Vol. 14 No.

Green
Technology:
Energy

Clean Energy Technology & Training

Solar

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www.kidwind.org 877.917.0079

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march 2010
vol. 14 no. 3
the future:
environment

CONTENTS
2 From the Editor

green technology: energy

Charlie McLaughlin, DTE
5 Message From the TECC President

green technology: energy

Marlene C. Scott

departments

features
6 Article

concept mapping energy and
green technology

Wendy A. Ku
14 Activity

capturing air in motion: a
wind-energy activity

Sharon A. Brusic

Teacher to Teacher
creating a powerful childrens engineering program
Elizabeth Kirk and Wendi Hobbie

Resources
curiosity quest to go green
Jon Pieper and Todd R. Kelley

10 Career Connections

green technology: energy

Charlie McLaughlin, DTE
12 Books to Briefs

diagramming circuits

Patrick N. Foster
18 Web Links

green technology: energy

John D. Arango

Produced by the International

Technology and Engineering Educators
Association in conjunction with its
Technology Education for
Children Council

19

Techno Tips
ideas for integrating technology education into everyday
learning
Krista Jones

EDITORIAL

green technology: energy

e are in an era of unprecedented change in global energy requirements.

Recent events have caused us to redirect our attention to locating
additional sources of energy. The search is on for energy systems that
cause few detrimental impacts to the health and well-being of all natural systems. Our
students will be the citizens who will most likely benefit from green energy systems.
Therefore, they should be made aware of the potential benefits that will be derived
from creating power with green energy systems.
While green energy systems are not noveltheyve been used for many thousands
of yearsthere is a need to develop innovative systems that are clean and
affordable. These systems must be universally available to the citizens of this planet.
Many governments are working on strategies to create systems that can be used
immediately. They also recognize that fossil fuels, particularly petroleum and coal,
will remain a big part of the energy mix. Make no mistake; the ultimate goal is to find
alternatives to fossil fuels and to substitute their use with innovative green energy
systems. The results of these efforts will be seen in better economic and environmental
forecasts. Ultimately, the present rate of carbon releases will be reduced as the planet
relies on cleaner energy systems.
Experts estimate that green energy currently employs nearly 2.3 million people across
the globe. The number of people employed in green energy enterprises is expected to
grow as new systems are designed and put into place. The reduction of the use of fossil
fuels will also hasten employment growth in green energy sectors like solar power,
wind power, and biofuel production. The recent decline in oil and gas production is
related to the fact that many large fossil-fuel-bearing tracts and known petroleum oil
reserves have been developed. A number of countries have also developed their own
fossil fuel resources without the assistance of the large oil companies, making sure that
the resources are not squandered and that they receive fair value for the products they
produce.
Huge petroleum companies like ExxonMobil, Chevron, British Petroleum, and Dutch
Shell announced record earnings over the last several years. However, these profit
levels may never be achieved again as gas and oil become harder to find and extract.
Notably, many of the aforementioned companies have dedicated enormous resources
to the development of alternate energy systems. Like all good corporate citizens, they
want what is best for the people they serveand they have the money and resources
to create innovative systems in the future.
Three kinds of green energy that appear to have great promise are wind, biofuels, and
solar systems. Your students might be able to identify any number of these systems
because they are becoming so prevalent in our daily lives. Are there wind turbines in
your community? Where are they? Are any local industries using solar photovoltaic
systems to heat or generate power for their production applications? How many

Technology and Children

Publisher, Kendall N. Starkweather, DTE

Editor-in-Chief, Kathleen B. de la Paz
Field Editor, Charlie McLaughlin, DTE
Editor/Layout, Kathie F. Cluff
ITEA Board of Directors
Gary Wynn, DTE, President
Ed Denton, DTE, Past President
Thomas P. Bell, DTE, President-Elect
Joanne Trombley, Director, Region I
Randy McGriff, Director, Region II
Mike Neden, DTE, Director, Region III
Steven Shumway, Director, Region IV
Greg Kane, Director, ITEEA-CS
Richard Seymour, Director, CTTE
Andrew Klenke, Director, TECA
Marlene Scott, Director, TECC
Kendall N. Starkweather, DTE, CAE, Executive Director
Editorial Board
Charlie McLaughlin, DTE, Chair, Rhode Island College
Sharon A. Brusic, Millersville University
Vincent Childress, North Carolina A&T State University
Patrick N. Foster, Central Connecticut State University
Wendy Ku-Michitti, Simsbury High School
Cindy Jones, Clover Hill Elementary School
Krista Jones, Bellevue Elementary School
Marlene Scott, J. B. Watkins Elementary School
Roger Skophammer, Old Dominion University
Martha Smith, J. B. Watkins Elementary School
Bill VanLoo, Honey Creek Community School
Ginger Whiting,Virginia Childrens Engineering Council
TECC Officers
Cindy Jones, President
Sharon Brusic, Secretary
Wendy Ku-Michitti, Treasurer
Roger Skophammer,Vice President - Communication
Bob Claymier,Vice President - Program
Technology and Children is published four times
a year (September, December, March, and May) by the
International Technology and Engineering Educators
Association. Subscriptions are included in all group membership dues. Student members may choose Technology
and Children as part of their membership. Other ITEEA
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703-860-2100
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All subscription claims must be made within 60 days of
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Address Changes
Send address changes to:
Technology and Children, Address Change
ITEEA, 1914 Association Drive, Suite 201
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Email: kdelapaz@iteea.org
Website: www.iteea.org
All contributions for review should be sent to:
Charlie McLaughlin, Field Editor
Technology and Children
Rhode Island College
Technology Education Program, HBS Room 222
600 Mt. Pleasant Avenue
Providence, RI 02908
Telephone: 401-456-8793
Email: cmclaughlin@ric.edu
Submission guidelines can be found at: www.iteea.org/
Publications/submissionguidelines.htm.
Contents copyright 2010 by the International
Technology and Engineering Educators Association,
703-860-2100.

March 2010

EDITORIAL

homes have begun to use this technology to get off the grid?
Does your community have a waste-cooking-oil collection system?
Do you live in proximity to an ethanol production facility? If you
answered Yes! to any of these questions, then you have a great
opportunity to guide your students in an exploration of green
energy systems. Use the community as a resource and bring the
experts to your classroom.
Wind-energy challenges can make an impact on your students.
Students of any age can design, build, and test models of windcapturing devices. Wind turbines were once a novelty, but they
are sprouting up all over the countryside. Today, wind power
is the fastest growing segment of the energy sector. Countries
such as China, Spain, France, and Portugal have made significant
investments for development of wind power systems. Globally, the
output of electricity from wind power stands at 94,100 megawatts.
Biofuels have become another important source of energy around the globe. Many of
these fuels are derived from starch and sugar crops. While this form of energy has great
potential, there is a growing concern that food crops are being replaced with energy
crops, thus creating the potential for reduced food production. Also, some studies
show that clearing forest and grasslands for energy-crop production may actually
cause an increase in atmospheric degradation. One surprising alternative to the use
of traditional food crops has been the discovery of cellulosic ethanol, fuel that is not
produced from sources used for food production.
And, who knew restaurants would become a source for energy supplies? Developments
that streamline the production of biodiesel fuels have made the grease pits and
frialators of restaurants the scene of a new oil rush. When its filtered and refined, the
used cooking oil can be used with diesel fuel or can be used straight with some engine
adaptations.
Photovoltaic (PV) applications are finally reaching their potential. In Europe, China,
Japan, and the United States, PV devices can be seen on homes and commercial
buildings with great frequency. Most recently, major power generators in the U.S.
have been turning to photovoltaic arrays to supplement their electrical systems. In
the western U.S., the installation and use of solar arrays is growing every year. The
potential for cheaper electricity has been enhanced by the development of newer types
of solar cells. One of the exciting prospects for this area of power generation is nonpolysilicon-based cells. These cells are actually created on thin film materials. The cells
are compressed onto thin layers of photosensitive materials. The result is a cheaper and
more efficient means to create electricity. This new technology has been integrated

March 2010

Technology and Children

into home siding and roof shingles. The

goal for this industry is to create thin film
cells that are comparable to silicon-based
cells.
These three areas of green energy are
fundamental to creating a sustainable
future. They also pose plenty of
interesting challenges to develop newer
and more efficient energy systems. Your
students deserve a chance to explore
these systems. They will meet and solve
problems unlike any that this generation
has faced. In the end, they will be the
next innovators and inventors in the next
energy revolution.

Charlie McLaughlin, DTE is Coordinator

for the Technology Education Program at Rhode
Island College and the Field Editor for T&C. He can
be reached at cmclaughlin@ric.edu.

TEACHER to TEACHER
creating a powerful childrens
engineering program

eamwork and cooperative learning are key elements to many successful childrens
engineering projects. Shouldnt they also be an important part of planning
and presenting design briefs to our students? We have found that cooperative
planning and teaching between classroom teachersand between classroom and
resource teachershave made our childrens engineering program more powerful.
But how do you do it? There are many
ways classroom and resource teachers
can work together. Here are some ideas
we have found to be successful.
1. Preparing Students
Take advantage of your resource
teachers expertise and allow them to
help develop background knowledge
and skills needed for a challenge. Our
librarian helps with students research,
and our computer technology teacher
helps students search the Internet for
information. Students profit by collecting
information from more than one source.

2. Facilitating Building
Work as a team during the building step
of the design process. If the art teacher
has a flexible schedule, he/she can come
in and assist the classroom teacher with
the building stage, or he/she can work
on the building stage during the art class
time. This works especially well when the
art teacher has expertise using materials
and tools required for the project. For
example, we used papier-mache for a
challenge. When it was time to begin,
the art teacher came into the classroom
and assisted with this piece of the
project because she had the necessary
experience to make the process run.

by Elizabeth Kirk
and Wendi Hobbie

3. Managing Time
Time is a challenge for resource teachers
when they implement design briefs
during their allotted class time. The
regular classroom teacher can help by
having children define the problem and/
or brainstorm solutions before heading
to the resource class. Allowing students
to share work finished with the resource
teacher in the regular classroom can also
help.
4. Planning Across Grade Levels
Team with a different grade level that is
doing the same skill and complete a crossgrade-level design brief. Have students
partner with someone from the other
class.

an example of teamwork
Last year, Woolridge Elementary School
started a recycling program. It is a schoolwide effort, with teachers, parents, and
students working together to collect
and recycle materials. A parent asked
one of the Kindergarten teachers if the
art teacher could make a trophy to give
to the class that recycled the most per
month. The art teacher, Mrs. Hobbie,
thought of Childrens Engineering and
talked to a second grade teacher, Mrs.
Kirk, about making trophies for the
school. It was decided that there should
be one trophy per grade level. The second
Continued on page 5

Technology and Children

March 2010

echnology

ducation for

C C
hildren

ouncil

Message From the TECC President

green technology: energy

pportunities for energy conservation are increasingly available in almost every

application in any setting. Home, school, office, and industrial environments
have all benefited from cost-saving and energy-saving innovations.

In elementary schools across the

United States, children are learning the
advantages of participating in energy
conservation activities: that tons of air
pollutants have been avoided and millions
of dollars saved; that the reduction of
greenhouse gas emissions will impact
global warming. Children are also learning
the meaning behind the Energy Star
symbol. They have discovered the symbol
on homes that have earned the Energy
Starthe national mark of excellence in
energy performance. Several K-12 schools
have also earned the Energy Star. Schools
across the country have joined the Energy

Teacher to Teacher

If you are a teacher reading this message

and have an interest in teaching
children to become energy-efficient, the
Department of Energy offers excellent
lesson plans and downloads for use in the
classroom. There are games, activities,
and activity books in both English and
Spanish.
Here are some facts that you might find
quite astonishing:
The annual energy bill to run
Americas primary and secondary
schools is $6 billion.
The least efficient schools use three
times more energy than the best
energy performers.

Top energy-performing schools

cost forty cents per square foot
less to operate than the average
performers.

With those sobering statistics, it is vital

that we educate our children to be
committed to learning more about energy
efficiency and the role that they can play
in protecting the environment.
Lets all be committed to going green by
improving the energy efficiency where
we work, learn, and play, realizing that it
helps us save energy, saves money, and
fights global warming.

Marlene C. Scott, Ed.D., is Principal of

J.B. Watkins Elementary School in Midlothian,
Virginia. She can be reached at Marlene_scott@
ccpsnet.net.

cont. from page 4

grade teacher and the art teacher teamed

up to create a design brief. Once a week
for four weeks, the art teacher came to
the second grade teachers room for 45
minutes.
During the first week, Mrs. Kirk
introduced the challenge to her
homeroom students. She divided the
students into groups so they could
brainstorm, sketch, and plan their
ideas. The second week of the project,
Mrs. Hobbie came from her art room
and brought recycled materials for
the students to use and helped Mrs.

March 2010

Star communitycommitting themselves

to both students and environments.

by Marlene C. Scott

Kirk facilitate the lesson. In the third

session, Mrs. Hobbie brought the
needed materials from her art room
and explained how to use papier-mache
properly so the trophies would last
longer. The last week of class had the
students combining interesting craft
supplies to add details to the trophies.
Each trophy is unique and attractive. They
are currently being used in our school to
recognize classes that do the best job
recycling.

way is there to teach the students how

to work cooperatively than to model
teamwork and cooperative learning
among teachers?

Elizabeth Kirk teaches second grade at

Woolridge Elementary School, Chesterfield County Public Schools, Virginia. She can be reached at
Elizabeth_Kirk@ccpsnet.net.

Wendi Hobbie is an art teacher at Woolridge

Elementary School, Chesterfield County Public

Childrens engineering adds to students

cooperative learning abilities. What better

Technology and Children

Schools, Virginia. She can be reached at

Winslow_Hobbie@ccpsnet.net.

ARTICLE

concept mapping energy and

green technology

Id put my money on the sun and solar energy. What a source of power!
I hope we dont have to wait until oil and coal run out before we tackle that.
Thomas Edison, 1931

introduction
Recently, the term green technology
has taken center stage, and as a result
much attention has been focused on
alternate forms of energy. Every nation
on Earth has been seeking ways to create
systems for energy efficiency through
the conservation of conventional energy
sources or through the innovation of
newer, cleaner sources from existing
natural resources. The rising cost and the
depletion of current energy resources,
along with global warming from carbon

by Wendy A. Ku

emissions, has created concern for

the quality of our environment. Many
companies, along with the government,
are searching for production methods
that are more effective and will reduce
waste and minimize the harm to our
Earth.

is coming from the burning of fossil fuels

such as gas, oil, and coal. What we need
is energy that is carbon-free and less
harmful to our environment. We need to
find more efficient and productive ways
to produce energy without depleting our
Earths fossil fuels and natural resources.

One of the most critical concerns in our

society is for the development of green
technology that can be used for energy
purposes. We more need energy. Our
modern world requires an abundant
amount of energy, which unfortunately

The energy development challenges

brought upon us also impact the future
creation of new jobs; therefore, it is
imperative that the concepts of energy
and green technology be implemented
in todays classroom. Since the field of
alternative energy systems is developing,
there are new technologies that are being
produced and used to help sustain our
environment. The young people today
will play an important role in improving
and developing the new innovative
technologies that will provide us with
unique power systems and help save and
sustain our environment.
This article will introduce many of the
common terms related to energy and
green technology and will demonstrate
how these terms can be introduced
to your students. A concept map is an
effective method of defining and linking
the concepts together. It also provides
the students with an opportunity to
provide and illustrate examples of the
concepts on the map. This is a method to
introduce the common terms associated
with energy and green technology before
the students engage in any related design
and problem-solving activity.

Technology and Children

March 2010

ARTICLE
concept mapping on
energy and green
technology
A concept map is creative way for
students to represent relationships
between ideas, images, and concepts.
A concept map will be provided as an
example of how you can introduce the
common terms of energy and green
technology to your class. The content of
the concept map is based on the related
terms provided in this article.

common terms
associated with energy
and green technology
Green Energy: Energy that does not
deplete natural resources, nor does it
negatively impact the environment.
It can also mean the use of alternate
renewable energy sources including solar
energy, wind power, water power, and
geothermal energy.
Renewable Energy: (also considered
alternative energy). Energy that is created
through renewable natural resources
such as the sun, wind, water, the earths
core, or any living organism that cannot
be depleted.
Solar Energy: Energy from the
suns rays. This form of energy can be
converted into other forms of energy
such as heat and electricity.
Solar Panel: A device used to convert
the energy from the sun directly into
electricity.
Wind Power: Energy that is generated
from the conversion of moving air. The
turning of blades or a turbine (usually on a
mounted tower) powers a generator that
turns mechanical power into electricity.

March 2010

Most wind energy today is used to make

electricity.
Wind Turbine: A rotating machine that
turns the energy from the wind into
mechanical energy.
Water Power: (also known as
hydropower). Energy that is generated
through the force of water moving the
turbines.
Geothermal Energy: Geothermal is
power that comes from the heat deep
within the Earths interior. Steam or hot
water is taken from the earths core to
generate energy. The word Geo = earth,
and thermal = heat. The power is literally
beneath our feet.
Biomass Energy: A renewable energy
that is made from organic materials such
as wood and wood waste, decaying
plants or animals, landfill gas, and biogas
(such as ethanol and biodiesel). With
the right technology, biomass has the
potential to replace fossil fuels.
Biodiesel: Fuel that is made from
biomasssuch as soybeans, vegetable
oils, animal fat, or canolathat is
combined with alcohol.
Upon completion, the teacher may use
the concept maps to engage in any
discussion on the topic. The students
may also share their own maps on energy
and green technology to illustrate any
examples or connections they discovered
while creating their maps. The students
may add more details, definitions, or
terms to the exemplar map to elaborate
on the concept of energy and green
technology.

Microsoft Clip Art. Concept maps may

also be created using various software
programs such as Microsoft Word. If a
computer is unavailable, students may
create a poster demonstrating their
concept maps on energy and green
technology.
Lets not let technology pollute our
environment!

references
Amsel, S. (2007). Everything kids
environment book: Learn how you
can help the environmentby getting
involved at school, at home, or at play.
Everything Kids Series. Avon, MA:
Adams Media.
Biomass Energy Centre. (2008). What
is BIOMASS? Retrieved from
www.biomassenergycentre.org.
uk/portal/page?_pageid=76,15049&_
dad=portal&_schema=PORTAL
DeManbey, M. & Winiarskyj, L. (2009).
Energy & green gechnology: An
educators guide [Pamphlet].
Connecticut Business and Industry
Association, cbia.com.
Gore, A. (2009). Our choice: A plan to
solve the climate crisis. New York, NY:
Penguin Group.
National Renewable Energy Laboratory.
(1991). Science fair geothermal
power plant model. Retrieved from
California Energy Commission
website: www.energyquest.
ca.gov/projects/geothermal-pp.html
U.S. Energy Information Administration.
(1998). EIA energy - Energy kids.
Retrieved from U.S. Energy
Information Administration website:
http://tonto.eia.doe.gov/kids/
Wendy A. Ku, Ph.D. is a technology and

The concept map on page 6 was created

on the software program Inspiration
8.0, and the images were obtained from

Technology and Children

engineering education teacher at Simsbury High

School in Simsbury, Connecticut. She can be
reached at wku@simsbury.k12.ct.us.

RESOURCES

curiosity quest to go green

introduction
One of the simplest ways to help Go
Green is to recycle. It can be as simple
as encouraging students to place paper
into a classroom recycling bin that most
teachers have in their classrooms or as
complex as teaching about the process
of the melting and reforming of glass
bottles in a factory designed specifically
for that purpose. Although you may
understand why it is important to recycle
and teach your students the importance
of recycling, this resource will give you a
deeper understanding of what happens
to the plastic bottle after you put it into
the recycling bin.

background
Although a new concept in the realm of
technologies, green technologies have
become the main focus of a number of
large companies. One application of this
trend is the recent push to manufacture
hybrid vehicles. Although electric modes
of transportation such as commuter trains
and trolleys have been in use since the
1880s when the city of Richmond, Virginia
implemented the first set of cable cars
powered by electricity, the development
of a hybrid personal automobile didnt
catch on until a few years ago. Many large
automakers have focused their efforts
towards the development of hybrid
vehicles. For example, General Motors
has created various lines of hybrid cars
under Chevrolet, Cadillac, and many of
its other car lines. These new cars reduce
the amount of harmful emissions that are
released into the air.

Another type of green technology that

is not so new is the concept of recycling.
During the Second World War, efforts
were made in many communities and
cities to collect materials that could be
used for the war effort. Rubber tires,
motor oil, various metals, and, most
importantly, aluminum, were necessary
for industrial manufacturing during war
time. Although most individuals embrace
this concept, Americans still waste
materialsjust stop and consider all the
materials thrown away after your next
visit to a fast-food restaurant. Recent
efforts to Go Green have helped us take
our old, used products and turn them
into something new. A good example
of this can be found in Curiosity Quests
educational video series: Big Toys
episode.

resource
Curiosity Quest is an educational video
series that looks at different technologies
and processes that young viewers are
curious about. Joel Greene, the creator,
producer, and host of Curiosity Quest,
goes on-site to answer a wide variety
of viewers questions. Past show topics
range from design and construction of a
guitar, to wastewater treatment, to the
creation of sports turf that is made from
recycled materials. The show approaches
the topics in an educational fashion, but
adds humor to keep viewers engaged in
the topic.
Curiosity Quest has several different
series, including a set of episodes in which
the underlying themes are Go Green.

Technology and Children

by Jon Pieper
and Todd R. Kelley
These episodes take a look at everything
from what we can do to help keep the
earth clean to how things we recycle can
be turned into everyday products such as
clothing.
For example, the episode titled Big
Toys takes viewers to the Big Toys
Green Playground Solutions factory. The
Big Toys Green Playground Solutions
Company creates playground equipment
for schools, parks, childcare centers,
and communities. Joel Greene visits
Big Toys Green Playground Solutions to
highlight how things that may seem like
trash are recycled to create playground
equipment. He does this by going through
the unique manufacturing process that
is used to take old materials and create
new equipment for different outdoor play
areas. Recycling can greatly impact the
amount of energy that is consumed in
the manufacturing process. For example,
a 60-watt light bulb can be run for over
a day on the amount of energy saved by
recycling one pound of steel.
Another example of a Go Green episode
is titled Green Toys. This is an episode
that may catch the interest of students
because they may have played with toys
that were made by this company. Much
like the Big Toys episode, Joel goes
on-site to Green Toys, Inc., located in San
Francisco, CA, to explore childrens toys
that are made from recycled milk jugs.
The toys that the company makes range
from dump trucks to tea sets. Some
of the topics that were covered in this
episode were:

March 2010

RESOURCES
a) The differences between a dump and
sanitary fill.
b) Why it is important to separate trash
and recyclable products.
c) How gasses are captured and
processed.

classroom application
Quest Letters
Every episode of Curiosity Quest begins
with the host reading questions from
a viewer. Joel calls these letters Quest
Letters, and uses them as an introduction
to each episode. As an in-class activity,
you could watch an episode of Curiosity
Quest to give students an understanding
of the different process shown in the
episode and then have the students
create their own quest letters.
Either working alone or in a Quest
group have the students create a list
of 3-5 products or procedures they have
always wondered about that are greentechnology applicable. Have students
then go on to pick one of their ideas and
create a Quest letter that could be sent to
the show. The letters can be emailed to
the show at the following website: www.
curiosityquest.org/sendus.html. Another
approach to this activity is for your class
to answer the students quest letters
by doing research on the topics and
creating a weekly activity where the class
would answer the students questions.
This would give the students a deeper
understanding of the recycling process
and how green technologies are created.

student quest
As follow-up to an episode of Curiosity
Quest, students could create their own
quest by preparing a presentation about
a manufacturing process. Students could
think about why it is done, where it is
done, some of the tools that would be

March 2010

used, and the different steps it takes

to complete the process. Another
way to relate this to Going Green is to
pose another set of questions to the
students such as, What impact does
this process have on the environment?
other people? themselves? This would
get the students thinking about not
only how things are made, but how the
process can impact the environment.

curiosity quest
Mission Statement: To stimulate
intellectual curiosities of the
communitythrough wholesome
programming by inviting viewers on an
educational, yet entertaining exploration.
Curiosity Quest Go Green Series
Patagonia Did you know that recycled
plastic bottles could be turned into
clothing? Joel goes on-site and
learns how Patagonia, a clothing
manufacturer, helps the environment
in so many ways.
Water Treatment Ever wonder where the
water goes after you flush the toilet?
Joel takes you on a stinky adventure
to the sewer plant to find out!
E-World How is the valuable information
on our computers destroyed? This
quest looks at how electronics are
recycled and reused.
Sports Turf Did you know that you could
install fake grass in your yard and
save lots of money and water? Joel
takes a look at how this grass is
made and installed.
Students Go Green Join Joel as he learns
from elementary school students
how to dramatically reduce the trash
we throw away.
Curiosity Quest Video
Big Toys $19.95 plus $2 shipping
and handling; www.curiosityquest.org/
cqgoesgreen208.html

Technology and Children

Green Toys $19.95 plus $2 shipping

and handling; www.curiosityquest.org/
cqgoesgreen203.html
More videos can be purchased at
www.curiosityquest.org/.

resources

www.curiosityquest.org/
www.curiosityquest.org/aboutus.
html
http://bigtoys.com/index.php
www.pbs.org/now/shows/223/
electric-car-timeline.html
www.greentoys.com/index.html
http://inventors.about.com/library/
inventors/blstreetcars.htm (cable
cars)
www.aadl.org/gallery/aastreets/site7/
wall_displays/w3c/ALUMINUM-300-1BIG.png.html (WWII Recycling)
www.recycling-revolution.com/
recycling-facts.html (energy saved by
recycling)
www.gm.com/

Jon Pieper is a graduate assistant in the

Department of Industrial Technology
at Purdue University in West Lafayette, IN. He
can be reached at jpieper@purdue.edu.

Todd R. Kelley, Ph.D., is Assistant Professor

in the Department of Industrial Technology at
Purdue University in West Lafayette, IN. He can
be reached via email at trkelley@purdue.edu.

CAREER CONNECTIONS

green technology: energy

enewable or green energy occupations are seeing considerable increases at

this time. Many states in the U.S. generate up to 10% of their electricity from
renewable sources. In 2008, renewable energy provided 9.0 percent of the
total electricity generated in the U.S., up from 8.5 percent in 2007. This type of growth
portends an increased need for workers, engineers, designers, installers, and support
personnel to maintain these systems. All of these new occupations will require people
who are literate and skilled in specific occupations.

Whether youre an engineer or entry-level

installer, the Green Energy job force will
require you to have the ability to apply
principles of Science, Mathematics,
Engineering, and Technology (STEM).
Mathematics literacy will be required
to compete for these positions, and
students should have a working
knowledge of algebra, geometry,
calculus, and statistics. Communication
skills will be essential to success in a green
career. Language literacy will play a key
role in any position, so candidates must
have knowledge of the structure and
content of their language, including the
proper usage and spelling of words, rules
of composition, and grammar.
Success in the green energy future will
require a thorough knowledge of physics.
Students should learn physical principles,
laws, and applications so that they can
apply them to create innovative systems.
Students and occupational candidates
must understand fluid, material, and
atmospheric dynamics, as well as
mechanical, electrical, atomic and subatomic structures and processes.
People who wish to enter Green Energy
occupations will need a solid design
background. They will need to apply
design techniques and principles for the

10

production of drawings, technical plans,

blueprints, prototypes, and models.
Here is a sample of the positions you
would find in the Green Energy Field.
Wind Turbine Technician Median
wages (2008): $16.46 hourly, $34,240
annually.
If you follow this path you will need to
be able to climb to great heights. The
wind turbine technician climbs wind
turbine towers to inspect, maintain, or
repair the equipment. The technician is
also responsible for the inspection or
repair of the fiberglass turbine blades.
Wind Turbine Technicians must have
great mechanical abilities because they
will troubleshoot or repair mechanical,
hydraulic, or electrical malfunctions
in the turbine components. Problemsolving skills are also a big part of this job.
The technician will diagnose problems
involving wind-turbine generators
or control systems, and perform the
necessary maintenance on wind-turbine
equipment and underground transmission
systems. Once their work is completed,
they will restart wind-turbine generator
systems to ensure proper operations.

Technology and Children

by Charlie McLaughlin
Wind Turbine Engineers Median
wages (2008): $42.58 hourly, $88,570
annually.
Wind turbine engineers are responsible
for designing underground or overhead
wind farm collector systems. They must
possess analytical skills to determine the
optimal performance of the wind system.
Furthermore, they are responsible
for making sure that the wind power
operation is in full compliance with
community specifications, codes, and
laws. They are responsible for maintaining
the specifications for wind technology
components, such as gearboxes, blades,
and generators. The wind turbine
engineer will design and maintain
wind-farm layouts, schematics, or other
visual documentation for inspection
by members of the community and
committees that have oversight of energy
projects.
Solar Installation Foreman Median
wages (2008): $27.95 hourly, $58,140
annually.
The success of most Green Energy
systems depends on the proper
placement and installation of the
components. The foreman will visit the
construction site to develop a plan for
installation. Once that has been approved,
the foreman will coordinate installations
of photovoltaic (PV) solar and solar
thermal systems to ensure conformance
to codes. Key to this position is the ability
to be a good leader since the foreman
will supervise the technicians and
subcontractors during solar installation

March 2010

CAREER CONNECTIONS
projects to ensure compliance with
safety standards. During the installation
the foreman will continually assess the
potential solar installation site to ensure
its maximum potential and that it meets
all design requirements. They coordinate
or schedule building inspections for solar
installation projects.

Photovoltaic (PV) and Solar
Thermal System Designer
The PV and solar designer are
responsible for many facets of the PV
and solar thermal installation. They are
responsible for producing the initial
electrical diagrams, panel schedules, and
connection diagrams for solar electric and
thermal systems using computer-aided
design (CAD) software. They will also
design active direct or indirect, passive
direct or indirect, or pool solar systems.
These designers generally conduct site
audits to get information about the sites
potential to capture the suns rays and
generate a constant flow of energy from
the residential or commercial solar power
systems. Once the audits are done, they
design photovoltaic (PV) or solar thermal
systems, including system components,
specific for the site, whether it has been
zoned for residential or commercial
use. The designers create checklists for
inspection of completed solar installation
projects. The designer will provide
technical direction for the start-up,
testing, and continual performance
monitoring as the system goes online.

expected to have a certificate

that allows them to install
active solar systems, including
solar collectors, concentrators,
pumps, and fans. In order to
properly install the photovoltaic
(PV) systems, the installer must
be familiar with local codes
and standards using drawings,
schematics, and instructions.
He or she must perform
routine system maintenance
on modules, arrays, batteries,
power conditioning equipment,
safety systems, structural
systems, weather sealing, piping, water
heaters, valves, and ancillary equipment.
Biofuels Processing Technicians
Median wages (2008): $23.37 hourly,
$48,620 annually.
These technicians calculate, measure,
load, and mix refined feedstock used in
biofuels production. They must efficiently
operate chemical processing equipment
for the production of biofuels. A deep
knowledge of chemical lab processes
is required since the tech will operate
equipment, such as a centrifuge, to
extract biofuels products and secondary
by-products or reusable fractions. Using
various lab techniques, the processing
technician will assess the quality of
biofuels additives. Collection of biofuels
samples and performing routine
laboratory tests are also necessary to
insure the quality of the biofuel.

PV and Solar Thermal Installer

Median wages (2008): $15.65 hourly,
$32,550 annually.

Fuel Cell Engineers Median wages

(2008): $36.02 hourly, $74,920 annually.

Job requirements for entry-level solar

installers are a combination of skills
from carpentry, sheet metal, plumbing,
and pipe fitting. With these skills, they
will assemble solar modules, panels, or
support structures. Most installers are

The use of fuel cells in space has finally

been integrated into use on Earth. Fuel
cell engineers design fuel cell systems.
They are responsible for collecting
and analyzing data related to the cells
efficiency using statistical software.

March 2010

Technology and Children

Students creating their own biofuel.

With the data in hand, they are able to

calculate the efficiency and power output
of a fuel cell system or process. Once an
efficient cell has been found after testing,
this engineer will carry on further testing
projects, using fuel cell test stations
and analytical instruments. They hope
to ultimately design a commercial fuel
cell that has broad power applications.
In the meantime, work on fabricating
prototypes of fuel cell components for
automotive applications has become a
focus of this industry.

resources
O-NET Online http://online.onetcenter.
org/
U.S. Energy Information Association.
(2008). Renewable energy
consumption and electricity
preliminary statistics 2008. Retrieved
from www.eia.doe.gov/cneaf/
alternate/page/renew_energy_
consump/rea_prereport.html

Charlie McLaughlin, DTE is Coordinator

for the Technology Education Program at Rhode
Island College and the Field Editor for T&C. He can
be reached at cmclaughlin@ric.edu.

11

BOOKS to BRIEFS

diagramming circuits

Berger , M. (1990). Switch on, switch off (Lets-Read-and-Find Out Science).

New York: Harper Collins. [ISBN: 006445097X, Paperback, 32 p., $5.99. Illustrated by Carolyn Croll]

by Patrick N. Foster
summary
Switch On, Switch Off is an engaging
attempt to demystify electricity,
aimed at primary age children. It
is heavily illustrated. Semi-realistic
cartoon characters (a boy and a girl)
keep the text moving by making
discoveries, asking questions, and
engaging in experiments. The action
is interspersed with more than a
dozen friendly diagrams illustrating
concepts from submicroscopic
electron flow to the big picture
of how electricity moves from a
generator to individual homes.
Readers are also presented with
a detailed explanation about how
electricity from such a generator is
used to make a lightbulb burn.
Perhaps the most important point
made by the author of Switch
On, Switch Off is that although it
seems like magic its not magic
at all. Although the explanations
are suitable for young children,
teachers who are not completely
satisfied with their ability to explain
these concepts should consider
an investment in Robertsons Stop
Faking It! (2005) on electricity
and magnetism, available from
the National Science Teachers
Association (nsta.org/store/).

The aim of this activity is for children to

recognize three basic commonalities
among the electrical systems they
encounter daily: each of these systems
has a power source, an output, and
some means of control. To complete
the activity, students must identify a
system, discern its components (power
source, output, and control), and draw
a circuit diagram to show how these are
interconnected.

design brief
Suggested Grade Level: 1-3
Switch On, Switch Off has great drawings
of how some electrical circuits work.
Now you can figure out how other
circuits workand make your own circuit
diagrams.
You will need to find out three things for
each circuit.
1. Where is the power coming from?
A battery? Or, from a big generator
like the one on page 16 of Switch On,
Switch Off?
2. What is the output of the circuit?
What work is being done?
3. How is it controlled? Can it only be
turned on and off? Or can you turn it
louder or quieter, faster or slower,
hotter or colder?

for the teacher

1.

Patrick N. Foster teaches at Central

Connecticut State University. His email
address is fosterp@ccsu.edu.

12

Students will start the activity with

circuits that are operated with
switches or control knobs. Encourage
them to choose circuits with one

Technology and Children

output. Some examples can be found

in Table 1.
2. In Table 2 are a few basic symbols
for use in circuit diagrams (which
are also called schematics [ski-matix]). These should be enough to
get you started, but many more
symbols are available online. There
are two major systems: IEC (see
www.kpsec.freeuk.com) and IEEE
(e.g., www.hobbyprojects.com/
schematics_circuits_symbols.html).
For this activity, either (or even a
combination) will work.
3. Circuit diagrams are abstractions.
Emphasize to the students that their
goal should be to illustrate how the
circuit works, not what it looks like.
Along the same lines, very different
circuits may appear very similar
when diagrammed. For example, the
diagram of a flashlight will resemble
the diagram of the classrooms
ceiling lights (Table 3).
4. You may wish to challenge your
students to diagram circuits that
are controlled by other circuits. For
example, an inkjet printer may have
an on/off switch, but the computer
to which its connected controls
its essential functions. Similarly, a
thermostat controls built-in heaters
in most classrooms and homes.
Students can also consider less
usual power sources. Although most
circuits identified by students will get
their power from the power grid or
from a battery, there may be some
exceptions, such as solar-powered
Continued on page 17

March 2010

BOOKS to BRIEFS
Circuit

Power Source

Control

Output

Doorbell

Household power (AC)

Switch (button)

Bell or buzzer

Electric Fan

Wall outlet (AC)

Dial (off, slow, medium, fast)

Motor (that turns the fan blades)

Electric Pencil Sharpener

Wall outlet (AC)

Switch (activated by the pencil) Motor (that sharpens the pencil)

Flashlight

Batteries

On-off switch

Lightbulb

Hair dryer

Wall outlet (AC)

Dial (off, low, medium, high)

Heating element
Heating element

Pop-up Toaster

Wall outlet (AC)

On-off switch (lever)

Portable Radio

Batteries

On-off switch, volume knob, etc. Speaker

Remote garage-door opener Batteries

Switch (button)

Motor (that opens the door)

Table 1. Some circuit examples.

POWER SOURCES

alternating current: wall power

direct current: battery, solar Cell

CONTROLS

on/off switch

dial, knob, slider (variable resistor)

OUTPUTS

lamp

motor

speaker

bell

heater

Table 2. A few basic symbols for use in circuit diagrams.

Flashlight

Classroom Lights
wall switch

grid
power

flashlight switch

ceiling
lights

two C
batteries

lightbulb

Table 3. Example diagrams of a flashlight and a ceiling light.

March 2010

Technology and Children

13

ACTIVITY

capturing air in motion:

a wind-energy activity

introduction
We need energy to do things. It takes
energy to kick a soccer ball, cook a pizza,
or brush your teeth. Plants use energy
from the sun to grow, and people need
energy from their food (plants and
animals) in order to work or play. Thanks
to sound energy, we can enjoy music
from our iPods and the school band. We
need heat energy to keep warm and light
energy to see everything around us. We
rely on electrical energy to do a vast array
of tasks today, and that electricity is made
possible by changing energy from one
form to another.
Energy is fundamental to life. And, its
an important resource in technology.
Without energy, we could not solve
technological problems. For example,
energy is needed in order to run the
machines that we use in factories to massproduce products. Energy is needed on
farms to plant and harvest crops. Every

Figure 1. Base Unit. The simple base unit is

made of a shoe box and dowel rod. The dowel
spins easily in the holes.

14

by Sharon A. Brusic
day we rely upon energy to transport
people, move goods, communicate across
long distances, and construct shelters and
other structures.
Most of the energy sources we rely
upon today to develop solutions to
our technical problems and to meet
these needs and wants come from
nonrenewable sources such as coal, oil,
and natural gas. But, people are becoming
increasingly interested in finding and
using renewable energy sources that are
easily replenished and less harmful to the
environment, such as solar energy and
geothermal energy.
Wind energy is also a renewable energy
source because it cannot be depleted.
We will always have wind to harness.
However, we must recognize that the
amount of wind available varies a lot
according to location and season, and
that can affect how and when we can use
it to solve our energy problems.
We capture air in motion (wind)
and use that energy to do lots of
useful things today. In its simplest
form, we capture the winds
energy in sails to move vessels
across the water. Kites capture
the winds energy as they sail
high above our heads. But, wind
machines have been used for
many other important things such
as grinding corn and pumping
water. Today, wind moves
huge turbines that can convert
mechanical energy into electrical
energy that can power the many

Technology and Children

conveniences we rely upon daily such

as televisions, refrigerators, microwave
ovens, lamps, hair dryers, and much more.
Wind energy is an important source of
energy. And, it makes an excellent energy
source for children to explore in the
classroom. In this activity, students will
explore wind energy while they solve
a meaningful technological problem.
By participating in this activity, children
will learn and apply concepts across the
curriculum including science, technology,
engineering, and math (STEM).

the context
You live in a beautiful, seaside community
that is famous for its steep cliffs, gusty
breezes, and rich seafood. However,
getting the fresh catch from the shore
to the townspeople is treacherous
across difficult roads with hairpin turns.
Community members would like to find a
way to quickly move the large fish up the
cliff and to the people quickly, safely, and
efficiently.

the challenge
Working in teams of two, design a turbine
that can harness the winds energy to
raise the fishermens catch from the shore
(classroom floor) to the townspeople at
the top of the cliff (desktop). Your turbine
must be able to connect to the machine
base already mounted at the top of the
cliff. The best design will raise at least 10
fish (small paper clips) in the least amount
of time.

March 2010

Activity
materials

Each base unit:

Shoe box
1 dowel rod (diameter should be
slightly smaller than the hole made
by your hole punch; length should be
3-4 longer than the width of your
box)
String or yarn (about 3-4)
1 large paper clip

Suggested materials to consider for

student designs:
Paper clips (large and small)
Glue sticks or bottled glue
Tape (clear and/or masking)
Heavy paper (card stock)
Sheets of craft foam
Index cards
Toothpicks
Small Styrofoam balls (1 - 1.5
diameter)
Empty thread spools (if you cannot
get these donated from families, you
can purchase some in the craft store)
Tools and equipment needed:
Handheld hole punch
Stapler
Scissors
Rulers

Stopwatch (if timing of device is to

be considered)
Fan

activity explanation and

preparation
This activity will engage your students
in building a turbine device that can
capture the wind from a fan. The
students turbine must be able to
attach to the base units dowel rod.
As the turbine catches the wind,
it will start spinning. The fish hook
(connected to string or yarn) will start
rising as the turbine spins because the
string or yarn will coil around the dowel
rod.
In preparation for this activity, the
teacher should build one or more base
units. Since base units serve as the means
by which students test their turbine
designs, it is helpful to have a few of
these on hand to avoid bottlenecks
during testing. A base unit is simple and
inexpensive to construct. Refer to Figure 1
as you read and follow these instructions.
1. Remove the lid to a shoe box. Use a
handheld hole punch to make a hole
as far down as you can with your
punch (about 1). Center the hole
lengthwise in the box.
2. Create a second hole on
the opposite side of the
box in the exact position
as the first hole. You
want these two holes to
be aligned.
3. Insert the dowel rod
through the two holes.
The dowel rod should
easily spin in these holes
and it should extend
beyond the box by a few
inches on each side.

Figure 3. Turbine Design #1. This turbine

design is made of heavy index paper. The
center is reinforced with three layers of
paper glued together to make it sturdy.

4. Set the base unit on the desk or table

where testing will occur. Cut a piece
of string or yarn that extends from
the dowel rod to about 1 above
the floor. You can tape one end of
this string or yarn to the dowel rod
where it extends out of the box on
one side. It should be adhered close
to the box, allowing some dowel to
protrude out where students can
attach their wind turbine for testing.
You might want to give students the
option of deciding where to connect
the string to the base unit based on
their individual designs. For example,
some students might want to include
a thread spool in their design and
they may find it helpful to connect
the string to that part or directly to
their turbine instead.
5. Take a large paper clip and open it up
to create an S shape. Tie one end
of the S shape to the end of the
yarn or string that will extend to the
floor. The other end of the S shape
is your hook for hanging fish (small
paper clips). See Figure 2.

Figure 2. Hook and Fish. A large paper clip is

easily shaped into an S hook. Small paper clips
represent the fish and connect easily to the hook.

March 2010

Technology and Children

15

Activity
implementation
suggestions
Consider the following suggestions as you
plan and implement this activity.
Be sure students are prepared to use
the technological design process as
they solve this problem. At minimum,
help them to understand and apply
basic steps such as these:
Identify the problem.
Search for information.
Brainstorm solutions.
Choose an idea and build a
solution.
Test and evaluate the solution.
Modify the design as needed.
(Note: They may need to go
back to previous steps at this
point.)
Students often want to jump right
in to building a solution without
giving much thought to features
that are more likely to be successful.
Help students to explore solutions
to this problem before building by
doing some research on wind turbine
designs. There are many books on

Figure 4. Turbine Design #2. The blades of this

turbine are made with craft foam. The pieces
are stapled to toothpicks that are inserted into
a styrofoam ball. Notice how the string winds
around the dowel rod.

16

this topic in the library, and

the Internet has numerous
examples. See the reference
list for a few resources to
get started. You should also
consider including craft
books that show examples
of how to make pinwheels
(one type of turbine design).
Even books on origami can be
helpful.
Figure 5. Spool Winding (close-up). This design
Use questioning strategies
incorporates a wooden thread spool to gather
to help students to think
the yarn as it is wound during operation.
through design solutions.
What factors affect how
well the turbine will spin? How can
you increase the likelihood that
wind? If building a real windmill, what
your turbine will spin smoothly?
must be considered in determining
What must one consider in choosing
where to place it? Have students
materials to solve this problem?
explore further how energy from the
Be sure to build one or two sample
wind can be converted into electrical
solutions before conducting this
energy, too. Inexpensive kits can be
activity with children. This will help
acquired and used in the classroom
you better understand the problems
to demonstrate this concept. Be
they will face and to identify which
sure to explore the Kidwind Project
materials and supplies are most
website at www.kidwind.org/.
useful to have on hand. In addition,
There are ample opportunities for
you will need to experiment with the
students to use and apply concepts
fan location and speed to determine
from mathematics as they design and
optimal testing conditions.
build their turbines. Measurement
This activity will provide many
skills are essential. And, basic
opportunities for collecting data,
concepts from geometry can be
charting or graphing data, and
addressed. Where appropriate,
drawing conclusions. For example,
students can calculate area and
have them compare time (how long
perimeter of turbine blades. Help
it takes to lift the load) and load
them draw conclusions about
(how many fish can be lifted). If you
economic efficiency in their designs
have access to a digital scale, you
by utilizing the least amount of
could also add weight of the turbine
material possible.
as a factor in analyzing the design.
Help students understand how
Which design can hoist the most?
engineers and technologists use
Which design can hoist fish the
their knowledge of math and
fastest? How can you determine the
science concepts to design and build
most efficient design?
solutions to technical problems.
This activity is a great way to
For example, engineers can predict
supplement science units on weather
with great accuracy how their wind
and energy. Where does wind come
turbine will work before it is ever
from? How do seasons affect the
built. While these formulas and

Technology and Children

March 2010

Activity

concepts are beyond the scope

of elementary math and science,
children can certainly base their
designs on some research as a
starting point (e.g., shapes and
angles that work best to capture
wind).
Windmills have played an important
role throughout history. Consider
having students explore this
technology from a historical
viewpoint. Engage students in
examining how wind farms affect
communities, too. What are the
advantages and disadvantages of
using wind generators?
Increase the challenge in this activity
by creating teams of students that
design the entire wind machine,
including the base unit. Allow
students to use additional materials
for the base unit that will spur their
creativity more (e.g., construction
sets like LEGO and KNEX).

Books to Briefs

references
Claymier, B. (2009, June). Breezy power:
From wind to energy. Science and
Children. 46(9), 36-40.
Kidwind Project. (2006). Wind turbine
blade design. Retrieved from www.
kidwind.org/PDFs/Blade%20Designv3.
pdf.
U.S. Energy Information Administration.
(2008). Energy kids: Renewable wind.
Retrieved from http://tonto.eia.doe.
gov/kids/energy.cfm?page=wind_
home-basics
Walker, N. (2007). Generating wind power.
New York, NY: Crabtree Publications.

Sharon A. Brusic is an associate professor

in the Department of Industry and Technology
at Millersville University of Pennsylvania. She
can be contacted via email at Sharon.Brusic@
millersville.edu.

Continued from page 12

calculators (solar cells convert light

into direct current and may be
diagrammed as batteries). There are
also some apparent exceptions
hand-cranked radios and flashlights,
for example. In most cases, when
these devices are wound, energy is
stored in a rechargeable battery.

extension ideas
This may be a good follow-up activity for
The Little Red Lighthouse (December
2000), a Books-to-Briefs activity in
which students assemble a circuit with a
lightbulb.

Bag is Best? (September 2008), based

on Where Does the Garbage Go?, another
book in the Lets-Read-and-Find Out
Science series.

references
Claggett, E. M. (2000). The little red
lighthouse. Technology and Children,
5(2), p.7-8.
Foster, P. N. (2008). Which bag is best?
Technology and Children, 13(1), 10-11.
Robertson, W. C. (2005). Electricity and
magnetism: Stop faking it!: Finally
understanding science so you can
teach it. Arlington, VA: National
Science Teachers Association.

Alternately, this activity may be paired

with the Books-to-Briefs activity Which

March 2010

Figure 6. Full-Length Solution. In this

view, you can see how the unit looks
with a turbine attached to the base
unit and the hook dangling below.

Technology and Children

Welcome 2010
TECC Officers!
President
Cindy Jones
cindy_jones@ccpsnet.net
Secretary
Sharon Brusic
Sharon.Brusic@millersville.edu
Treasurer
Wendy Ku
wku@simsbury.k12.ct.us
Vice President-Programs
Bob Claymier
claymibo@dcs.k12.oh.us
Vice President-Communications
Roger Skophammer
rskopham@odu.edu
Director
Marlene Scott
Marlene_scott@ccpsnet.net

17

WEB LINKS

green technology: energy

he challenge for students who will live in the future is to make them aware of
all the possibilities for developing new sources of energy. One way to involve
them is to locate interesting resources on the Internet. Energy issues will be
at the forefront of their lives. Armed with the tools to explore, design, and test ideas
related to energy development, students can make headway in making a difference in
the world in which they live. What follows is a list of my favorite sites related to energy
systems.

www.energyquest.ca.gov
Energyquest provides educational
materials that engage students in learning
about energy conservation and energy
resources. The website explains why
energy is one of the most fundamental
parts of the universe. The instructional
materials help students understand
important concepts about the energy
story, with activities that include science
projects, library, games, search energy
quest, and links to different sites on energy
education.

lessons can fit into the curriculum by

applying them to standards in math,
science, and language arts.

www.classroom-energy.org
This website offers useful information
on energy as a fundamental component
of our daily lives. Key elements include:
interactive drilling games, road trip, lesson
plans, online activities, and free materials
to maximize learning success and facilitate
important critical thinking skills concerning
the future of our energy resources.

tonto.eia.doe.gov/kids/

www.touchstoneenergykids.com/

This website offers teachers and students

information and activities to promote
greater understanding of energy
conservation. The educational resources
highlight topics such as: energy basics,
forms of energy, energy calculators, and
an interactive periodic table of elements.
Using and saving energy is one of the
main themes of this site, with appropriate
related links detailing experiments,
demonstrations, and resources to create
learning environments designed to best
implement the teaching of science,
technology, engineering, and math.

Touchstoneenergykids explores and

challenges kids knowledge about energy
saving and electrical safety. The site
has interactive labs and fun games on
how electricity works and also provides
students with energy-saving tips on the
best ways to conserve natural resources.
The teachers zone has key elements such
as lesson plans, a classroom kit, activity
sheets and coloring pages, and additional
resources.

www.energynet.net
EnergyNet offers information on
implementing energy-efficiency solutions
in the classroom. The website makes
available tools for students to learn,
apply, and identify ways of improving
and minimizing energy consumption.
EnergyNet advises on ways in which its

18

www.eere.energy.gov/kids/index.
html
Kids saving energy focuses on ways to
promote a greater understanding of simple
ways to make our schools and homes
energy-smart! The site provides teachers
with the curriculum tools to teach students
the importance of clean energy. A search
engine tool gives teachers the option to
find lesson plans on any energy-related
subjects. Students learn about ways

Technology and Children

by John D. Arango
to convert fossil fuel use into biomass,
solar energy, wind power, and thermal
energyrenewable energy resources that
always replenish themselves. Interactive
and fun games offer additional resources
on energy savings tips.

www.energystar.gov/index.
cfm?c=kids.kids_index
Energy Star explores the challenges
of becoming energy-efficient as a way
to conserve and preserve our world
resources. Teachers, parents, and students
learn about energy and ways to conserve
it. The website offers tools such as lesson
plans, games and activities, Horton Hears
a Who!, a Lorax Activity Book, and a
Lorax Helper Checklist Poster, both in
English and Spanish. Teachers can use
the resources on this website to teach
students how to make big changes in the
way they consume energy, always keeping
in mind the limited supply of resources
such as coal and oil, thereby stressing the
importance of using all resources wisely.

www1.eere.energy.gov/kids/roofus/
Roofuss home focuses on what makes
an energy-smart home run. The website
offers students an interactive approach to
exploring ways to become more energyefficient. Whats neat about this website
is that it allows kids to click on the house
illustration links that provide information
on, for example, how windows, appliances,
lights, walls, and solar panels can save
energy and protect the environment.

John Arango is the elementary technology education instructor at the Henry Barnard
Laboratory School on the Rhode Island College
campus. He can be contacted at JArango@ric.
edu.

March 2010

TECHNO TIPS

ideas for integrating technology

education into everyday learning

by Krista Jones

id you know that only 7% of our nations power comes from renewable energy
sources? Thats not muchand thats certainly not GREEN! We need to learn
and to teach how to utilize and develop clean, sustainable alternative energy
systems. Our next destination. . . Off The Grid!

language arts

Lets face itwe waste a lot of

energy! But where does it go? Well,
according to the U.S. Department
of Energy, we use about 29% for
transportation, 21% for residential,
18% for commercial, and 32% for
industry. How are we going to use
less? One easy way we already know,
is to recycle whenever we can. http://
tonto.eia.doe.gov/kids/energy.
cfm?page=renewable_home-basics
You can also become an Energy
Detective! Take a tour around your
school. First, make a list of where
and how you see energy being
wasted. Create an energy-use survey
for the school staff. Some example
questions might be: Do you turn off
classroom lights when you leave? Do

Use compact
fluorescent lightbulbs!

Recycle!
Photo courtesy of Voltaic TM.

Or...solar-powered
laptop bag!

Charge up your phone with the sun!

Use a solar backpack charger!

U.S. Energy Consumption, by End-Use

Transportation 29%

Residential 21%

Commercial 18%

heating

lighting

air conditioning

air conditioning

Industrial 32%
chemicals
petroleum refining

gasoline

primary metals
paper

water heating
lighting
electronics

diesel

refrigeration
dishwasher/laundry

jet fuel
other
Fuel Source:

heating

food processing

electronics

other manufacturing

ventilation
water heating
refrigeration
other

other

non-manufacturing

feedstocks

primarily petroleum
primarily natural gas
mix: natural gas, coal, nuclear, hydroelectric, renewables

March 2010

you shut down

your computer
each day? Next,
compile your list
and survey results;
then analyze
your data. Are
there specific
areas that are
serious problems?
Last, brainstorm
possible solutions
and write a report

Technology and Children

to your principal explaining your

investigation and results.
Try this same investigation at
home to see where YOU can save
energy. http://willyoujoinus.com/
usingenergywisely/energygenerator/
and http://greenenergytv.com/
Browse/
You can also write your congressman
or local representatives asking them
about how your state is working to
use less energy.

19

TECHNO TIPS
Photo courtesy of investenergy.com.

How much energy do YOU use?

math

How do we know how much energy

we use? We measure a fuels power
potential. The measurement unit we
use is called BtuBritish Thermal
Unit. A Btu is a precise measure of
the heat content of fuels.

For example:
1 kilowatthour of electricity
= 3,412 Btu, 1 gallon of gas
= 124,000 Btu, 1 cubic foot of
natural gas = 1,028 Btu
How much power do YOU use?
Calculate how many kilowatts you
use in one day and how much it
costs. You can calculate the hourly
electric cost of almost anything. Take
the wattage listed on an item youre
using (like a light, computer, etc.).
Then divide it by 1000 to get the
number of kilowatts that it uses in
one hour. Next, multiply that number
by 17.5 cents. This will tell you how
many cents it costs you to run that
item for one hour. www.ucan.org/
energy/electricity/kilowatt_calculator

Create a table showing each items

kW per hour and cost per hour.
Add up each columnyou will be
shocked! Now multiply YOUR daily
kW usage by 30 days. This is how
much YOU use in one month!
Check out your familys household
monthly power bill to see how much
of the kW usage is YOURS. Challenge
yourself and your family to use less
power next month.

science

Learn about different sources of

green energy at www.eere.energy.
gov/kids/ and www.energyquest.
ca.gov/.
Green energy is blowing in the
wind! Find out how wind power
and wind turbines work at http://

Make a Solar Oven

1. Cut flap, and line hole with plastic wrap.

2. Line flap and box bottom with foil.

3. Add black paper on top of bottom foil.

20

4. Angle into direct sunlight.

Technology and Children

science.howstuffworks.
com/wind-power.htm
and www.youtube.com/
watch?v=i3yFl0JFyeg
Try building your own
windmill design out of index
cards, tape, string, pencil,
push pin, cup, fan. Use your
design to lift things up in
your cup! Or create a sail
car using card stock, tape,
a straw, KNEXTM (or other
car-building materials).
Build your car, add a mast
and sail/sails, turn on the
fanand race! Analyze how
sail shape/size/quantity/
location affect the cars
performance.
The sun is our natural
power plant in the sky. It
blasts Earth with enough
energy in one hour to
provide all of humanitys
energy needs for a whole
year! Discover how we

March 2010

Photo courtesy of NASA.

TECHNO TIPS

show this with a radiometer and a

flashlight.
Now that you know how solar
energy worksHave some fun!
Build a solar oven. www.al-solar.org/
newsletters/2009-03/Making%20a%20
Pizza%20Box%20Solar%20Oven.pdf
Build a solar car with a kit. www.
kelvin.com, and check out real
solar cars at www.msnbc.msn.com/
id/21134540/vp/33480133#33480133
and http://videos.howstuffworks.
com/howstuffworks/178-how-solarcars-work-video.htm

The Tokai Challenger winner of the 2009

world solar car competition.

Build sail cars.

social studies

Go back in time! Explore the energy

sources weve used throughout
history. Make a chart showing how
each different source shaped society
during those times. Then create a
pictoral timeline illustrating your
discussion. http://tonto.eia.doe.gov/
kids/energy.cfm?page=timelines
As an extension, speculate
how developing green energy
technologies will shape our future.

Find out how wind turbines work.

Photo courtesy of greenthinkers.com.

convert this solar energy into

power using photovoltaics. http://
science.howstuffworks.com/solarcell.htm and www.youtube.com/
watch?v=qYeynLy6pj8
See how solar works. Try this
experiment. Step 1: Put three
thermometers in a sunny place
indoors. Step 2: Cover one
thermometer 1/3 of the way with
black paper. Cover another 1/3 with
white paper. Step 3: Predict and rate
1-3, 1 as hottest. Step 4: Observe for
3 minutes and explain results. Step 5:
DiscussionWe can see an objects
color because thats the color of the
light that object is reflecting back
to our eyes. White is actually ALL
colors of the light spectrum mixed
togetherso it reflects back almost
all of the light. Black absorbs almost
all of the light, and that energy is
then converted to heat. You can also

Space-based solar power.

Photo courtesy of powerhousekids.com

Spains enormous solar power towers.

A new twist on turbines using the wind

from moving cars!
How will Green Energy change our future?

Krista Jones is a teacher of elementary technology education, Grades P-5, at Bellevue Elementary
School, Bellevue, Idaho. She can be reached via email at kjones@blaineschools.org.

March 2010

Technology and Children

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