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Teaching about energy sources is supported by 7 key concepts:4.1 Humans transfer and transform energy from the environment into forms useful for human endeavors. The primary sources of energy in the environment include fuels like coal, oil, natural gas, uranium, and biomass. All primary source fuels except biomass are non- renewable. Primary sources also include renewable sources such as sunlight, wind, moving water, and geothermal energy. The topic of energy sources may be one of the defining issues of our students' livesAs oil resources become more scare, exploration pushes the boundaries of what is technologically possible, such as drilling in deep offshore waters. An energy transition is underway. The landmark 2016 Paris Climate Accord sent a clear signal that a worldwide move toward low-carbon energy is imperative. Even though the US intends to pull out of the Paris agreement, the switch to clean energy continues unabated, led by other nations worldwide, as well as by US states, cities, and corporations. The origins of our energy supply is an exciting and engaging topic for students and is an excellent way to learn about different ways that energy can be generated, as well as the impacts and societal implications of various types of energy. These concepts revolve around energy that is used for human purposes, including renewable and nonrenewable sources of energy, storage of energy, generation of electricity, and transportation of energy from place to place. As essential starting place for this topic is the concept of renewable vs. non-renewable energy sources. Many students will already be familiar with the idea that fossil fuels regenerate at a rate far slower than we use them, which is why they are non-renewable. Renewable energy comes in many forms: hydroelectric, solar, wind, geothermal, and biofuels. Each of those offers a host of related topics and nuances. For example, solar energy can be generated on a single rooftop or in large, utility-scale solar farms. Solar energy can also be generated in concentrating solar power plants that use an array of mirrors to direct the Sun's energy to a central tower. This type of solar power can deliver energy even at night. A detailed study of energy generation can prevent an overly simplistic labeling of particular types of energy as good or bad. It's also worthwhile to address the practical and technological aspects of energy. The distribution of energy resources across the globe is uneven, as some regions have an abundance of energy sources while others do not. The areas where energy is used most intensively are not necessarily the same places where energy resources naturally exist. For example, rich oil and gas deposits are found in offshore marine environments and wind farms are located in rural settings. In both cases this energy is transported to a location where the energy is consumed. Moreover, the end uses of energy vary with geography, time of year, and time of day. Thus energy needs to be transported, stored and converted from one form to another so that it is available when and where it is needed. Learning about energy sources offers real-world lessonsCompanion video by the Department of Energy Today's students are witnessing a renaissance of energy technology. After decades of fossil-fuel dominated energy use, a wide range of innovative options await exploration. The world's transition away from carbon-intensive fuels is a high profile topic that offers rich, relevant, multifaceted learning opportunities. Learning about energy sources can be approached from the perspective of engineering, public health, economics, or international trade - making a multi-disciplinary approach ideal (these ideas are also addressed in Energy Decisions.) Just as ecosystems depend on the input of energy, human societies are also dependent on energy for infrastructure, transportation, food, and most other types of human activities. However, there are limits of how much energy is available to a given society. Even renewable forms of energy are dependent on geographic location and technological accessibility. Nonrenewable energy supplies are finite and create impacts from their extraction, transportation, and consumption. Energy pricing, energy equity, and energy security are all factors that dictate how readily energy is available to different parts of society. Some societies have an abundance of energy while others struggle to have their basic needs met. By learning about these concepts students can begin to see how humans are dependent on using energy but are also constrained by the practicalities of energy use. Helping students understand these ideasEnergy Information Administration graphic that shows the breakdown of energy use by different sources. This image is updated annually, and the current information can be found at https://www.eia.gov/energyexplained/us-energy-facts/ Most students already understand that energy can originate from many sources. However, they may hold misconceptions about where their own energy comes from or how much energy is derived from various sources. For example, students may be surprised to learn that only a small fraction of the U.S. energy supply comes from wind turbines and other renewable sources (11% in 2018), while 80% is from fossil fuels. Nuclear power provides 8% of the US energy supply (Energy Information Administration, this page is updated annually). Despite the popularity and importance of renewable energy technologies, it's important to understand that fossil fuels still make up the great majority of our energy portfolio, and it's forecast to remain that way for the coming decades (source: Energy Information Administration, 2020). This illustrates the extraordinary challenges we face in moving beyond fossil energy. Transitioning away from fossil fuels brings about a new set of questions such as energy storage, battery technology, and an energy supply that is knit together from numerous intermittent sources rather than a few, steady-state power plants. Today's students are likely to be enthusiastic about renewable energy, which is a great way to get them engaged. But it's important that they learn about the challenges and realities of overhauling the energy system. For example, consider the vast installations of renewable energy it will take to replace the 80% of the energy supply that comes from fossil fuels, and the logistics of where to locate wind turbines, solar farms, or other new energy infrastructure. Numbers are important. A quantitative treatment of these subjects makes it clear that we have a long way to go in securing a dependable, safe, and clean energy supply. Bringing these ideas into your classroomMore than many topics we teach, our energy future is a problem with no certain answer. This can be an exciting call to action for students. Perhaps they will be part of designing solutions? The Next Generation Science Standards emphasize engineering, design, interdisciplinary thinking, and problem solving. These ways of thinking are essential for tackling this challenge. Energy is part of every student's life and is used all around us. Therefore it is easy to find relevance in teaching about energy sources. The activity Power Source, asks teams of students to create a concept sketch of electricity that begins at their own light switch and trace it back as far as they can go. This activity can be used with any grade level and it serves as an introductory activity that can prompt further exploration and can also reveal misconceptions. Students can take this concept further and design their own energy portfolios based on internet research about various energy sources. Students could also examine cutting-edge energy innovations such as solar roof shingles, energy from algae, or novel ways to store energy. Nearly every day we learn of a new possibility. The flip side of this is that it can be hard for educators to keep pace with the rapid changes. For example, renewable energy prices are falling every year, and renewable energy installations are outpacing projections all around the world. Educators need to be mindful to present up to date information, which may involve checking and updating figures every year. The Energy Information Administration offers an abundance of data, maps, graphs and forecasts that can be used to investigate a number of questions. Teaching materials from the CLEAN collection
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Which of the following is a nonrenewable source of energy?Nonrenewable energy resources include coal, natural gas, oil, and nuclear energy. Once these resources are used up, they cannot be replaced, which is a major problem for humanity as we are currently dependent on them to supply most of our energy needs.
Which of the following is a nonrenewable energy source coal B geothermal C solar energy D Hydroelectric?An energy source that will run out in future is known as a non-renewable energy resource. Thus coal is a non-renewable energy resource.
Which of the following is a nonrenewable source of energy wind?Unlike renewable resources, a nonrenewable resource is not capable of replenishing itself. Soil, wind and water are renewable resources, whereas coal is a nonrenewable resource.
Which of the following is a nonrenewable energy source apex?Answer is natural gas.
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