October 1, the actual reservoir storagein the Pacific Northwest was 27 billionkilowatt hours, 14 billion kilowatt hoursbelow normal capacity.

During the next few months, Northwestcitizens must save the equivalent of the winterseason's output of three Bonneville Dams inorder to avoid mandatory energycurtailments.

Public schools, as the most comprehensiveeducational resource in the state, are being askedto inform students about their responsibilitytoward the energy crisis. Unless an extensiveeffort is made to motivate energy consdryationduring the peak energy demands of winter, thepredicted state of emergency will undoubtedlyoccur.

The purpose of this publication is to providepublic school teachers and administrators withteaching ideas and information about theimmediate energy trisis. We cannot presume thatan immediate solution will provide unlimitedenergy resources for the future. The followinginformation suggests that energy conservationshould be an important part of schoolcurriculum for years to come:

American demand for energy has doubled, onthe average, every 20-25 years, over the pastcentury.

More than one-third of the world's energy isconsumed by the six percent of the world'spopulation residing in the United States.

Known and estimated reserves of U.S.petroleum will last for about 10 years at thecurrent rate of use; U.S. reserves of naturalgas, about 40 years.

v

The Columbia River system wih reach itsmaximum generation capacity with theaddition of 30 percent more generationfacilities.

The world's supply of energy-producing naturalresources is limited. Because most forms ofenergy are not visible, many people operateunder the false assumption that unseen forces ofenergy will be available forever. The predicteddepletion of energy resources will have a seriousimpact on our present life-style. Americanconsumer studies show a staggering rate ofincrease in energy consumption for theproduction of unnecessary consumer goods, andfor inefficient forms of transportation.

Because this publication has been prepared onshort notice, it cannot provide comprehensiveinformation about the larger and more enduringquestion of man's future energy resources. Wehope that study of the immediate energy crisiswill point to the need for a sustained emphasison the study of energy and man's environment.

ACKNOWLEDGEMENTSMany individuals and agencies have suppliedideas and printed materials for this publication.Major contributions are acknowledged below:

Bonneville Power AdministrationRichard C. Nyland. Assistant to the Power

ManagerDonald J. Davey, Energy Conservation Staff

Eugene Water and Electric BoardDave Coon, Energy Crisis Counselor

J. Donald Kroeker and Associates, ConsultingEngineers

Oregon Museum of Science and IndustryRay Barrett, Educational Director

Pacific Power and Light CompanyJerry Parrich, Manager, CommunicationsRobert L. Cantin, Communication Services

ManagerReis L. Leming, Manager, Customer and

Technical Sei vicesNancy Haug land, Home Services CoordinatorEducational Communications Staff

Portland General Electric CompanyChester W. Jarrett, Manager, Public Services

Salem Public SchoolsDonald Dubois, Chief of FacilitiesSuzanne Graves, 5-6 team leader, Salem Heights

School

State of Oregon, Executive DepartmentHarvey L. 'Latham, Emergency Services DivisionJoel Schatz, Director, Special ProgramsGovernor's Office of Energy Conservation and

Allocation, David Piper, Director

State of Oregon, Department of EducationClifford Eberhardt, Specialist, Facilities

Planning, Building and Construction ServicesEdward Sanford, Director, Business Systems and

Auxiliary PlanningDelos Williams, Associate Superintendent, Field

Services

vii

We acknowledge our special indebtedness to thefollowing publications:"Our Basic Energy Dilemma" a public address

by Robert Davis, Executive Assistant toGovernor Tom McCall

Energy and Man's Environment, edited byThomas F. Ris

We compliment the Eugene students whose artI work appears in this publication:Cynthia Cambell, Grade 6, Silver Lea

ElementaryJulie Gould, Grade 6, Spring Creek ElementaryJulie Hanel, Grade 3, Clear Lake ElementaryPenny Short, Grade 6,' Adams Elementary

TABLE OF CONTENTSINTRODUCTION: THE EN RGY CRISISIMMEDIATE AND ENDURING

SECTION I. ENERGY CRISIS INFORMATION FOR TEACHERSA compendium of background information, facts, graphs and charts for use in varioussituations.

SECTION II. CLASSROOM IDEAS FOR ENERGY CRISIS WEEKSome sample lesson plans for one-day and short term projects. Most plans areinterdisciplinary, with emphasis given to math, science and social studies. Each issuggested for a specific grade level cluster (K-3, 4-6, 7-9, 10-12, C.C.), but most ofthe basic ideas are easily adaptable to any grade level.

SECTION III. ALL-SCHOOL ACTIVITIES FOR ENERGY CONSERVATIONSuggestions for all-school activities during Energy Crisis Week. Currentaccomplishments toward energy conservation in school buildings. A checklist ofenergy conservation measures to observe in school buildings.

SECTION IV. HOME SURVEY HANDBOOK FOR ENERGY CONSERVATIONA package of information stressing energy conservation in private homes, suitablefor students to use in their homes and as a basis for classroom surveys of residentialconservation.

1

17

33

41

APPENDICES 53

GLOSSARY OF TERMS 55ti

A REFERENCE READING LIST 57

ix

suggestions for theuse of section I

e-- Principals:

Hold an in-service meeting. Use . theinformation in this section as a basis for adiscussion relating the energy crisis to schoolcurriculum. Invite qualified staff members tocoiltpibute additional information.

Reproduce enough copies of this section sothat every teacher may have an opportunity toread it, especially the graphs, charts anddiscussion lists which might be valuable forclassroom use.

Teachers:

The information and related concepts in thissection will be valuable knowledge for everyOregon citizen in the coming months. Read thissection yourself. Then do your best to transferconcepts and information into the daily lessonplans of your'specific subject area.

Reproduce graphs, charts, and fact sheets ifthey will be of assistance to -you in classdiscussions. Assign students with theresponsibility of watching newsapers andperiodicals for 'additional and currentinformation.

'Contact the Governor's Office on EnergyConservation and Allocation (1-800-452-0340, atoll-free number) for facts and/or informationthat you can use in the classroom. This officeplans to issue weekly bulletins on the currentstatus of the energy crisis in Oregon.

Please send any additional informationand/or suggestions for later editions of ateacher's conservation handbook to: EnergyConservation, Emergency Services, StateDepartment of Education, Salem, Oregon97310.

THE IMMEDIATE CRISIS ELECTRICITYSUPPLY

Sources of Electric Energy . in the PacificNorthwest. The Pacific Northwest hashistorically depended upon its wealth of fallingwater resources to supply most of its electricalenergy requirements. These resources have beendeveloped over the years by privately andpublicly owned utilities and by the federalgovern men t.The Columbia River system will reach itsmaximum electricity generating capacity when30 percent more generation facilities are added.Most hydroelectric sites have been fullydeveloped; exceptions are based largely onenvironmental factors. It is possible to increasethe generating capacity of existing plants for"peak" load hours, but this would not produce asignificant increase in total energy output.

Because of limited water resources, the trend inthe Northwest region is toward the developmentof thermal plants to supply electricity. Thermalplants can be generated by fossil fuels (coal,petrolellITI, natural gas), nuclear power, or byheat energy from hot water and steam beneaththe earth's surface (called geothermal plants).These new resources are considerably moreexpensive to operate than hydroplants.Additional advantages of clam construction, suchas improved water transportation and irrigation,contribute to . the .economic efficiency ofhydroelectric plan ts.

At present. the Pacific. Northwest relies onhydroelectric plants for 82 -percent of itselectrical energy, on fossil fuel plants for 12percent of its energy; on nuclear sources forthree percent, and on imported energy for theremaining three percent of electrical energy (seeChart 1).

The Electrical Energy Shortage in the PacificNorthwest. The current crisis is caused by arecord drought in this area during the pastwinter, spring and summer. Water levels areapproximately 14 billion kilowatt hourS short ofgenerating the normal amount of electricity weuse. Given the present water storage levels andthe projected demand for electrical energy thiswinter, reservoirs might be completely empty bylate February 1973 (see Chart II).

Rainfall during the past month has resulted inthe first increase in hydroenergy resources forseveral months. A continuation of this favorabletrend will depend on further precipitation andtemperature levels during November and

3

December. It is very likely that most winterprecipitation will be held in the mountains inthe form of ice and snowpack.

The lack of water to generate electricity has-placed heavier demands on a few thermal plantsin the Pacific Northwest. Due to the nationwideshortage of both heavy and light fuel oil, energyproduction from these plants has been limitedby approximately 500,000 kilowatts.

The shortage of hydroelectric power has a

snowballing effect on the availability of otherresources. 1.4atural gas and petroleum. alreadylimited resources, become even less availablb asthey are used to substitute for hydroelectricity.

Facts for Discussion: Electrical Energy Supplyand Demand in the Pacific Northwest.

The Columbia River System producesapproximately one-third of the hydroelectricpower in the U.S., and over four-fifths of thetotal electric power used in the Northwest.

The amount of water available behind clamsto generate electricity at a given time is

dependent upon rainfall, snowPack andtemperature. Snowfall last year throughoutthe Columbia Basin averaged about 70percent of the normal rate.

The lowest wintertime stream flow(September !larch) which has .occurred inthe history of the Columbia River Basin wasmeasured in 1936 -37.. The 1973 stream flowswere well below this level at the end ofAugust.

The probability of not meeting demands forelectrical power this winter, using all availablegenerating resources and based on 40 years ofhistorical records, is about 15 to 20 percent.

Estimates predict that the area will be about-4.3 million kilowatt hours short of' meetingarea firm loads (guaranteed contracts) duringMarch 1974, and 4.5 billion kilowatt hoursshort through .11.111C 30, 1974.

Hydroelectric generation on the ColumbiaRiver system is approximately 80 percentefficient as a means of electricity production.This high rate of efficiency is clue to re-use ofthe same water through a series of dams.

Thermal powered electric plants achieveapproximately .30 percent efficiency.Two-thirds of the energy of coal, oil or

nuclear radiation is lost in the form of wasteheat.

Utilities and government agencies arecurrently planning to construct coal-fired andnuclear plants to supply additional energythrough 1983. It takes about ten years tocomplete a large generating plant, whichemphasizes the need for' long-range planning.

G e.ot he nu al energy (heat energy fromunderground springs and wells) potential inOregon is estimated at the equivalent of20,000 megawatts of power production. Thissource is presently untapped although 18

counties have known geothermal resources.

Research is being conducted into futurepossibilities for electricity supply throughsolar and geothermal energy, wind power,breeder reactors, oil shale, coal liquificationand using the unlimited deuterium hydrogenresource of the.sea through nuclear fission.

The Statewide Effort to Meet the Energy Crisis.Public and private utilities, government agencies,concerned citizen groups and the news mediahave been actively initiating action to bringabout energy conservation. Appeals have beendirected to. the three main . uses of electricalenergyindustrial (50.3 percent), residential(31.4 percent), and commercial (13.8 percent)(see Chart III).

Public and private utilities serve some customerson interruptible rates. Since April, service toindustries on interruptible operations has beencurtailed from 1,140 to 220 megawatts. As aresult of this lack of power, industries directlyserved by the Bonneville Power Administrationare employing about 1,070 fewer workers thanthey would if power were available.

Utilities and agencies have also been goingoutside the regionand to other non-utilitysourcesto purchase power. About-. 4.7 billionkilowatt hours has been imported, principallyfrom British Columbia Hydro, since October 1,1972. Northwest industries and Californiautilities are arranging contracts whereby theindustries agree to supply oil to the utilities inexchange for energy.

Representatives of the utilities and governmentagencies agree that the most important effortbeing made in energy conservation is the publicinformation program. This is a coordinatedeffort to encourage voluntary energyconservation in industrial. commerical and

4

residential use of electricity. Special instructionsabout residential and industrial methods ofconservation and suggestions forsehool activitiesrelated to this effort, appear .iri Sections III andIV of this report.

Government agencies have many programs inoperation to help alleviate the energy crisis.Governor McCall began by declaring a state ofemergency; by directing all state agencies toreduce their use of electricity, gas and oil; andby requesting individual residents to cut downtheir energy consumption. The Governor hasalso issued an executive order to curtail the useof electrical advertising and display signs. Inaddition, the Governor's newly establishedGovernor's Office of Energy Conservation andAllocation is working to supply information tothe public, the media and state agenciesconcerning immediate energy problems andproposals for their solution.

The Legislature, through Senate. Bill 424, hasprovided for a nine-member Oregon EnergyCouncil assigned to the development ofimmediate and long-range policies regarding theenergy crisis.So far, the effort to conserve energy on avoluntary basis has proved fruitful. A report forthe Pacific Northwest Energy Shortage Region(Washington, Oregon, parts of Idaho, Montanaand California) stated that weekly power loadswere about 7.8 percent below the forecast loadrequirement during October. Approximately 5-6percent of the underrun is attributed tovol un tary conservation by consumers ofelectricity.

Action Priorities for the Energy Crisis. What willhappen if preventive conservation measures arenot sufficient? Extremely cold weather,mechanical failures in the energy supply systemand shortages of gas and fuel oil may continueto create an excessive drain on limited waterstorage. While the Governor's Energy Council iscurrently studying emergency priorities, certainpredictions can be made about the steps hewould take in an emergency situation.

By Executive Order or an order of the PublicUtilities Commissioner, it may become necessaryfor the state government to curtail energyconsumption by placing limitations on shoppinghours, speed limits, working hours (to usemaximum daylight potential), and recreationalactivities. if such measures are not adequate,limitations may be set on electrical use in privateresidences and industries serving unessentialneeds. Ai this point, with jobs shut down and

home electricity restricted, economic andphysical hardship would cause major disruptionsfor Oregonians.

The event of an extreme emergency might callfor the determination of services essential forsurvival (food supply, hospitals, fire anddepartments). While energy will be maintainedfor these vital services, the distribution ofelectrical energy to other segments will be shutdown. This condition is commonly referred to asa "brown-out."

If the / shortage of electricity necessitatesmandateiy (rather then voluntary) energyconservation, the service priorities established bythe government and utilities agencies will have adirec` bearing on every Oregon citizen. TheSpecial Programs Division of the ExecutiveDepartment is currently developing acomputerized policy guidance informationsystem; this system will analyze the social,economic and environmental ramifications ofproposed policies.

An Energy Based .'71assification System,* basedon inter-disciplinary language of energetics andallowing for system analysis according to allenergy flows involved, has been designed for usein the policy guidance system. The energy-basedinformation system has already been used todetermine energy use in Oregon according tofifteen basic human need categories (food,shelter, clothing, communication, etc.). Thissystem will allow for a complex analysis of therepercussions of policies related to energysupply.

Questions for Discussion: Priorities forElectricity Supply in an Extreme Energy Crisis.If energy rationing becomes necessary, shouldallocation schemes treat the various sectors ofsociety equally?

Should energy rations to homes take intoconsideration the number of residents, age,state of health, etc.?

Should the same priorities exist for customersof fuel oil, electricity and propane?

Should energy rations to industry take intoconsideration the end use of the product(diapers, fur coats, records, etc.)?

*Prepared for the Executive Department by interns Berliner,Bennett and Roose of the Western Interstate Commission forRigher Educatiou

5

o Should energy rations which result in jobclosure provide alternate means of support? Isthis possible in our present system?

What are the issues which should he consideredwhen determining energy priorities in extremeemergency?

Is physical safety more important thanemployment?

G Are clothing processes more or less importantthan communication processes?

Are educational institutions more or lessimportant than commercial an lior industrialinstitutions?

How important is living space compared toworking space?

How should emergency services and vital needsbe defined? (Use Chart 1V in connection withthe following questions.)

What are the most important categories ofhuman need (spiritual activities, materials,etc.)?

What are the critical functions within eachhuman need category (what foods areessential, what clothing, etc.)?

THE ENDURING ENERGYCRISISDIMINISHING SUPPLY OF ENERGYRESOURCES *.

World Suppiy of Energy. Energy is defined asthe capacity for doing work. it can't be reusedand it is required for every natural andmechanical process, from growing plants tobuilding space ships. The cost of something canbe reckoned by how much energy is required tocreate it.

There are two forms of available energy. One isavailable daily for man's consumption (sun,wind, water flow, etc.). For millions of years,man has supported his existence throughconsumption of this kind of energy.

The other source of energy is stored over long

*Information in this section comes from Our Basic EnergyDilemma," a public address by Robert Davis (ExecutiveDepartment, Special Programs, State of Oregon. 16, '73), andENERGY AND MAN'S ENVIRONMENT an Activity Guideedited by Thomas F. Ris (Washington State Department ofEducation, 1973).

periods of time (fuel oil, natural gas, coal, etc.).During the past hundred years, especially sincethe -industrial and technological revolutions,civilized cultures .hav'e come to rely most heavilyon stored energy to support their existence.Since 1945, consumption of stored energyresources has tripled in the United States (seeGraph V), The situation can be summarizedthrough the use of a simple analogy. As energydemands have grown with an increasinglymechanized society, man has found his daily"energy paycheck" (income of energy)inadequate to supply his energy needs and is

currently exhausting his "energy savingsaccount" (stored energy) to meet thesedemands.

World Supply of Raw Materials. Unlike energy,which can only be used once, physical materialscan be used over and over. The value of physicalobjects may be determined by how useful theyare and for how long they last.

World supplies of raw materials are also availablein two forms: those which are renewable such asoxygen, trees, and animals; and those which arefixed in quantity and nonrenewable such as tin,lead and copper.

Although many nonrenewable resources are_disappearing at rapidly accelerating rates,mankind continues to .consume them. Thematerials are used once and discarded when theirusefulness is seen to be ended. Our daily livesand the city dumps are full of examples of thisinefficiencynewspapers, bottles, tin cans, oldclothes and discarded furniture, lamps,appliances, etc. Between 1946 and 1968 in theU.S.,. each person's consumption of plasticmaterials increased by 1,024 percent (see ChartVI).

The fundamental flaw in our way of doingbusiness with nature is that we have only lookedfor a return on investment in monetary terms.Our basic justification for using nonrenewableresources has been our .apparent increasedprosperity. When mankind discovers that he hasused up the raw materials and energy resourcesin the world's bank, he will be bankrupt withthe natural. world and with his economic systemas well. What good are two cars in the garage ifthere is no gas to run them?

As fossil fuels and nonrenewable materialsbecome increasingly scarce, and the demand forboth continues to grow, the economic principleof supply and demand drives an inflationaryspiral until the basic flaw in our thinking and

6

behavior is corrected; we must use our energyand material resources to produce stable energyincome processes and to promote recycling ofour nonrenewable resourcesin order to receivea return on our energy investments, Any othercourse of action will continue to undermine thephysical foundation ofour way of life.

Facts and Related issues for Discussion:Diminishing Supply of Energy Resources.

Limited Energy Resources. Energy producingresources are being used at an ever-increasingrate by affluent societies. Natural gas reservesin the U.S. are' expected to be exhausted inabout 40 years; the world's petroleum shouldlast for 3.0-40 years; and the world's coal for500 years or more. Environmentalconsiderations of air pollution and thedestructive effects of mining presently limitour use of coal as a resource.

New Sources of Energy. Scientists working onbreeder reactors and solar energy systemspredict they may provide an answer to theenergy shortage. New energy sources are notpresently keeping abreast with demands dueto underdeveloped technology, environmentalcontroversy and inadequate funding.

Increased Energy Use. Rapidly expandingconsumption of natural resources isparticularly significant in North America*here one-sixth of the world populationconsumes one-half of the earth's annualoutput of natural resources. In the U.S. alone,six percent of the world's populationconsumes One-third of the world's energy.Consult Chart V for a visual representation ofincreased energy use in the United States.

Increased Consumption. Little is being doneabout what seems to be the most importantfactor in energy shortagesthe staggeringincrease in the consumption of nonrenewableresources to make unnecessary consumergoods. and the growing tendency towardinefficient, energy-wasting forms oftransportation. An electric can opener usesvery little electricity, but it takes a great dealof energy to produce, as do glass bottles andaluminum cans. Consult Chart VI for relatedproduction and consumption statistics.

Political Problems. Experts claim that thereare not enough natural resources in the worldto support everyone at the same level ofaffluence. However, the "have not" people of

the world aspire to the same standard of livingas the more affluent countries. The politicalramifications of our dwindling oil supply havebeen illustrated in the recent Middle-Eastcrisis.

En p iron mental Problems. Ther...i,increasedproduction of goods and services has causede n vi ton men t al problems. Manufacturingcreates air and water pollution. Energypowered equipment (like automobiles)accounts for 60 percent of the air pollutionproblems. Disposal of worn out goods andwaste creates litter and solid waste problemswhich also demand use of energy resources.

Population Growth. The study of populationgrowth in. a closed system is a matter ofcontinuing concern. Statistics related tofuture environmental problems must accountfor population growth as an additional threatto the conservation of world resources.

7

CHART I

Hydro 82%

Foul! Fuels12%

nuclear 3%Other 3%

northwest Electric Energy fourcef

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CHART Ill

Refidential 31.4%

Induftrial 50.3%

13.8%

Commercial1.6% Irrigation

Met

northwest. Uses of Electric Energy

AN ENERGY BASED INFORMATIONCLASSIFICATION SYSTEM

The fifteen human need categories defined in /111

Energy Based Information Classi Pecan»! Systeminteract according to the diagram below:

Spiritual Activiticivity. Adventure, Play

Psycho-sociakriusity ;Ind K. nowidgt.:

CHART

III

I ra0 sportat itmI p (pent & ToolsMaterialsCowl iimicatiouI' itc gy

Natural l nvironinc 01

roodShelterPhysical ProtectionClothing

Man interacts with the environment in all hisactivities. Interaction among other' human needcategories is also shown. For instance, Group IIIhas output connections symbolizing the use oftook, materials. etc., in the pursuit of otherhuman needs. Group 11 receives input front theother two major groups, but lacks in significantoutput. Limited output may exist in Group II.such as the influence of spiritual activities uponfood (diet). but such activities are not regardedas primary and are not shown. (See furtherexplanation of these categories on this page.)

AN ENERGY BASED CLASSIFICATIONSYSTEM

Food. Dairy, fruits, grain, sugar. bakery,con fectionary, meat, vegetables, beverages.miscellaneous (oils and coffee).

Shelter and Physical Comfort. All buildings andtheir contents, such as houses, apartments,motels, stores, industrial plants. public offices,

13

community centers and bus depots.

Clothing. Outerwear. underwear. footwear,millinery, fur goods and accessories.

Physical Protection. Armies, police forces, firedepartment and health care.

Life Cycle Processes. Energy support of thehuman life-death cycle (birth, growth,reproduction, death).

Spiritual Activities. Church attendance, spiritualeducation, special occasions (weddings, funerals,etc.), and eqUipment (founts. rosaries, etc.).

Cr ea tivi ty- Adventure -Play. Sports.entertainment. recreational activity, toys andsporting goods, arts and crafts, pets andaccessories.

Psycho-Social. Legal and financial services,business groups (Chamber of Commerce, specialinterest groups, ethnic, consumer, unions, etc.),

government, and social service organizations.

Curiosity and Knowledge. Educational processesand institutions, such as schools, libraries,museums and research institutions.

Transportation. Uses of transportation modes(ships, aircraft, motor vehicles, bicycles, etc.) toserve government, commercial, industrial andprivate parties.

Communication. Electronic (T.V., radio andtelephone), written (postal, newspaper, books,periodicals), speech and adertising.

Materials. Primary metals, textiles, electricalequipment, fossil fuels (petroleum and coal),stone clay and glass, leather products, paper andwood products, rubber and plastics, chemicaland allied products.

Equipment and Tools. Plumbing, heating andhardware; medical and r:;cientific instruments;engines, o ffice , construction and farmmachinery; electrical lighting, wiring,components and test equipment; and artillery(tanks, ammunition and arms).

Energy. Nuclear, hydro, thermal and chemical.

Natural Environment. Land, air, water, mineralsand organisms (flora and fauna).

Wyat kind of system can you establish tolimit energy consumption that correspondswith these human need categories?

What kinds of professional advice (fromdoctors, lawyers, scientists) might benecessary in establishing a system definingpriorities for critical energy needs?

14

CHART V

Apparent consumption of mineral fuels,hydropower, 4 fuel wood U.S.

60,000

z-)40,000

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Total Energy

.

Hydropower

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Oil &Gas liquids

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ft,:.-:-:-----.. :.:;.:--

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NaturalGas

-,-,-_,. ...-..,-,....5.-,..:4::-: .....,...- ......--.- .. ..,:--..,-., ---. -,-......,-,....,-..., -:::-.-:,........ _,..:...--:::::::::....?...-::-.:,::,..,-... , ...........,........-- -

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-.-,- --- :.-_: -,- _ -.._-_--,:-- -.-------.2----;---: ....,- ..,... -...-, -,.....-,,- -,...,.--,:x.,-.: ---,-:-.*-..i.--,-----.- -::-.:.,...,...,

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1850 '70 '90 1910 '30 '50YEAR

'70

The- Electric Ener Picture in the Pacific NorthwestU.S , Department of interior, Bonnevi e .cE557niexiministration,April 1, 1973.

15

CHART VI

Changes in Production or Consumption Per Capita

Item Period %IncreaseNonreturnable beer bottles 1946-69 3,778Synthetic. fiber (consumption) 1950-68 1,792Plastics 1946-68 1,024Air-freight -- ton-miles 1950-68 593Nitrogen fertilizers 1946-68 534Synthetic organic chemicals 1946-68 495Chlorine gas 1946-68 410Aluminum 1946-68 317Detergents 1952-68 300Electric power 1946-68 276Pesticides 1950-68 217

Total horsepower 1950-68 178'Wood pulp 1946 -68 152Motor vehicle registration 1946-68 110Motor fuel (consumption) 1946-68 100Cement 1946-68 74

Truck freight ton-miles 1950-68 74

Total mercury (consumption) 1946-68 70

Cheese (consumption) 1946-68 58

Poultry (consumption) 1946-68 49Steel 1946-68 39Total Freight -- ton -miles 1950-68 28

Total fuel energy (consumption) 1946-68 25

Newspaper advertisement (space) 1950-68 22

Newsprint (consumption) 1950-68 19

Meat (consimiption) 1946-68 19

New copper 1946-68 15

Newspaper news (space) 1950-68 10

All fibers (consumption) 1950-68 6

Beer (consumption) 1950-68 4

Fish (consumption) 1946-68 0

Hosiery 1946-68 -1

Returnable pop bottles 1946-69 -4

Calorie (consumption) 1946-68 -4

Protein (consumption) 1946-68 -5

Cellulosic synthetic fiber (consumption) 1950-68 -5

Railroad freight ton-miles 1950-68 -7

Shoes 1946-68 -15Egg (consumption) 1946-68 :45Grain (consumption) 1946-68. -22Lumber 1946-68 -23

Cotton fiber (consumption) 1950-68 -33

Milk and cream (consumption) 1946-68 -34Butter (consumption) 1946-68 -47Railroad horsepower 1950_7,68 -60Wool fiber (consumption) 1950-68 -61Returnable beer bottles 1946-69 -64Work animal horsepower 1950-66 -84

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suggestions for theuse of section IIPrincipals:

Materials in this section will be most usefulfor teachers to have in the classroom. Survey thecontent of this section:. Then make copies oflesson plans, etc., for distribution to teacherswhose subject area corresponds with the generaltopic'of the sample lesson plan.

The suggestions for teaching activities mightprovide good planning and discussion material indepartment and/or faculty meetings. Again, itmight be helpful to distribute as many copies aspossible.

NOTE: Do not limit your distribution plan tothe curricular areas and age levels noted on eachplan. While they indicate possibilities for use ofthe material, most lessons are easily adaptable toother age levels.

Teachers:

Lesson plans in this section may providesome beginning suggestions for units of study inenergy conservation. Use these plans as a

springboard for your own ideas and approach tothe subject.

Use the suggestions as a basis for discussionwith teachers and students about a curriculumdesign for energy conservation which will suitthe needs of your particular area.

Please contribute any additional ideas and/orlesson plans to our currently growing fund ofresources. Send materials to: EnergyConservation, Emergency Services, StateDepartment of Education, Salem, Oregon97310.

18

This section is the beginning of a collection ofsample lesson plans and classroom ideas whichstress the immediate conservation of energy.These plans are generally interdisciplinary, withemphasis in the areas of math, science and socialstudies. Each lesson is suggested for one or moreof the following grade clusters: K-3. 4-6. 7-9,10-12. and C.C. However. mosl plans are easilyadaptable to lerels other than those suggested.

Classroom Objectives. The lesson plans thatfollow do not each include stated goals andobjectives. with the understanding that.collectively, the following behavioral objectivesapply:

Students personally will carry out those tasksat home, school z,nd throughout thecommunity tha t will most effectivelycontribute to voluntary cutback of all energyuses. in order to avoid mandatorycurtailments. Performance of these tasks willbe motivated by an understanding of theconcepts dealt with in the various lessonplans.

Students will communicate with parents andother community members to help maintain aconstant awareness of energy conservationmeasures.

Related Activities. The lesson plans offered hereare accompanied, in most cases, by suggestionsfor related activities, ways to extend theactivities, and lists of additional concepts aroundwhich the teacher may develop further lessonplans. These carry with them the followinglong-range goals:

Today's students will become a generation ofenvironment-conscious citizens, who will:

understand the global nature ofenvironmental problems.

understand the complex interdependence ofthe consumption of raw materials andenergies to produce goods and services locally,nationally, and internationally.

subscribe to life styles that are in harmonywith the above understandings.

The classroom ideas in this section are presentedin the following order, according to three maincategories: 1) Semple Lesson Plans, 2)Corn in ni ty College Activities, and 3)Additional Teaching Suggestions.

19

SAMPLE LESSON PLANS

Meter Redding ( 11 th. Science: adaptabl. to alllevels).

Insulation (Science. Consumer Education: alllevels).

Electrically Powered Toys (Social Studies: GrK-3. 4-6).

Gasoline Conservation Through Car Pools(Social Studies: Gr K-3. 4-6).

Using Fewer Watts at Home (Interdisciplinary:Gr K-3. 4-6).

Energy Use Time Distribution (Math, SocialStudies; Gr 4-6).

Researching Co mmunity Cooperation inVoluntary Energy Use Curtailment (SocialStudies: Gr 4-6, 7-9, 10-1 2 1.

Reducing Home Kilowatt Hours (Math, Science:Gr 7-9).

Gasoline Conservation Through Driving Habits(Math, Social Studies: Gr 7-9. 10 -I 2).

Water Conservation (Math. Science: Gr 7-9.10-12).

Conserving Energy Used to Heat Water (Math.Science: Gr 7-9, 10-1-'1.

Energy Conservation in Home Heating (Math.Physics: Gr 10-12).

Life-Style and Energy Conservation (SocialStudies, Science; Gr 10 -12).

COMMUNITY COLLEGE ACTIVITIES

ADDITIONAL TEACHING SUGGESTIONS

Primary Grades

Intermediate Grades

Junior High School

High School

meter reading(Math, Science: adaptable to all levels).

TYPE OF ACTIVITY: METER READINGLESSON

Ability to read a kilowatt hour meter is basic toseveral of the suggested activities in this booklet.Adequate information for teacher background,teaching suggestions and practice and .answersheets are included in the I -Ionic S Limy portion,Section IV of this book.

RELATED ACTIVITIES:

1. The dial type meters may be integrated intoprimary 'math to reinforce grouping concepts.

2. Students may try to figure out why pointerson adjacent dials rotate in opposite directions.Intermediate or -older students may attemptto secure an old meter from a local utilitycompany f.o disassemble.

3. Build a model kilowatt meter out of tagboard,styrofoam, wood, etc. Work out a- gearingsystem so that adjacent dials rotate each otherin a ratio of 1:10 (left to right).

insulation(Social Studies: Gr. K-3, 4-6)

TYPE OF ACTIVITY: EXPLORATION

ENERGY AREA: ALL ENERGIES USED FORHOME HEATING

MATERIALS NEEDED: SMALL QUANTITIESOF VARIOUS KINDS OF INSULATINGMATERIALS DEMONSTRATOR ORMATERIALS TO CONSTRUCTDEMONSTRATOR THERMOMETER

DESCRIPTION OF ACTIVITY:

1. Students develop a list, from research orbackground, of all the insulating factors in thehome.

2. Secure or build an insulation demonstrator.

Guidelines for building:Small and portable (about 12" x 12" x 18").Heat with light bulb(s).Provide one or two windows.

Insulating materials

1

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Construct of 1/4" plywood and 1 1/2" framing.Floorsingle thickness plywood with provision

for adding insulation.WallsDouble construction, one piece to be

easily detachable to add or change insulation.CeilingEssentially a lid which serves as a

shallow tray to hold insulating materials.WindowInclude provision to install "storm"

windows (a second pane with air spacebetween: the two).

3. Devise as many variations as possible oftesting different insulating materials andcombinations thereof.

(Use temperatures both inside andimmediately outside thedemonstrator.)

4. Assemble a product file on various materials.

5. Tabulate consumer prices on variousmaterials.

6. Compare advantages and disadvantages,including per dollar, value, on variousmaterials.

7. Make a .class study of the ways in whichhomes represented are deficient in insulation.

8. Secondary students mi3ht be able to use datathus far derived to predict kwh's or B,T.U.'sconserved by correcting various deficienciesfound in item 7.

electricallypowered toys(Social Studies: Gr. K-3, 4- ))


ENERGY AREA: ELECTRICITY

MATERIALS NEEDED: NONE


1. Students bring to school electrically poweredappliances and toys which function solely inrecreation or entertainment. Have classdiscussion to:

a. Avoid duplications;

b. Decide whether or not battery-powereditems should be included.

2. Students attempt to research for each itemsuch questions as:

a. How long has this item been en themarket?

b. Was it marketed to fill a need, or did itsappearance on the market, along withadvertising, create its own need?

c. If it indeed fills a need, can we think ofalternative diversions which require noenergy consumption? These may alreadyexist, or could be created by the students.

d. Explore what the children in colonial daysused for recreation. Did they have the sameneeds for recreation as we haw; today?

3. Set up a display of the electricity powereditems and their nonpowered counterparts.

RELATED ACTIVITY:

By observing at local department and stationerystores, students make a list of games, puzzles,and diversions which are commercially producedversions of activities that can be done (and havebeen for years) with no materials, or commonhousehold items (pencil and paper, a fewmarbles, toothpicks, etc.). Have students discusswhy sale of these items is successful. Olderstudents may be able to relate this to genericprinciples that underlie attitudes regarding thegeneral American lifestyleaffluence,materialism, status, prestige, etc.

21

gasoline conservationthrough car pools(Interdisciplinary: Gr. K-3, 4-6)

TYPE OF ACTIVITY: EXPLORATION,DISCUSSION

ENERGY AREA: GASOLINE



1. Make a survey (through class discussion offamily practices or by actual count along abusy street at a rush hour) of vehiclestransporting the driver only.

2. Discuss as many ways as the children canthink of (bring ideas from home) to reduce"Jriver only" trips. Examples:

How many boys in a neighborhood aretransported to a scout meeting?

Could several neighborhood mothers combinetheir marketing trips?

3. Out of as long a list as you can make, rank theideas in order of practicality, and devise aplan to actually implement those kinds of carpool ideas which seem most likely to work.Involve parent clubs.

RELATED ACTIVITIES:

1 Have students keep record of the number oftimes (in one week, one day, etc.) that severaltrips from home have been made in the familycar when, with planning, one trip might havebeen sufficient. Compile class results.

2 Have students do creative writing relative togasoline rationing or curtailment. Example:

"How would life in my family be affected it'our gasoline supply were cut in halt'?"

3 Compute class totals or averages of"unnecessary mileage" before and afterconservation plan is implemented. ShoWcomparisons on line or bar graphs.

4. Collect data on gas prices. Determine rate ofgas cost increase over a given period of time.Research reasons.

5. Learn to compute miles per gallon.

using fewer wattsat home(Math, Social Studies: Gr. 4-6)



VOCABULARY: ELECTRICAL APPLIANCE,WATT



1. Class makes the longest possible list ofelectrical appliances found at home andschool.

2. Find out how many watts each uses andinclude this on the list.- (This can. bediscovered by looking on the appliance. If it isnot given, parents or teachers may computethe watts by the formula: watts = volts xa m ps. )

3 Have the class discuss which appliances areused the most How many of these have highWattage figures?

4. Let the children . decide which of theappliances they . think their home or schoolcould do without or use less often. Thechildren .could discuss this with parents andmake curtailment plans.

5. Following a predetermined time period (oneclay, one week, etc.), have the class make a listof all the appliances their homes have donewithout or used less often.

RELATED ACTIVITIES:

Average kilowatt hours used before and after thecurtailment can be computed and illustrated inline or bar graphs.

energy use-timedistribution(Social Studies: Gr. 4.6, 7-9, 10.12)

TYPE OF ACTIVITY: EXPLORATION.DISCUSSION


MATERIALS NEEDED: RECORD KEEPINGSHEETS

SKILLS NEEDED: ELECTRIC METERREADING


Premise: Electrical energy is not "stored," butproduced as needed.

I. Through discussion of current life styles,family activity patterns, etc., predict thehours of peak demand.

2. If possible, on weekends -or by specialassignment arrangements, have several team orindividuals read home meters hourly over agiven period of time. Compile results as aclass. Compare with predictions.

3. Explore ideas to spread some of the demandsof the peak hours to periods of lighterdemands. Concentrate on ideas that studentsthemselves might implement; i.e., deferringtelevision watching to different hours.

4. Report to class which ideas worked and whichseemed impossible.

5. Explore ideas of how entire communitiesmight juggle schedules to even out theelectrical demand hours.

researching communitycooperation in voluntaryenergy use curtailment(Math, Science, Social Studies: Gr. 7-9)

TYPE OF ACTIVITY: EXPLORATION,DISCUSSION




1. Assign teams to observe in the community:

RestaurantsGrocery StoresGas StationsManufacturing CompaniesSchoolsPublic Buildings and ParksHomesMotels and Hotels

2. Observe the obvious things that have beendone to reduce energy; lights, signs;etc.

3.1f possible, when they are not too busy,interview some of the managers of- theseestablishments to find out other ways theymay have reduced energy use that are notobvious to you as an observer.

4.1-hive each team assemble a report of theirstudy to present to the class.

RELATED ACTIVITIES:

1. Does it appear that most businesses andhomes in the community are cooperating withthe request to conserve energy?

2. Do you feel it is important that all areas of.the community should be asked to cooperateto conserve? Why?

3. Did you observe or think of any more waysthat energy could be conserved withoutseriously affecting that business or home?

23

reducing home kilowatthours(Math, Social Studies: 7.9, 10 -12)

TYPE OF ACTIVITY: EXPLORATION,PROBLEM SOLVING


VOCABULARY: WATT, WATT HOUR,KILOWATT HOUR. VOLT, AMPERE,AVERAGE



1. Through discussion, students develop a list ofall appliances in the home which consumeelectricity, From this an inventory sheet ispublished. (An adaptation of the checklist inSection IV of this book may be used, but astudent-developed instrument is desirable.)Include all the lighting.

APPLIANCE WATTAGE 11 RS USED PER 24

.Each student takes this home and keeps acomplete 24 hour record. Compute total' KWH's.Determine average per family unit.

Class results are compiled into a compositeshowing totals.

3. Based on discussion with parents, planpriorities for usage.

4. Predict and compute the kwh savings.

5. Attempt to. implement the plan for a givenperiod of time (24. hours). Repeat inventory ifnecessary.

6. Develop graphs, charts, etc., showing theoriginal average per family kwh consumption,the predicted savings, the actual savings, and aprojection for a neighborhood or communityof a given size.

RELATED ACTIVITIES:

Art departMent may produce posters illustrating'the project and display in store windows, etc.

gasoline conservationthrough driving habits(Math, Science: Gr. 7-9, 10-12)


ENERGY AREA: GASOLINE

MATERIALS NEEDED: DATA SURVEYSHEETS


1. Use a class survey to gather the following data(use larger samplings if possible).

a. Average automobile miles driven in oneweek.

2.

b. Average miles per gallon of family cars.

c. Perceittage of drivers that use "jack rabbit"starts at traffic signals. (ASsign teams toobserve and tally at several typical trafficlight intersections.)

Automotive Information (September 1973)states that fast starts can increase gasconsumption as much as 18 percent. Usingdata gathered, compute the amount of gallonsof gasoline consumed by the familiesrepresented by the class. (Assume that thepercentage found in item 1.c. is typical andapplies to this group.)

3. Possible Extensions of this Activity:

a. Find a per family average: compute thesavings for the community.

b. Find the community's annual savings.

c. Research the accuracy of your averages.

d. Develop graphs, posters, etc., to dramatizeyour findings. Display them in windows oflocal businesses willing to participate.

e. Similar projects could be done with otherknown fuel topics; i.e., vehicle operatingcondition, most efficient driving speeds,.vehicle weight as it relates to miles pergallon. (See Driving Hints in Section IV ofthis book.)

f. Discussion problems:

1. A delivery man gets $5 per hour in24

wages. His truck gets 18 miles per gallonif he drives 50 mph but only 11 milesper gallon if he drives 60 mph. On a 500mile trip, at which speed should he drivein order to make his trip as economicalas possible?

2. Can a person lose weight by turningdown heat in his home? (This might takesome research.).

3. Does it cost more to light one 100 wattbulb or two 50 watt bulbs for the samelength of time?

water conservation(Math, Science: Gr. 7.9, 10.12)



MATERIALS NEEDED: MAY VARY WITHSELECTED PROJECT


Premise: Stored water in hydroelectric reservoirsis, in fact, potential electrical energy.

1. With students, develop an idea list of ways inwhich water is wasted. Include small amounts(such as dripping faucet) as well as largeramounts (operating a dishwasher partiallyloaded, using more water than necessary forbathing, etc.), or what seems to be municipalor industrial water waste.

2. Divide class into committees; have each selectat least one item from the list above.

3. With teacher guidance, each committeedevises a formula or technique for computingthe amount of waste in gallons per hour orgallons per month. Translate this into acommunity total. Use your communitypopulation (Oregon Blue Book, 1973-74, p.209) to estimate the number of family units,if this is necessary for your project.

4.. Based on the Bonneville PowerAdministration figures of 6,330 gallons ofwater to generate . one kilowatt hour ofelectricity through the turbines at BonnevilleDam, translate the water wasted into kilowatthours.

25

conserving energyused to heat water(Math, Physics: Gr. 10.12)

TYPE OF ACTIVITY: PROBLEM SOLVING




I know a person that insists that three inches ofwater in a tub is adequate for bathing, but manypeople fill the tub to a depth of ten inches. Howmuch electric energy is required to bathe in thisluxury?

SOLUTION:

Assume the water is heated from 400 fahrenheit("14.5 C) to 100° F ('"37.7 C).

NOTE: .(C) = 5 (F - 32)9

Assume also that a tub holding water to a depthof 10 inches contains 189,000 c.c. of water.

NOTE: I cubic inch = (2.54)3 cubiccentimeters

To compute the watt-hours of electricity use theformula:

(watt-hours)= 4.18(AC) V.3,600

= 4.18 (33.2) (189,000)3,600

= 7,285 watt hours

How long would this amount of energy operatea 50 watt bulb?

energy conservationin home heating(Social Studies, Science: Gr. 10-12)

TYPE OF ACTIVITY: PROBLEM SOLVING

ENERGY AREA: ANY USED FOR HOMEHEATING

MATERIALS.NEEDED: NONE


Compote the difference in the amount of heatrequired to heat a house to 70° rather than 65°if the average winter temperature in theWillamette Valley is 45°.

The amount of heat required for a given houseincreases with the square of the differencebetween the inside and outside temperature. Forexample, if the temperature outside is 60°, andthe inside temperature is 70°, the difference,70° 60° = 10°. if the outside temperaturedrops to 50°, the difference then is d = 70°50°, or 20°.

Heat required = K d2. where K is the constantdepending upon the size of the house, how wellit's insulated, etc.

Heat required when the temperature is 50° isfour times that required when the temperature is60°, since 202 = 400 or four times 102 = 100.

SOLUTION:

DI = 65° 45° = 20°

= 72.) 45' = 27°

The heat required at 65°

Hi = K 202 = 400 K

The heat required at 72°

1-12 = K 272 = 729 K

Therefore, the amount of heat required to heatto 72° is

729 K = 1.8225400 K

1.8225 times that. required to heat to 65°, or82% more.

26

If H is heat required, d is temperaturedifference, or inside temperature minus outsidetemperature

= f(d) = Kd2 if K = .05, graphthe function H = .05 d2

Discuss the significance of this in terms of fuelsavings.

9

8

7

6

5

4

3

2

1

7

T

,

MOP1 d220

_...._...__

5° 10° 15° 20°

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life-style and energyconservationTYPE OF ACTIVITY: DISCUSSION,RESEARCH

ENERGY AREA: ENERGY AND GOODSCONSUMPTION IN GENERAL



Premise: The general long-standing attitude thatraw mat erials and energy sources areinexhaustible have led most Americans tobecome overconsumers and energy gluttons.

Premise: Psychologists and common sense tell usthat there is a close correlation between apleasant, well-designed environment and a sense'of personal well-being.

I. Consider the two premises above. Studentsmay wish to accept, reject or revise either orboth.

2. To what extent do they conflict with oneanother?

a. Students select (preferably as a group) aman made mini-environment (aclassroom, a church, a home, etc.) whichthey agree is reasonably pleasant andwell designed.

b. Students make as complete as possiblean inventory of the manufactured itemsin the environment selected.

c. Select a few of these items (such asvinyl, metal or wood trim on a chair,wheel discs or hub caps on automobile,etc.) to consider the following:

(I) To what extent does it contribute tothe pleasantness or good design ofthe mini-environment?

(2) Have we been influenced by industrywhich produces the item to thinkthat it is essential?

(3) Conduct an energy flow study on theitem. Consider the energy requiredto extract the raw material, transportit, refine it, transport it again, and all

28

other steps leading to the endproduct.

(4) Attempt to extrapolate the total.B.T.U.'s involved in what might bethe total annual consumption of thisitem.

d. Consider the elimination or modificationof this item in terms of the"pleasant environment" concept.

(I) Suppose the class agrees the itemcould and should be eliminated.Could the same rationale apply tomany other goods designed toenhance our environment?

(2) In what ways would this affect thenation's economy, labor market,etc.?

COMMUNITY COLLEGE ACTIVITIES

. Research. Students in technical andvocational courses are encouraged to explorealternative energy sources such as windgenerators, solar furnaces, solid waste. energyconverters, ways of harnessing wave action,tides- and geothermal energy. These andother areas arc wide-open frontiers.

a. Students may construct prototypes ofenergy producing devices utilizing windand/or solar power.

b. Methods must be devised to tie suchdevices into present energy sources.

c. Prototypes could be displayed- anddemonstrated in places such as shoppingcenters, or any place that will attractpublic attention.

d. Students may wish to explore theefficiency factors of present energyconsuming devices such as the internalcombustion engine.

NOTE: Further information regarding whatis being done in this area may be obtainedfrom. Mr Ray Barrett, Educational Director,0111SI, 4015 SW Canyon _Road, Portland,Oregon 97221, phone 2244500.

2. Service Fool. Students who have the suitablebackground, interest and enthusiasm mayserve as resource persons:

a. To elementary and secondary schools inany energy-related curricular area.

b. To educate private citizens to read theirkilowatt hour meters and implementpractical voluntary curtailment plans:

c. To be available on call to perform freeservices such as lowering hot waterthermostat settings.

3. On Campus Assemblies. Present programsutilizing students who have specialized inparticular areas of energy research, oroutside speakers.

29

additional teachingsuggestions

Primary Grades

1. Make a list of all equipment in theschoolroom that is powered by electricity.

2. Ask the custodian to come into theclassroom and explain how electricity. helpshim in his work.

3. Make a science display of items that arepowered by electricity for classroom use.

4. Schedule a field trip to the home to look atthe ways electrical energy is used there.

5. Ask parents to conic to the classroom anddiscuss how they use electricity in theirwork.

6. Look at the wattage on light bulbs, read thewattage figures, add the amount used andcompare home consumption with classroomconsumption.

7. Read power consumption data onappliances. (Consult custodian or localelectrician for assistance.)

8. Make a display chart showing how muchenergy is consumed by each.

9. Make a reading experience chart containingstatements about the conservation of energy.

10. Introduce the spelling of words associatedwith electricity:

a. watts d. motorb. volts e. plugc. bulb 1. wire

11. Study parents' occupations and determinehow a shut down in electrical comsumptionwould affect each job.

12. Make a bar graph comparing the amount ofelectricity consumed by one device withanother (light bulb, electric mixers, stove orhot Plate, popcorn popper).

13. Begin to explore techniques of electricalenergy measurement. Watts and volts arenew concepts that must be introduced at anunsophisticated level.

1.4. Ask students to express their views about

conserving electricity in a one-page paper.Provide them with a key word list.

15 Begin to explore the interrelationship ofweather and the energy crisis in the PacificNorthwest (i.e.,increased snowpack means agreater water supply which will be used togenerate electricity). Compare snowfall andrainfall measurements.

16. Develop a vocabulary of terms associatedwith electricity:

a.

b.c.

d.

energypowerhydrosnow

e.

g.

raingaugeresistance

17. Let children create projects (paintings,models, etc.) which require a minimum ofcommercially produced .materials (paper,glue, crayons, etc.).

18. Make a display of disposable products (useonce and discard) which waste naturalresources in terms of raw materials andenergy to produce.

Intermediate Grades

. Ask students to explain why people do notwish to do without those convenience itemsthat consume electricity.

Ask students to detail the occupations thatprovide services which are essential to thesurvival of a community and how thoseservices consume electrical energy (waterpumping stations. sewage treatment plants,scheduling of transportation services).

3. Study the ways electrical energy is producedin the state.

4. Study home consumption of power anddetermine which appliance is the largestuser. Ask your local utility to help the classfind out which industry, plant or singleconsumer is the largest single user of powerin the community. Does this user benefit thecommunity?

5. Carry out an essay competition entitled"How Can Energy be Saved in the State ofOregon?"

6. Introduce the formulas for power30

consumption, transmission. and generation.Some science programs present theseformulas at.this grade level.

7. Discuss reasons why electrical energy ispreferred to other kinds of energy for givenjobs (clean, easily transported.. easilymaintained equipment. etc.).

8. Discuss whether existing sources of energy(particularly electrical) have been utilizedintelligently in the state of Oregon. Somesources are not usedwhy? (i.e.. hogfuelair pollution; coal-- too expensive totransport; natural gas-- interruptible).

9. Visit some electricity distribution centers.Ask the engineers to explain how electricalenergy is distributed. Visit an oil tankstorage area, a natural gas control center,etc.

10. Distribute leaflets to homes in theneighborhood, describing the power shortageand indicating ways the children haveidentified as reasonable methods to conservepower.

11. Ask permission from a local radio station forstudents to conduct a talk show, featuringideas on how local citizens could conserveenergy.

12. Arrange for students and schooladministrators to work together to find waysto save energy within the school.

13. Compose short stories or plays aroundpossible results of energy failure, or theenergy conservation effort.

14. Write articles, poems, cinquains, haikus,dealing with energy for publication in theschool newspaper.

15. Correspond with students in other schools tocompare conservation efforts.

16. Collect newspaper and magazine articles onthe energy crisis. Use them to discover andgraph trends, make bulletin board displays,or for a collage or mobile in an art project.

Junior High Level

1. Study available sources of energy fuels. Whatis the generation capacity in various areas ofthe United States, and the per capitaearnings for individuals in those areas?

2. Ask each student to investigate one form ofenergy, i ts on g-term strengths andweaknesses,as an energy source and its effecton the local.community, state, and nation.

3. Discuss with students why individuals arereluctant to give up their eonveniehces.

4. Construct models of generating facilities(steam, hydro) and determine theirefficiency.

5. Study power transformers, their design, useand long-term effectiveness.

6. Study the relative efficiency of methodsused to transport electricity.

7. Produce a chart illustrating the developmentof a given source of power and its delivery tothe consumer.

8. Measure the calories consumed when peopleexercise. How much food is required toprovide a given amount of calories?

9. Explore efficient ways to use foods availablelocally. (i.e., compare foods which must betransported. to Oregon in mid-winter tothose available locally; does the food valueof the imported product justify the fuelconsumed in shipping?).

10. Discuss the efficient purchase of those foodswhich require less energy for production(i.e., human effort, fuel for transport, effortof retailers, etc.).

11. Compare products to find those which mostefficiently carry out designated tasks (i.e., asmall car may serve two people as well as alarge car; a home which is large enough foryour family may serve as well as a largerhouse).

12. Explore effective use of appliances which .

have been purchased to better the familystandard of living.

13. investigate the effects of available energysupply upon the standard of living in variousareas of the United States during the past 40

-years,

14. Given a curtailment of energy in the localcommunity, determine which energyconsumers should receive first priority.Discuss the criteria used in making thesejudgments.

15. Study the ways people have been motivatedto use more energy in the past. Discuss thepossibility of reversing the trend frompromotion to reduction of energyconsumption.

16. Draw a map showing the sources of fossilfuels in the United States. Discuss how theywere formed and present mining techniqiies.

17. Study the construction of a nuclearelectrical generation facility and the processused to generate energy.

18. Compare forms of energy generation to findwhich are presently economical and whichare not. Find the reasons why some formsare not economical.

19.;Given an opportunity to work with smallLP engines, find the amount of fuel a small

engine consumes when it is out of tune,compared to when it is properly adjusted.Measure on a time basis at a given r.p.m.

20. Compare total energy considerations in theuse of hot air blowers which have replacedpaper towels in many public washrooms.

21. Determine through weather records of thepast year (or years) how many days clothescould have been dried out of doors ratherthan in a clothes drier. How many kwh doesthis represent in your community? Howmany gallons of water does this represent inthe hydroelectric reservoir?

High School Level

NOTE: Consider a mini-course for the highschools on the energy crisis.. It would bedesigned for the junior or senior year with a45-hour instructional time block. Conceptsintroduced in the elementary grades would beexpanded and developed.

31"

1. Determine those events in the last 50 yearswhich have led to utilizing greater amountsor energy. Was the impact on aninternational, national, state or local scale?For example, building a national network offreeways; advertising that bigger cars arebetter; lighting streets for safety, assumingthat the more they are lighted the safer.Many more events can be. named and theirimplications explored.

2. Ask students to evaluate the purchase of ahome from an energy consumption point ofview (i.e., insulation, cubic feet, stormwindows, effective heating system, length ofhot water lines and their insulation, etc.).

3. Compare the rental and operational costs ofapartments to the purchasing and operatingcost of homes. Relate energy consumptionin these dwellings to the number of cubicsquare feet in the residence, the .temperatureat which the area is maintained, the squarefeet of uninsulated glass in the residence andother possible factors.

4. Find which types of clothing retain bodyheat and remain comfortable in a residenceor working place with a reducedtemperature.. .Include clothing that is usedfor work as well as dress.

5. Conl: ute the alternatives to vehicleownership. Explore car rental possibilities.Relate car size to particular needs.Determine potential repair and maintenancecosts of vehicles. Explore the fuelconsumption of different modes oftransportation.

6. Investigate the local and statewide politicalimplication of the power shortage. Willpeople vote against public officials whoseactions tend to reduce present convenience?What positions are being taken by electedofficials?

7. Introduce young people to the idea ofgrowing some of their own foods, purchasinglocal foods in season and preserving them,and in other wayS making best use of theresources around them. Discuss the mostefficient methods of food preservation.

8. Discuss the kind of campaign that would bemost effective in reducing electrical energyconsumption. Who should pay for thecampaign? Is this a negative kind of

32

educational effort (i.e., urging people not touse something)?

9. Pose hypothetical problems regarding theenergy crisis, such as: "Government hasmandated a 50% reduction in electrical,petroleum and natural gas consumption."Instruct students to establish priorities andwork out a solution.

10. Make a study of the effect of lowered urbanand highway illumination on crime andvandalism.

11. A recent news report stated that largequantities of scrap aluminum are beingexported. Compare the energy cost ofrecycling scrap aluminum to that ofproducing from bauzite.

SECTION IllALL SCHOOL ACTIVITIES

FOR ENERGY CONSERVATION

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suggestions for theuse of section IIIPrincipals:

Use the all-school activities suggestions forassistance in planning Energy Crisis Week, and inparticular, Energy Crisis Day. This day has beendesignated for special emphasisas a day forculminating activities and "spreading the word"about individual responsibility toward the crisisin the months ahead.

Try to encourage and develop programs thatwill have a sustained effect over the comingmonths. For instance, Energy Crisis Week is agood time to launch community surveys onconservation. If the surveys continue throughoutthe year, however, they will be more effectivethan a "one day" event.

The checklist for energy conservationsuggests measures that .might be taken in yourschool to reduce power consumption. Checkthose items that apply to your particular schoolbuilding and needs. Then see that theappropriate staff members (custodians, teachers,etc.) receive instructions that will help themcarry out conservation measures. Give oneperson the responsibility of follow-up to seewhether these measures have had any effect.Seek your own methods of conservation as well.

34

ALL-SCHOOL ACTIVITIES FOR ENERGYCONSERVATIONCREATING ENERGYCONSCIOUSNESS

The school provides many opportunities to assistwith the energy crisis outside of the classroom.This section provides suggestions for all-schoolactivities in two categories: 1) student activitieswhich will 'stress awareness of the energy crisis;and 2) aetions which can be taken by occupantsof a school building to conserve energy.

We urge school principals to undertake theresponsibility of organizing the all-school effort,distributing these materials to appropriatepersonnel, assisting in the organization of relatedactivities, and -.encouraging individualcontributions from teachers, staff and students.The following ideas may be of some assistance inorganizing activities for Energy Crisis Day.

Sch.uol Assemblies. A number of localauthorities are available to tell students whatthey know about the energy crisis and energyconservation. One good contact for suchspeakers is the local public or private utilitycompany that serves the school. Thesecompanies have special employees available tospeak on the energy crisis, and also maintainresource lists of community groups andindividuals. Utility companies also have filmsand filmstrips available for school use.Another excellent source for speakers and topicsare the newly established speaker bureaus atcommunity colleges, which have been organizedat the request of Dr. Parnell, See Chart VII forthe person to contact at each communitycollege.. These people are operatingclearinghouses for speakers informed about theenergy crisis.

An exemplary fist of speakers and topicsavailable in the Lane County area has beendeveloped by Lane Community College. Consultthis list (Chart VIII) for ideas abolt what topicsto look for and what organizations to contactfor speakers. You may want to develop a similarlist of speakers for use in you:r area.

Valuable information resources on the energycrisis probably exist HO in your school.Teachers and students can organize an effectiveassembly by relying on debate teams andforensic clubs, drama groups and specialists inrelated areas of science, home economics, shop,etc.

Information Campaigns. The most importantaspect of energy conservation is getting people

35

informed about: I ) energy crisis conditions, and2) a c. ti ons which ni ight' improve thoseconditions. The following activities can .assist. inthe statewide- information campaign.

School Paper. The school paper might containweekly stories on energy supply conditionsand efforts to conserve energy. A valuablesource of information is the Governor's Officeof Energy Conservation and Allocation.

Energy Crisis Information Center. I-klpstudents organize an energy crisis informationcenter in your school. They might collectinformation for the classroom, organize listsof references and speakers, provideconservation tips to students for their homes,etc.

Community Information Campaigns. Schoolclubs and/or classrooms may want to organizeinformation campaigns that reach into thecommunity such as: 1) weekly residentialchecks on energy conservation, 2) a campaignto discourage electric Christmas displays,. and3) a survey of the economy measures beingadhered to by local business and industry.

Competitions Related to the Energy Crisis.School competitions can add a little excitementto the business of spreading energy crisisinformation. Several schools have alreadyorganized poster competitions. Other ideas forcompetitions are: 1) slogan contest, 2) songcontest, 3) essay competition, 4)speechcompetition, 5) conservation suggestion listcontest, and 6) outstanding class project list.Organize a competition between schools forgreatest. percentage of energy conservation(ground rules would have to insure health andsafety measures).

Activities for Special Interest Groups. Encouragespecial clubs and organizations to think up theirown way to contribute to energy conservation.Some suggestions are listed below:

Rally. teams. Make up "save it" yells andslogans for games.

Forensic Clubs. Prepare speeches related tothe energy crisis and.make speakers availableto the community.

Science Clubs. Look for new ways ofconserving energy and provide information toschool papers.

Service Organizations. Prepare signs listing

conservation measures to be posted inappropriate areas (office, hallways, etc.).Organize a system to monitor electricity usein the school.

Special Save-Energy Day. Plan a special schoolday for minimum energy use. Keep records toderive average energy consumption by theschool for a given time period, in the areas oftransportation, heating, lighting, etc. Within thelimits of safety and good judgment, plan a claywhich might involve some of the following:1) no electrical AV equipment; 2) cold lunch(sacks or prepared by cafeteria staff); 3) noelectrical clocks, bells, or intercoms (use whistlesand runners); and 4) let students and facultybrainstorm for further ideas. Make it a

challenge- -a backward journey through tune tocolonial clays. Dream up a title (example: AM ECDayAbsolute Minimum Energy ConsumptionDay) for use in publicity, before and afterward.Determine, in discussion with students, theactivities that would be practical to put intodaily practice.

Participation in Statewide Energy Crisis Events.A number of organizations are in the process ofplanning information exchange activities relatedto the energy crisis. Teachers and students cancontribute to these events by attendingconferences, preparing helpful and informativematerial, etc.

Tile Oregon Museum of Science and Industryand the State Department of Education arecurrently cooperating to plan a_ statewide"Environmental Proposium" to be held theweek of May 16-26. The purpose of thisconference will be to share ideas and activities ofthis year which were related to environmentalissues.

Information is now being collected for theconference in the form of an "EnvironmentalProposium Yearbook." The book will containideas about methods to conserve energy andimprove the environment including suggestedactivities for Earth Week in April. Each schoolsubmitting ideas for the yearbook beforeDecember 15, 1973, will receive a free copyearly in January. Suggestions and informationfor the yearbook should be mailed to:.Environmental Proposium Steering Committee,4015 SW Canyon Road, Portland, Oregon97221.

Administrators are encouraged to find out aboutother ongoing programs in the state related toenergy and the environment, and to establish

36

regular channels for distributing suchinformation to students and teacherS.

ENERGY CONSERVATION IN SCHOOLBUILDINGS

Dr. Parnell's request that public schoolemployees reduce energy consumption in schoolbuildings has met with aggressive action. Schooladministrators have assumed a leading role inhelping initiate measures to conserve bothelectricity and fuel.

In a spot survey conducted by the Departmentof Education, all of the 20 districts that werecontacted reported taking some action toconserve energy. Their activities have beenreviewed and integrated into the checklist forenergy conservation which appears immediatelyfollowing this report.

Pacific Power and Light Company hasconducted a cursory survey of public schoolswhich have large accounts, to 'compare their useof electricity during October 1972 and October1973. According t9. the 165 accounts reviewed,64 schools reduced their consumption ofelectricity by 20 percent or more and I 1 1

schools achieved a reduction of at least 71/2

percent. Schools achieving meter reductions ofover 40 percent were Taft-High School (LincolnCity), Mohawk Elementary (Springfield),Redmond Middle School, Pendleton HighSchool, .Blue Mountain Community College,UMpqua Community College, Henley HighSchool (Klamath Falls), Pilot Butte Junior HighSchool (Bend) and Roseburg Senior- HighSchool.

Even greater conservation of energyconsumption is possible, with some additionaleffort. Donald Dubois, Chief of Facilities for theSalem Public Schools, prepared an extensive listof conservation measures for the Salem District.The response of schools to items on the listresulted in a 50 percent reduction of electricityconsumption for the month of Septembercompared to one year ago. While such impressiveeconomy is probably not possible to sustainduring winter months, because of shorterdaylight hours and colder temperatureS, thisachieveMent showed the possibilities for savingthrough use of an organized approach by theentire district.

School administrators are urged to use thefollowing checklist, based on the list preparedby the SalernPubiic Schools, to extend theirenergy conservation efforts.

CHART VII speaker's bureausInstitution Speakers Bureau Name Address Telephone

Blue Mountain Larry O'Rourke P.O. Box 100 276-1260Director of Community Services Pendleton 97801

Central Oregon Harold Black College Way 382-6112Bend 97701 Ext. 289

Chemeketa Clarence Caughren 4389 Satter Drive NE 585-7900Salem 97303 Ext..244

Clackamas Mrs. Gloria Tomlin 19600 S. Molalla Ave, 656-2631Oregon City 97045 Ext. 232

Clatsop Roger Tetlow I 6th & Jerome 325-0910Astoria 97103 Ext. 7/79

Lane Larry Roinine 4000 E. 30th Ave. 747-4501Eugene 97405 Ext. 340

Linn-Benton Kirk Berger P.O. Box 249 928-2361Coor., Public Information Albany 97321 Ext. 202

Mt. Hood Linda Saari 26000 SE Stark 666-1561Gresham 97030 Ext. 225

Portland Darlene Laughlin 12000 SW 49th Ave. 244-6111Portland 97219 Ext. 394

Rogue Phil Hart P.O. Box 638 479-5541Dir., Community Services Grants Pass 97526 Ext. 54

Southwestern Oregon Maynard Jensen 888-3234Dir., Community Services Coos Bay 97420 Ext. 245

Treasure Valley . Al Carr 650 College Blvd. 889-6493Dir., Community Services Ontario 97914 Ext. 36

Umpqua Sheril Wells Box 967 672-5571Roseburg 97470 Ext..45

CHART' VIIITHE ENERGY CRISIS SPEAKER LISTLANE COUNTY AREA

"Alternate Energy Sources" or "EnergyConservation in Short- and Long-Range Terms"or "Pros and Cons of the Nuclear EnergyControversy," Ray Wolfe, University of Oregonbiochemist, 345-0639.

"Alternative Energy Sources" or "Conservationof Energy," Linda Milasich and others in theLeague of Women Voters, 747-6129.

"Anything That Stands Still, Insulate It" and"Home Improvements to Save Energy," DonRead and John V. Read, owner-manager and,assistant manager, respectively, LaneConstruction Co., 688-58'x6.

"Conservation of Energy" or "AlternativeEnergy Sources," Margaret Patoine, EugeneFuture Power Committee, 345-3608.

"Conservation of Resources in the Home,"Gladys Belden, LCC home economics chairman;or Dyna Besse, LCC coordinator of HELPSprogram, 747-4501, ext. 208.

"Economics of Power Use and Production" or"Alternative Energy Sources" or "Long- andShort-Term Conservation of Energy," FredKeppel, consulting engineer,. 746-6703.

"Electric Utilities:- Regulation and Control,"Donald Brodie, associate professor of law,University of Oregon, 686-3867.

"Energy Conservation" (Any Aspect), JohnReynolds, associate professor of architecture,University of Oregon, 686-3662.

"Energy Crisis"(Any Aspect),. Jerry Finrow,director of Center for Environmental Research,University of Oregon, 686-3612.

"Energy Crisis in the Petroleum Industry,"Robert Newburn, partner,. Fraedrick SkillernCo., 687-1234.

"Eugene's Relationship to the Bonneville PowerAdministration and Utilities in the Northwest"or "Nuclear Power Problems" or "TheH y d ro thermal Program" or "EnergyConservation in Long- and Short-Range Terms".o r "Alternative Energy Sources," ChrisAttneave, Eugene Future Power Committee,345-6751.

"Geothermal Energy," William Holser, head,38

geology department, University of Oregon,686 -4575.

"How We Can Save Energy in Our Homes,"Rhoda Love, LCC science instructor, 345-6241,

"N uclear Energy," Peter Swan, associatep rofessor of law, University of Oregon,686-4607.

"Projections of Energy -Needs" or "Ways to CutDown the Short- and Long-Term Needs forPower," Marian Frank, Eugene Future PowerCommittee, 343-8993.

"Residential and Business Insulation," Lester M.Green, president, Builders Insulating & RoofingCo., 686-2023.

"Scope of the Energy Crisis: History, OutloOkNeed for Changes in Life Styles," Lyle Wilhelmi,coordinator of science and environmentaleducation, Eugene School District 4J, 687-3316.

"Solar Energy," David McDaniels, professor ofphysics, University of Oregon, 686-4765.

"The Energy Crisis as it Relates to the HousingIndustry," Ray Wiley, vice president for designand cost control, registered architect andengineer, Breeden Bros 686-9431.

"The Immediate Energy Crisis and theLong-Range Energy Supply Picture," JackCriswell, superintendent, Springfield Utility.Board, 746-8451.

"The Truth About the .Natural Gas Supply,"Richard -Case, district manager, and WarrenHarris, district operations manager, NorthwestNatural Gas Co., 342-3661,

"Things the Family Can Do to Cut Down theUse of Power," Velma Mitchell, Lane County.Extension home economist, 342-5539.

"What Caused the Energy Crisis, What's BeingDone About It," Dave CoOn, energy crisiscounselor, or Bill Eaton, administrative assistant,Eugene Water and Electric Board, 343-1661.

"What. the University of Oregon is Doing Aboutthe _Energy Crisis," Harold Babcock, director ofphysical plant, University of Oregon, 686-5243.

"Energy Conservation in Industry," Don Dils,region public affairs manager, Weyerhaeuser Co.,746-2511.

Prepared by Lane Community CollegeOctober 31, 1973

A CHECKLIST FOR ENERGYCONSERVATION IN SCHOOL BUILDINGS

The following list has been prepared by DonaldDubois, Chief of Facilities, Salem PublicSchools, with some minor additions by the StateDepartment of Education. This list is notall-inclusive, but rather a sample of somemeasures which reduce consumption ofelectricity and oil products. Any of thefollowing activities might be initiated in a schoolbuilding, keeping in mind two importantfactors: I) the health and safety of students andemployees; and 2) the prevention of vandalism.

Lighting

Daylight Hours

. Do not turn on lights in instructional areasunless it is essential to the teaching-learningprocess. Faculty members are in the bestposition to adjust lights according to needs(off during class discussion, on for readingand writing, etc.).

_Avoid turning lights off for very shortintervals. The energy surge required whenthe light is turned back on is greater thanthe energy saved.

Do not turn on lights in outside coveredplay areas and walkways.

_Reduce lighting by one-third in interiorgyms, locker rooms, shower rooms, shoprooms, libraries and general work areas byturning on one row of lights at a time untila safe level of lighting is reached.

._Turn off lights in nonproductive areas,except for minimum safety requirements(cafeteria, hallways, storage rooms).

Do not plan Christmas trees or holidaydisplays that require electric lights.

Evening Hours

Do not use exterior lights except at putsidestairs and entry ways in use.

Use only one-half the lighting capacity ofhallways and stairwells in use.

\s.Reschedule 50 percent of\ housek eping\cleaning to daylight hours. Request inightcustodians to light only the ay-seas-016y areworking in.

39

_Schedule all school meetings duringdaylight hours. Encourage\ communitygroups using the school building toreschedule their meetings during daylightHours.

General Use of Electricity

Keep television sets, radios, typewriters andother office equipment turned off whennot in use.

_Reduce by one-third the use of electricalappliances in home economics classes andconsolidate use of refrigerators to one ineach room.

_Reduce by one-third the use of power toolsin classroom shops.

Heating, Ventilating and Air Conditioning

Air Conditioning

_Immediately discontinue the use of airconditioning systems.

Ventilating

Do not turn on ventilating systems untilone-half hour after the buildings have beenoccupied.

_Shut off ventilating systems immediatelyafter classes are dismissed fur the day.

_Do not use ventilating systems for eveningoccupancy.

Heating

_Control office and classroom temperaturesat no more than 70 degrees duringoccupancy. Utility companies arerecommending reducing the temperature to68 degrees if possible.

_Maintain temperature of gyms, shops andrestrooms at 66 degrees during occupancy.

_Do not heat interior hallways and/orstorage rooms.

_Encourage students and employees to wearwarmer clothing to accommodate coolertemperatures.

_Maintain heating in buildings at 55 degreesduring unoccupied times. This especiallyapplies to evenings, weekends and holidaysduring the heating season.

Constantly inspect -beating systems toguarantee maximum efficiency.

_ Check filters to make sure they areclean (monthly).

Check oil burner nozzles for propercombustion (monthly).

_ Check steam supply systems for steamleaks (weekly).

Check boiler return systems, includingvacuum pumps and water injectioncontrols (monthly).

Clean boiler fire tubes and sections tokeep them free of a build-up of fly ash(monthly).

Report immediately any needed repairs forheating systems and temperature controlsthat cannot be accommodated by in-house

. engineers.

Persuade students to prevent heat fromescaping unnecessarily through open doors.

Athletic Events

Schedule all junior varsity events duringdaylight hours.

During night varsity games, minimallighting (one bank of lights) should be useduntil ten minutes before game time, duringhalfthile, and immediately uponcompletion of the game. Full lightingshould be used during regulation play.

Motor Vehicle UseFuel Conservation

_____ Reduce the number of business trips andlimit speed to 55 MPH.

Cut down on field trip scheduling. Do not,however, cancel game. buses for rootersunless you are sure that many studentswon't make the trip in cars as a result. Fuelallotments may well cause curtailment ofextra trips.

40

_Encourage students to use school buses,municipal buses, bicycles or their own twofeet to and from school, and to leave theircars at home.

_Encou rag e teachers to use publictransportation and/or organize car pools toand from work.

SECTION IVHOME SURVEY HANDBOOK

FOR ENERGY CONSERVATION

PENh1Y SHOATGRADE' toI2 DOM U.

AtAM.S SCHOOL_

suggestions for theuse of section NPrincipals:

This section contains the follOwing: 1) sometips on energy conservation in the home, 2) aChecklist of energy conservation measures foruse in the home, and 3) a lesson in readingkilowatt-hour meters. Hopefully, every studentwill learn to read electric meters-and will use thechecklist at home.

Look for ways that this information canbecome part of "take-home" units of studythroughout your school. The best outlet for themeter-reading lesson is a math or science class.The home checklists can be used in almost anyclass setting.

Teachers:

You can help sponsor home energyconservation by encouraging students to be theirown energy monitors. Part of this section dealsspecifically with how to use and read an electricmeter. Make this a . unit of study in yourclassrooM during Energy Crisis Week.

Using the chart which is included in thissection, students can record the energyconsumed at home. Have them report to theclass the conservation rrieasures being taken athone. Hold a contest for the greatest energysavings.

Encourage students to use the HomeChecklist for Energy Conservation. Planclassroom activities around the ideas in thechecklist. For example, have students make"reminder" signs for appropriate places athome over the washer and dryer, by thethermosiat, in the kitchen, on top of the TV,etc.

42

In order to reduce consumption of energy in thehome, the following steps are important:

1. ascertain the general principles of energyconservation;

2. t ranslate these principles into specificactivities, and

3. determine whether or not these actions werec flective.

This section provides tools for this process: 1)General Tips for Home Energy Conservation; 2)A Home Checklist for Energy Conservation; and3) A Lesson in Reading Electric Meters.

GENERAL TIPS FOR HOME ENERGYCONSERVATION

DETERMINE THE IMPORTANCE OF"CONVENIENCE." Today's homes are stockedwith countless objects which we commonly referto as "modern conveniences." Someconveniences greatly increase comfort andefficiency in the home (refrigerators, waterheaters); others, like electric toothbrushes andpower tools, merely cut down on the amount ofphysical energy required to do a certain job. Tryto determine which home conveniences wouldbe most expendable in a severe energy shortage.

IDENTIFY THE BIGGEST ENERGY USERS.In order to save energy efficiently, it is

important to know which appliances use themost energy in the home. Chart IX shows therelative onergy consumption of commonhousehold appliances. The greatest energy (use)is for home heating and water heating.

The energy required to heat homes representsabout 57.3 percent or all home energyconsumption. Good insulation can markedlyreduce this percentage. Heating water consumesabout 15 percent of all energy used in the hoMe.Water heaters are usually out of sight and wedon't turn them on and off like otherappliances. Reducing the temperature control onwater heaters can increase energy savings.

To determine the biggest energy users in thehome, rate electric appliances on a scale fromone to ten. Make "savings reminder" labels forhome appliances. Electrical equipment thatrequires only nominal kilowatt consumptionwould, of course, be labeled in the "one"category. Big power-meter accelerators, such asclothes dryers and color TV's, would be rated at

43

5, 6, 7, or higher on the scale.

MAKE ENERGY ECONOMY A DESIGNPRINCIPLE. When remodeling homes, considerthe energy factor in the changes you are making,For instance, most home lighting is

incandescent. Fluorescent light is generally twiceas efficient as incandescent lighting and may beused effectively in baths, laundries, kitchens.andworkshops. Types of insulation will effect homeheating efficiency. Develop a list of newequipment which might be wise to consider inhome remodeling.

CONCENTRATE ON FUEL SAVINGS WHENUSING FAMILY CARS. The most recentnationwide crisis in cnergy supply has been theshortage of gasoline, Motorists can improvedriving economy by reducing the weight carriedin the vehicle (heavy tools and equipment),keeping. the vehicle in peak operating condition.maintaining constant speed in City driving, etc.In addition to these specific actions, a generalchange in transportation habits will also improwfuel economy. Develop a list of ways thatfamilies can shorten the distance they travel intheir cars.

C H A RT IX

RANGE

WATER HEATER(Family of 4)REFRIG.FREEZER(Standard)FOOD FREEZER(20 cu. ft.)DISHWASHER(Includes hot water)

WASTE DISPOSER

ere the atts GoAPPROX. AVERAGE MONTHLY KWH USE

200600

111 5

COFFEE MAKER 1110

TOASTER

FRY PAN

CLOTHES DRYER(5 loads a week)

(Not including hot water)11111 15AUTO. WASHER

III 5

11115

IRON

TV(B&W)

TV (color)

STEREORADIO

RADIO

ELECTRIC BLANKET

FURNACE FAN

LIGHTING

2 0

30

50

40

111115

25

100

100

100

100

90

150

WIIAT IS A KWH?Kwh stands for kilowatt hour. Electric power is measured in watts, like gasoline ismeasured in. gallons. AU electric appliances and light bulbs are sized, or rated, in teatts.Some lime ago, someone took the Greek word "kilo (meaning__1,000) and joined it to"watt." The term kilowatt is simply an easy way to say 1,000 watts. A kilowatt hour; then,is 1,000 watts of power used for one hour. One kilowatt hour will run a 100 watt lightbulb for 10 hours.

45

HOME CHECKLIST FOR ENERGYCONSERVATION

HEATING

Set heating thermostat at 68°-70°.

Turn thermostat down at least 10° atnight.

_ Eliminate use of home air conditioning. Ifair conditioning must be used, adjustsettings so it does not come on below7 8 -80 °.

Keep furnace filters clean for moreefficient operation.

_ Close fireplace damper when not in use.

_Opel) or close drapes to help control indoortemperatures.

_ Do not use oven for heating the kitchen.

Insulate homes. An uninsulated homerequires twice the energy for space heating.

_ Install weat he r -stripping around allwindows and doors.

_ Use storm windows, or cover windows withplastic during colder months.

_Move obstructions away from cold airreturns or hot air vents.

_Thermostats should not be placed on coldwalls or outside walls.

Before leaving on winter vacations, lowerthermostats to 55 degrees. During summer,all windows that face the sun directlyshould be shaded.

Keep baseboards and heating surfaces cleanand unobstructed by furniture or draperies.

Minimize the use of portable electric spaceheaters.

_Keep humidity as normal as possible (45%to 50%) by using exhaust fans in highmoisture areas.

Minimum settings or 55 degrees should bemaintained on thermostats when leavingfor a period of time; i.e., vacations, movingfrom the residence, etc.

47

_Close foundation vents on the windy sideof the house during cold weather.

_Shut off registers and heat vents in unusedrooms (check to be sure there are no itemsin the room vulnerable to freezing).

_Cover outside section of wall - mounted airconditioning units with pl to preventair leakage.

WATER

GENERAL

Reduce water heater thermostats to 140°.

_Turn electric water heaters off if you planto be gone from home more than one day.

_Take showers when possible, instead ofbaths; make them brief, and turn faucet onto minimum practical water flow.

Use less water for tub baths.

Drain and flush your hot water tank atleast once a year to prevent buildup ofsediments.

_ Repair dripping faucets and leaking toiletfixtures.

DISHWASHING

_Wash only full loads in dishwasher.

Use shortest cycle for load being washed.

For hand dish washing use a tub of rinsewater rather than running water.

LIGHTS AND APPLIANCES

GENERAL

_Turn off all lights not in use.

_Reduce bulb Wattage where practical.

_Eliminate yard lights. Turn on porch lightsonly when expecting visitors. Eliminateexterior Christmas lighting.

_Turn off all unused television, radio, stereo,etc.

_ If you have a choice between color andblack-and-white television, use theblack-and-white set.

_ Use sunlamps, hairdryers, electrichaircurlers, etc., only when essential.

LAUNDRY

Cut down on use of clothes dryers. Hangclothes outside when possible.

_ Dry full loads, but avoid overloading.

_ Set drying temperature for fabric.

_ Clean lint trap in dryer after every load.

Use full loads in washer.

_ Set water level controls to load size..

_ Set water temperature for fabric.

Use cold water when appropriate.

COOKING AND REFRIGERATING FOODS

_Pre -heat oven only when necessary.

_ Choose pans to fit units and cook withcovers.

Keep oven door closed until food is done.

_Clean kitchen exhaust fan and run onlywhen necessary.

Use pressure cookers,

Plan menus requiring less cooking.

_Use self-cleaning ovens as little as possible.

Don't use ovens to heat kitchens.

Set refrigerator temperature to maintain350-400.

_ Defrost refrigerator when frost is 1 /4"thick.

_Be sure doors seal on refrigerator andfreezer.

.Clean condensor coil regularly.

Cool foods before refrigerating or freezing.48

_ Don't overload refrigerator or freezer.

Limit opening and closing of refrigeratorand freezer.

Keep refrigerator away from heatingequipment and direct sunlight.

DRIVING HINTS

_Maintain speed at less than 55 miles perhour.

_ Avoid use of auto air conditioner and otherpower accessories except as safety requires.

_Keep car engine tuned.

_ Use proper air pressure in tires.

_ Use radial tires on vehicles to increase gasmileage.

Use mass transit, or organize car pools;when driving to and from work, avoidone-person use of cars.

_Plan shopping to reduce the number oftrips. One fifty-mile trip is more efficientthan five ten-mile trips because of enginewarm-up.

_Allow engine to warm up while driving atmoderate speeds, rather than while idling.

_Accelerate slowly and smoothly from astop, rather than making "jack rabbit"starts.

_Maintain a steady highway speed inharmony with traffic conditions.

_ Carry no unnecessary weight in car.

_Walk or ride a bicycle as an alternative todriving.

CONSERVATION AND SAFETY MEASURESFOR MOBILE HOME RESIDENTS

WATER

__Check all outside connections leading tothe mobile home for leaks. These could beunderground connections, faucets, lead-inhoses/pipes/tubing, and actual connectionsto the mobile home.

_Check the hot water heater for any leakswhich might have occurred while themobile home was in transit. If it is anelectric water heater, revent and close offall vents leading to outside air. CAUTION:if you have a gas water heater, do not closeoff any vents. With either type of waterheater, seal off entry door to avoid airleakage into the water heater closet.

Check all faucets and pipes when practicalfor leaks which might have occurred duringtransit or from worn out faucet parts. Onedrop of water per second could add up to1,200 gallons of water consumption permonth, which shows up on your bill! Wrapall exposed pipes with insulation. Use heattapes only if absolutely necessary.

HEAT

_ If you are just moving the mobile home toits new location, try to place it on thedown-wind side of trees, bushes,cut-ground bank, or hill.

Place a layer of gravel (preferably smallsize; i.e., 1/4" crush or "buckshot") underthe mobile home and cover with heavyplastic sheets or other vapor proof barrier.

_ Wrap all heat and cold air return ducts withinsulation. Seal all joints or cracks toprevent outside air from being drawn intothe heating system.

_ Seal all cracks or fiberboard breaks on thebottom of the trailer to prevent cold airseep age into the home. Seal theanchor/support beams and the subsequentcrack where the two halves of a doublewide mobile home are joined. Check allseals around "expansion" or "tip-out"rooms.

Skirting around a mobile home is a must.The skirting should be vented to preventmildew, but close off all vents on windwardsides of your mobile home during the coldweather season.

GAS HEATERS AND APPLIANCES

_Check all lead-in pipes and pipes to theheater and appliances for leaks. This willnot only prevent costly consumption ofgas, but is a sound safety measure.

Check the heater and all appliances for gas49

leaks, and make sure that pilot controls arefunctioning correctly.

Check all electrical portions of the heaterto be sure that the blower and thermostatare operating correctly.

A LESSON 1N READING ELECTRIC METERS

On some wall of your home basement, garageor most often outsideyou'll find an intricateglass-enclosed device. If you're like most people,you seldom pay any attention to it. Nor do youneed to, for modern electric meters performtheir job so accurately and reliably that youneed never be troubled.

But, every month or so a man from your electricutility company comes to see it, and later youare billed for the exact amount of electricityused.

METERS MEASURE ELECTRICITY, Throughyour meter's glass enclosure, you can see arevolving aluminum disk and a series of dials andpointers, or digital numbers. Withoutexplanation, they don't make much sense. But,it's really quite simple.

The amount of electricity you use determinesthe speed at which the disk moves. The moreelectricity you use, the faster it turns. Eachrevolution measures a precise amount of electricenergy called watthours. This watthourmeasurement is transferred from the diskthrough a series of gears to the digital numbersor pointers on the dials.

JUST WHAT IS A WATTHOUR? Every hour a100-watt light bulb burns, it uses 100 watthoursof electric energy. Since a watthour is such asmall unit of energy, your electric utilitycompany uses a unit equal to 1000 watthoursakilowatt hourto measure the amount ofelectricity you use.

WHAT MAKES YOUR METER DISK TURN?There are two sets of connections which tellyour meter what it needs to know: (1) theamount of current flowing into your house, and(2) the pressure or voltage at which the currentis flowing.

Electric current is like water flowing through apipe. The rate of flow of electrons through yourline is measured in amperes. Pressure is the forcethat pushes electric current through your lines,measured in volts. To determine the watts ofelectricity you use, your meter multipliesampheres of current by volts of pressure. Totalwatts then give you the figure in watthours onwhich your electric bill is based.

CLOCK-LIKE METER ACCURACY. Frictioninside the meter is all but eliminated with the

51

use of a magnetic-suspension system which usesa magnetic field to float the disk and its_shaft inair. And to help maintain accuracy provided bymagnetic suspension and other design features,the meter is sealed with filters which keep itsinterior free of dust and other contaminants thatcan cause inaccurate meter registration.

YOUR- METERA SMALL MOTOR. Yourmeter is basically a small induction motor runby magnetic forces created by electricity in a setof coils. The voltage coil is a winding of wireconnected to the power supply lines. Thecurrent coil is a Winding of wire connected withyour household wiring. When current passesthrough these coils, the disk is forced to turn ata speed exactly proportional to the number ofwatts (amps x volts) of electrical power you areusing.

HOW FAST DOES THE DISK MOVE? Today,most meters are nameplate-rated 30 amperes at240 volts-7200 watts of power. At rated power,the disk rotates 1000 revolutions per houror16 2/3rpm, just half the speed of a long-playingrecord. As the disk spins 1000 times, the gearsattached to its shaft move the pointers forward7.2 kilowatt-hours. One kilowatt-hour is addedto your meter for every 138 8/9 revolutions ofthe disk.

METER PROGRESS TO MEET YOUR NEEDS.Meters have changed a great deal in the last 20years. They've had to. Television, electricheating, more lights, freezers, air-conditioners,water heaters and other new appliances havemore than quadrupled the average family'sconsumption of electric power. Twenty yearsago a meter rated at 600 watts was enough tomeet your requirements. Today's meters arecapable of handling up to 48,000 watts.

HOW TO READ YOUR KILOWATT HOURMETER

The kilowatt-hour meter is an instrument usedto measure electrical energy consumed by acustomer during a month's billing cycle.

Two types of meters used by the powercompanies are the digital and dial type meters.The digital is read directly, from left to right, asshown in Figure 1. This type of meter is oftenused by Consumers Pciwer Company, Corvallis,Douglas County Co-op, Roseburg, and BentonCounty REA near Yakima.

Fig. 1

DIGITAL KILOWATT-HOUR MET1T.T

4-dial X 1register

Etn

-5-dial X l r7 1-511

71.2_ L.11 LI) EJ

register

4-dial X 10 Prregister

multiply by 10

Most meters have four or five dials. The figuresabove each of the dials indicate the number ofkilowatt-hours (kwh) that have passed throughthe meter during the time that the hand on thatdial made_ one complete revolution.

So, when the hand on the right-hand dial haspassed from one figure to the next, one-tenth of10 kwh, or one kwh, has passed through themeter

= 3550 KWHRS

= 3550 KWHRS

= 3550 KWHRS

. Be sure to read the meter "backwards"fromright to left and remember to read the smallerof the two numbers between which the pointeron the dial is standing. This is »ery important.

Note that the pointers of the 10, 1,000 and100,000 dials rotate clockwise, and on the 100and 10,000 counter-clockwise.

During the time that the pointer on any one dialis making a complete revolution from 0 to 0, thepointer on the next dial to the left will passfrom one figure to the next. Therefore, althougha pointer on one dial may appear to have arrivedon a given figure, that figure should not be readunless the pointer on the dial to the right hasreached or passed 0. (See Fig. 1)

For example;, in Fig. 2, the pointer on the 1,000dial looks as if it is on the 5, but you shouldread -that dial "4" because the pointer on the100 dial, to the right, has not made a completerevolution to 0. The correct reading is shownunder the dials. .

(-4

KILOWATT-HOUR RECORD SHEET

My Meter reading time isdate which is listed below:

12/15

subtractreading on12/8 from 12/15 /

2nd weekKWH used

12/8

12/7

12/6

12/5

p.m./a.m. on each

subtract 1st'week from 2nd week.to determine:

subtractreading 1st weekon 12/1 KWH usedfrom12/8

Conserved

Name

School

Class

Fig. 2 DIAL KILOWATT -HOUR IVI iETER

,Q00 100

7'

10o 0"

KILOWATT /

8 4

APPENDICES

GLOSSARY OF TERMSAcre -foot: A volume of water one foot in depthcovering an area of one acre.

Ampere: Unit of electric current' approximatelyequivalent to flow of 6 x 1018 electrons persecond.

Ampere-Hour: The amount of electricityflowing per hour through a conductor whencurrent in it is one ampere.

British Thermal Unit: Amount of .lieat requiredto raise the temperature of 1 pound of water1 degree Fahrenheit.

Calorie: Unit of quantity of heat. The amountof heat required to raise the temperature of 1gram of water through 1 degree Centigrade.

Circuit: The complete path traversed by anelectric current.

Combustion: Burning.

Conduction, Thermal: The transmission of heatthrough a substance from places of higher toplaces of lower teMperature.

Conductor, Electrical: Body capable of carryingan electrical current.

Conserve: Save.

Diesel Oil: The oil left after petrol and kerosenehave been distilled from crude petroleum.

Electric Current, Heating. Effect: When anelectric current flows through a conductor offinite resistance, heat energy is continuouslygenerated at the expense of electrical energy.

Electric Power: The rate of doing work..Measured in watts.

Electrical Energy: The energy associated withelectric charges and their movements. Measuredin watt hours or kilowatt hours. One watt-hourequals 860 calories.

Electrometer: Instrument for measuring voltagedifferences.

55

Energy: Capacity for doing work. Forms:potential, kinetic, electrical, heat, chemical,nuclear and radiant.

Fahrenheit Degree: 1/180 of the differencebetween the temperature of melting ice and thatof water boiling under standard (760min.)atmospheric pressure.

Fuel: A substance used to produce heat energy,chemical energy by combustion or nuclearenergy by nuclear fission.

Gas Turbine: An engine which converts chemicalenergy of liquid fuel into mechanical energy bycombustion. Gases resulting are expandedthrough a turbine.

Gasoline: Petrol. Mixture of hydrocarbonsobtained from petroleum.

Generator: A machine for producing electricalenergy from mechanical energy.

Geothermal: As applied to power generation,the use of heat energy obtained through themedium of hot water or steam coming froMbeneath the earth's surface.

Heat: Energy possessed by a substance in theform of kinetic energy, usually measured incaloriesin space heating by the British ThermalUnit. Heat is transmitted by conduction,convection or radiation. .

Heat Pump: A machine for extracting heat froma fluid which is at a slightly higher temperaturethan its surroundings.

High Tension: High voltage.

Horse-Power: British unit of power. 1 H.P. =746 watts.

Hydro-: Prefix denoting water.

Hydroelectric: Electricity production bywater-powered turbine generator.

Illumination of a surface: The amount of lightfalling per second on unit area of the surface.Measured in lumens per unit area.

Internal-combustion Engine: Energy is suppliedby a burning fuel which is directly transformedinto mechanical energy by controlledcombustion.

Kilowatt: Unit of 1,000 watts of power.

Kilowatt-hour: Work done at the raie of 1,000watts for 1 hour.

Load: The power and energy requirements onthe electric power system in a designated area.

Megawatt: One million watts.

Megawatt Month: A unit of energy equal to onemegawatt of power flowing continuously for anaverage month of 30.4 days or 730 hours.

Nuclear Energy: Atomic energy, released duringa nuclear reaction.

Nuclear Power: Electric power produced from apower plant obtaining energy from nuclearreaction.

Output: The amount of power and energydelivered from a generating station or stationsduring a specified period.

Petroleum: Mineral oil. Fractional distillationyields gasoline, diesel, lubricating oil and otherproducts.

Power: The rate of doing work, measured inwatts or horse power.

Power Pool: A group of electric power supplierswhose transmission lines are interconnected.

Propane: Inflammable gas obtained frompetroleum.

Reservoir: Water storage lake behind a darn.

Reservoir Capacity: The usable -volume of areservoir available for the storage and release ofwater for power generation.

Run-off Season: The period of the year whennatural flows in streams are supplemented byaccelerated snow and ice melt from mountainpacks.

Snowpack: The winter accumulation of snow inmountain areas which will melt and run off intostreams and rivers.

56

Solar Cell: An electric cell which convertsradiant energy from the sun into electricalenergy.

Spill: The discharge of water through gates,spillways, or conduits which bypass thehydroplant's turbines.

Steam Engine: A machine which is powered bysteam. It can be either turbine or reciprocating.

Stream Flow: The rate of water flow past agiven point.

Thermostat: An instrument for the purpose ofmaintaining a constant temperature.

Transmission Lines: Wires or cables throughwhich electric power is moved from point topoint.

Turbine: A motor, the shaft of which is rotatedby a stream of water, steam, air, or fluid from anozzle and forced against blades of a wheel.

Turbogenerator: An electric generator poweredby steam turbine engine. The steam created byheat from combustible materials (coal, oil,natural gas or other) or from a heat sourcebeneath the earth's surface (geothermal).

Volt: Unit of electromotive force movingelectrical energy through a conductor.

Voltage: The amount of electromotive force of aquantity of electricity, measured in volts.

Voltmeter: The instrument for measuringelectromotive force. The unit of measurement isvolts.

Watt: The unit of measure for electric power.Wattage of electric power operated equipmentor devices is determined by multiplying requiredvolts by required amperes (volts x amps).

Watt Hour: Work done at the rate of 1 watt for1 hour.

Watt-Meter: The instrument for measuringelectric power. Measurement is in watts.

REFERENCE READING LISTBOOKS

Beck, Richard C., editor. Dialogue on PowerDemands. Resources Development InternshipProgram, Western Interstate Commission forHigher Education, Boulder, Colorado, 1972. 122pp.

Projected future power needs in the PacificNorthwest and discussions of ways to meetfuture power demands.

Congessional Quarterly, Inc. Energy Crisis inAmerica. Washington, D.C., 1973. 93 pp.

A national look at the current energy crisisincluding recent Congressional studies. Charts,tables and a bibliography are included.

Freeman, W. H. Energy and Power. SanFrancisco, 1971. 144 pp.

Essays on force, energy and power resourcesappear in this volume.

Guyol, Nathaniel B. Energy in the Perspective ofGeography. Englewood Cliffs, N. J., 1971. 156pp.

This book covers the factors that influencequantities of energy used and the selection ofenergy sources. World energy supply anddemand are covered. Tables and suggestionsfor additional reading are included.

Holdren, John and Philip Herra. Energy: A Crisisin Power. San Francisco, 1971. 252 pp.

A Sierra Club battlebook, this volume dealswith our present resources and consumptionproblems, following up with suggestedresolutions. Case studies are included.

Landsberg, Hans H. Energy in the United States.Random House, 1968. 242 pp.

Park, Charles F. Affluence in Jeopardy.Freeman, Cooper, 1968. 29 pp.

Rocks, Lawrence and Richard P. Runyon. TheEnergy Crisis. New York, 1972. 189 pp.

The authors deal with the rapid depletion ofour natural resources and impending powershortages. There is an appendix and an index.

Rodgers, William. Brown-Out: The Power CrisisIn America. New York, 1972.300 pp.

Rodgers discusses the energy crisis withreference to recent occurrences and data andsuggests a sane policy for the future. Index.

57

MAGAZINE ARTICLES

Abrahamson, D. E. "Some Energy Newsletters,"Environment, 15:27, July 1973.

Adelman, M. A. "Energy; a Complex Mass ofProblems," Vital Speeches, 39:516-21, June 15,1973.

An MIT professor of economics states thatthe energy crisis is not a question of supply,but rather a question of cost.

"America's Energy Crisis: Ways People andCompanies Beat It," U.S. News, 75:51-3,Sept. 10, 1973.

Ideas for saving power, gas, other fuels arecatching on.

Aspin, Les. "The Shortage Scenerio: Big Oil'sLatest Gimmick," The Nation, 216:775-7,June 18, 1973.

Claims that the petroleum shortage wasengineered' by major oil companies to increaseprofits.

Berg, Charles A. "Energy Conservation throughEffective Utilization," Science, 181:128 -38,July 13, 1973.

How energy consumption could be reducedby efficiency. Includes tables and abibliography.

Casey, W. J. "International Cooperation OnEnergy," address, 'June 21, 1973, DepartmentState Bulletin, 69:59-62, July 9, 1973.

Dietsch, R. W. and R. E. Lapp. "Burning Up OurResources," New Republic, 164:14-17, June 16,1971.

"The Energy Crisis," Mechanical Engineering,95:29-36, Jan. 1973.

Defines the problems and sets futureguidelines for action, both long range andshort range.

"The Energy Crisis: Time For Action," Time,101:41-2, May 7, 1973.

Investigates costs, ways for business andindividuals to cut consumption,transportation problems. Suggests new energysources. -

"Enough EnergyIf Resources Are AllocatedRight," Business Week, 50-8, April 21, 1973.

Gould, William "Energy Options for theFuture: The Acceptibility of Risks," VitalSpeeches, 39:605-7, July 15, 1973.

The Chairman of Atomic Industrial Forum,Inc. reports on experiments in energyconservation.

Hammon, A. L. "Energy Needs: ProjectedDemands and HOw to Reduce Them,"(bibliography), Science, 178:1186-8, Dec. 15,1972.

Herst, Eric. "Energy vs. Environment," TheLiving Wilderness, 36:43-7, Winter, 1972-73.

A call to re-examine growth goals to reduceenergy consumption. Includes charts.

Hirst, E. and R. Herendeen. "Diet Guide forChronic Energy Consumers," Saturday Review,55:64-6, October 28, 1972.

Hirst, E. and J. C. Meyers. "Efficiency of EnergyUse in the United States," Science,179:1299-304, March 30, 1973.

Holden, Constance. "Energy Shortages Loom,But Conservation Lags," Science, 180:1155-8,June 15, 1973.

Proposals for reducing fuel consumption andusing resources more efficiently.

Irwin, J. N. "International Implications of theEnergy Situation," Department State Bulletin,66:626-31, May 1, 1972.

Keenan, B. "Energy Crisis and Its Meaning forAmerican Culture," Christian Century,90:756-9, July 18, 1973.

Lincoln, G. A. "Energy Conservation," Science,180:155-62, April 13, 1973.

Novick, Sheldon. "Looking Forward: Saving theEnvironment Through More Efficient Use ofEnergy," Environment, 15:4-15, May 1973.

How we might clean up our environment andsave our resources. Bibliography included.

Ridgeway, James. "Oil and Gas: Taking anInventory," The New Republic, 169:11 -12,Aug. 18, 1973.

Recommends an investigation and report onenergy resources on public lands.

Runyon, Richard P. and Lawrence Rocks."Lights Are Going Out; Nixon's EnergyProposals," National Review, 25:728 -30, July 6,1973.

An Analysis of the inadequacies of Nixon's58

"energy policy" is given with suggestions forthe future.

"Save a Watt; Industrial Energy ConservationMeasures," Newsweek, 81:90, May 28, 1973.

"Shall We Strip Mine Iowa and Illinois to AirCondition New York?" Atlantic, 232:84-5,September 1973.

Sirota, Hy and Mark Schwartz. "Agriculture andEnergy: the Agri-Energy Crisis...first of a series,"Organic Gardening and Farming, 20:98-99, Sept.1973.

Modern agriculture practices consume largepercentages of gasoline and natural resourcesfor pesticides.

Tappett, T. "How to Get More Miles per Gallonof Gas," Mechanics Illustrated, 69:96-8, August1973.

Udall, Morris K. "Future Fuels: Ending theEnergy Binge," The New Republic, 168:12-15,June 16, 1973.

Analysis of the current crisis with suggestionsfor new energy sources.

Weinberg, Alvin M. "Some Views of the EnergyCrisis," American Scientist, 61:59-75, Jan./Feb.1973.

Plans for the future, energy sources andconversion techniques are followed by abibliography.

Wilson, C. L. "Plans for Energy Independence,"Foreign Affairs, 51:657-75, July 1973.

How to become self-supporting in the energyarea.

GOVERNMENT AND AGENCY REPORTS

Bonneville Power Administration, The ElectricEnergy Picture in the Pacific Northwest. April1973.

Bonneville Power Administration, TheHy dro-Thermal Power Program: Report toBonneville Regional Advisory Council.

Bonneville Power Administration,Load-Resource Report 1 9 72-73 through1.992-95. August 14, 1972.

Bonneville Power Administration, PacificNorthwest Economic Base Study for PowerMarkets, Volume 1, Summary. 1970.

Federal Power Commission, National Power .

Survey. 1970.

Federal Power Commission, news release.National Power Survey Revision. September 24,1969.

General Electric Company, MarketingConference Reports. February 1969.

Intertechnology Corporation, The U. S. EnergyProblem. November 1971.

National Center .for Energy Management andPower, Conservation and Better Utilization ofElectric Power by Means of Thermal EnergyStorage and Solar Heating. Dr. Manfred Altman.November 1971.

Na tional Petroleum Council, O. S. EnergyOutlook, 1971-85. July 1971.

Pacific Northwest Utilities ConferenceCommittee, West Group Forecast of PowerLoads and Resources, various years.

Rand Corporation, The Growing Demand forEnergy. January 1972.

United Nations, World Energy Supplies,Statistical Papers Series J,No. 13,

U. S. Bureau of Census, Statistical Abstract ofthe United States. 1970. Washington, D. C.

U. S. Bureau of Censi.is, U. S. Census ofPopulation: 1970.

U. S. Bureau of Mines, Minerals Yearbooks(various years). Washington, D. C.

U.- S. Bureau of Mines, news release. More MetalRecycled From Junk Cars, July 15,1971.

U. S. Department of Agriculture, AgriculturalStatistics 1970, Washington, D. C. 1970.

U. S. Department of Commerce, Census ofManufacturers and Annual Surveys. Washington,D. C.

U. S. Department of Interior, United StatesEnergy Through the Year 2000. December1972.

59

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DALE PARNELLSuperintendent of Public Instruction

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