You are on page 1of 3

# Outcomes  113-9; 113-13: Students will be expected to propose a course of action that reduces the consumption of electrical energy

 112-7: Students will be expected to provide examples of how science and technology affect their lives and their community  113-6: Students will be expected to evaluate the design of a technology and the way it functions on the basis of identified criteria such as cost and the impact on daily life and the environment  210-8: Students will be expected to apply given criteria for evaluating evidence and sources of information  211-2: Students will be expected to communication questions, ideas, intentions, plans, and results, using lists, notes in point form, sentences, data tables, graphs, drawings, oral language, and other means  308-18: Student will be expected to relate electrical energy to domestic power consumption costs: Watt as a unit of power (1 W = 1 J/s)

Overview Many people use lots of different electrical appliances in their everyday life, without taking into account the cost of their energy consumption habits. With energy costs across the country climbing, consumers must become more aware of how their everyday activities use electricity, and the cost associated with those activities. This exploration of household energy consumption will help you gain an appreciation of how much energy your family uses on a daily basis, and how much money that energy consumption costs. To do this, you will: 1. Monitor and record your family’s use of a specific household appliance over a 24 hour period, noting the time of each use, and the length of time the appliance is used. 2. Research your chosen appliance (using resources such as the owner’s manual, and the internet) to obtain t he following information/specifications: i. Year, Make (Panasonic, LG, Black & Decker, etc), Model ii. Power Source, Power Consumption iii. (Optional) Energy Star Rating, Consumer Ratings, etc 3. Describe what happens with the appliance when it is not being actively used. Is it left on and/or plugged in? If so, is it consuming energy during this time? How much energy (Calculate)? 4. Calculate how much energy was consumed during the 24 hour period, when the appliance was actively in use. 5. Calculate the Average use time of the appliance.

Hint: 𝐴𝑣𝑒𝑟𝑎𝑔𝑒 𝑈𝑠𝑒 𝑇𝑖𝑚𝑒 (𝑚𝑖𝑛𝑢𝑡𝑒𝑠) = 𝑇𝑜𝑡𝑎𝑙

𝑈𝑠𝑒 𝑇𝑖𝑚𝑒 (minutes) 𝑁𝑢𝑚𝑏𝑒𝑟 𝑜𝑓 𝑈𝑠𝑒𝑠 𝐴𝑣𝑒𝑟𝑎𝑔𝑒

𝑈𝑠𝑒 𝑇𝑖𝑚𝑒 (ℎ𝑜𝑢𝑟𝑠) = 𝐴𝑣𝑒𝑟𝑎𝑔𝑒 𝑈𝑠𝑒 𝑇𝑖𝑚𝑒 (𝑚𝑖𝑛) × 6. Calculate the average energy consumption per use of the appliance.

1 ℎ𝑜𝑢𝑟 60 𝑚𝑖𝑛𝑢𝑡𝑒𝑠

Hint: 𝐴𝑣𝑒𝑟𝑎𝑔𝑒 𝐸𝑛𝑒𝑟𝑔𝑦 𝐶𝑜𝑛𝑠𝑢𝑚𝑝𝑡𝑖𝑜𝑛 𝑝𝑒𝑟 𝑢𝑠𝑒 (𝑊/𝑢𝑠𝑒) = 𝐸𝑛𝑒𝑟𝑔𝑦

𝐶𝑜𝑛𝑠𝑢𝑚𝑝𝑡𝑖𝑜𝑛 𝑜𝑣𝑒𝑟 24 𝐻𝑜𝑢𝑟𝑠 (𝑊) 𝐴𝑣𝑒𝑟𝑎𝑔𝑒 𝑈𝑠𝑒 𝑇𝑖𝑚𝑒 (ℎ𝑜𝑢𝑟𝑠)

Your project may be presented in the form of a formal report, a poster project, or a brochure; be sure to consult the attached rubric for more detailed evaluation information.

Criteria
KNOWLEDGE & UNDERSTANDING  Student is able to identify and describe their chosen appliance, its characteristics and technical specifications  Student accurately records appliance usage over a 24 hour period  Student provides a detailed explanation of the energy used by the appliance when it is not being actively operated THINKING  Student provides appropriate justifications for their responses and explanations, where applicable  Student provides detailed and complete analyses of appliance cost effectiveness

4
» Description and specs are complete and detailed, including extra information that has been researched such as Energy Star ratings, consumer ratings, etc » Usage log is clear and detailed, including the exact time of day of each use, and the exact length of each use (in minutes) » Clear and detailed explanation of the energy used by the appliance when not in operation is provided, showing extensive research and calculation » Justifications show a clear and logical thought process, connecting student’s data to concepts learned in class; student provides additional research to emphasize their point » Cost-effectiveness analyses are complete and detailed, showing deep understanding of energy concepts (ie kWh) learned in class; extensive thought is shown regarding the efficiency of current appliance usage » Hypotheses and justifications show exceptional attention to detail and clear thought processes that account for many (4+) different variables; additional research and resources are provided to justify hypotheses » All formulas and calculations of Energy Consumption are done correctly; all work is shown in an orderly fashion; all calculations and answers use appropriate units

3
» Description and specs are complete and detailed; no extra appliance information or research is provided » Usage log is completed and clear, but some usage times are inexact

2
» Description and specs contain the basic information, but 1-3 important elements are missing » Usage log includes either the time of day of each use, or the length of each use, but not both » Explanation of the energy used by the appliance when not in operation is hypothesized, but no research is shown » Justifications show a logical thought process, but further connections between data and class concepts could be provided » Cost-effectiveness analyses are complete, but could contain more details in order to illustrate complete understanding of energy concepts (ie kWh) learned in class » Hypotheses and simple justifications are provided, but with minimal attention to detail that only accounts for 1-2 variables; additional consideration to variables, as well as additional resources, are needed. » More attention needs to be paid to using appropriate calculations and formulas for Energy Consumption; more attention to appropriate units is needed

1
» Description and specs contain basic information, but are missing more than 3 important details, such as brand, year, etc; more research on the appliance is needed » Usage log contains minimal and inexact data, or is incomplete/missing » Explanation of the energy used by the appliance when not in operation was not provided » Justifications show student’s thought process; further development is needed of logical and relevant justifications and explanations » Cost-effectiveness analyses require additional attention and show incomplete understanding of energy concepts (ie kWh) learned in class » Hypotheses are provided but require justification

» Explanation of the energy used by the appliance when not in operation is provided and shows research » Justifications show a clear and logical thought process, connecting student’s data to concepts learned in class

 Hypotheses and justifications of house-wide, and school-wide, energy consumption are detailed and well thought out

» Cost-effectiveness analyses are complete and detailed, showing satisfactory understanding of energy concepts (ie kWh) learned in class; additional attention could be directed towards whether current appliance usage is efficient » Hypotheses and justifications show attention to detail and clear thought processes that account for 2-4 different variables; additional research and resources could be provided to stress justifications
» Formulas and calculations of Energy Consumption are mostly done correctly; more work needs to be shown, or needs to be organized more clearly; more attention should be paid to including appropriate units for all calculations and answers

APPLICATION  Student uses appropriate calculations for Energy Consumption

» Work and calculations for Energy Consumption should be shown in order to better evaluate where errors may have been made; more attention to appropriate units is needed

 Student uses appropriate calculations for Cost and CostEffectiveness

» All formulas and calculations of Cost and Cost-Effectiveness are done correctly; all work is shown in an orderly fashion; all calculations and answers use appropriate units

» Formulas and calculations of Cost and CostEffectiveness are mostly done correctly; more work needs to be shown, or needs to be organized more clearly; more attention should be paid to including appropriate units for all calculations and answers

» More attention needs to be paid to using appropriate calculations and formulas for Cost and CostEffectiveness; more attention to appropriate units is needed

» Work and calculations for Cost and Cost-Effectiveness should be shown in order to better evaluate where errors may have been made; more attention to appropriate units is needed

Criteria  Student proposes appropriate
method(s) to improve cost effectiveness of appliance use

4
» 3 or more different methods for costeffectiveness improvement are suggested, and all methods are practical and realistic; research and deep thought is shown through detailed explanations » Hypothesis is detailed, and provides in-depth rationalization of the predicted energy consumption for entire home over a 24 hour period; additional research is used to support, and elaborate upon, the hypothesis » Hypothesis is detailed, and provides in-depth rationalization of the predicted energy consumption for the entire school over a 24 hour period; additional research is used to support, and elaborate upon, the hypothesis » Project is organized very effectively and proceeds from one subject to another in a logical manner; headings and formatting techniques (bolding, italics, etc) are used appropriately to guide the reader through the project » Terminology is consistently used appropriately; student uses expanded technical vocabulary beyond terms that were discussed in class » English language conventions are consistently used correctly; 1-2 minor errors may be present » Bibliography includes more than 5 resources; use of all resources is evident throughout project

3
» 2 different methods for cost-effectiveness improvement are suggested, and both methods are practical and realistic; extended thought is shown through clear explanations; further research could be done to deepen understanding and inspire further creativity

2
» 1 method for cost-effectiveness improvement is suggested, and this method is reasonably practical and realistic; more thought and/or research could be put into developing understanding and inspiring creativity » Hypothesis of the energy consumption of entire home over 24 hours requires additional details and reflection; additional research should be considered to deepen and refine prediction » Hypothesis of the energy consumption of entire school over 24 hours requires additional details and reflection; additional research should be considered to deepen and refine prediction » Project is organized, although more attention to the ordering of subjects is required; headings and formatting techniques (bolding, italics, etc) could be used to better guide the reader through the project » Some terminology is used correctly; 1-2 terms require review as they are consistently used incorrectly » Project could benefit from additional editing to refine English language conventions; 3-5 major errors may be present » Bibliography includes 3 resources; use of most resources is evident throughout project

1
» 1 method for cost-effectiveness improvement is suggested, although further thought could be put into practicality and realistic goals; more thought and research should be put into deepening understanding and inspiring creativity

MAKING CONNECTIONS  Student provides detailed hypothesis predicting the total energy use of their entire home over a 24 hour period  Student provides a detailed hypothesis predicting the total energy use of their entire school over a 24 hour period COMMUNICATION  Student organizes research and findings in a logical and clear manner

» Hypothesis is detailed, and provides rationalization of the predicted energy consumption for entire home over a 24 hour period; additional research could be used to support the hypothesis » Hypothesis is detailed, and provides rationalization of the predicted energy consumption for entire school over a 24 hour period; additional research could be used to support the hypothesis » Project is well organized and proceeds from one subject to another in a logical manner; headings and formatting techniques (bolding, italics, etc) could be used to better guide the reader through the project » Most terminology is used correctly; occasionally a term is used in the wrong context; further research could be done to expand technical vocabulary beyond terms discussed in class » English language conventions are usually used correctly; 1-2 major errors may be present » Bibliography includes 4 or 5 resources; use of most resources is evident throughout project

» Hypothesis of the energy consumption of entire home over 24 hours is very basic and requires additional thought and reflection; additional factors should be considered to refine prediction » Hypothesis of the energy consumption of entire school over 24 hours is very basic and requires additional thought and reflection; additional factors should be considered to refine prediction » Project needs further organization; some sections may be missing

 Student uses appropriate terminology

» Minimal terminology is used; further attention to definitions and where terminology is appropriate is needed » Project requires additional editing to refine grammar and other English language conventions; more than 6 major errors were present » Bibliography includes 1 or 2 resources; use of all resources is not evident throughout project

 Student uses appropriate English language conventions, ie grammar, spelling, etc.  Any resources used are listed in a Bibliography at the end of the project