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1 Madison Gas and Electric Company presents An Energy and Environmental Program for Middle School Students Leaders Guide your community energy company

2 Table of Contents Background...3 Program Synopsis...4 Suggested MaGicEnergy Pretest Questions...6 Pretest Answer Key...7 Suggested Classroom Activities...8 Write an Envirogram...9 Family Home Energy Investigation...10 Energy Source Investigation...12 Wind Energy at Your School...13 MGE Solar Web Site Investigation...16 Glossary of Terms...19 Program Scripts (Spanish and English)...21 Spanish Version...21 English Version...27 Overheads...32 Page 2

3 Background MaGicEnergy is a live 30-minute energy/environmental education program for middle level students. The fast-paced program combines a strong environmental and energy message with juggling, humor, magic, special effects, storytelling, and audience interaction. MaGicEnergy was created in 2002 by Madison Gas and Electric Company in collaboration with performing artist, Bob Kann, a Madison-based educator and entertainer. We Need Energy is the major theme of the program with environmental subthemes woven throughout the program to demonstrate the relationship of responsible energy use and environmental quality. The major educational themes of the program include: 1. We need energy to sustain our planet and quality of life. 2. Energy use and development of energy resources affect the environment, with some having greater or lesser impact. 3. The energy decisions we make today will influence future generations. 4. Technology will play a significant role in energy resource development and environmental protection. 5. We can manage our personal energy use through energy conservation and lifestyle choices and thereby minimize negative impacts on the environment. 6. Young people can influence decisions about energy and environmental policy in their communities and on a global level by lobbying public officials and decision-makers. Teachers can easily integrate MaGicEnergy program content into existing environmental/physical science, social studies, or general studies classes. Information is communicated in a fast-paced, live show that incorporates learning styles identified in contemporary multiple intelligence learning theory. It has proven its worth as a teaching strategy in other large group presentations offered by MGE and programs dealing with protective behavior, lifestyle choices, respect, career planning, etc. MaGicEnergy addresses key elements identified in recent market research for MGE: (1) conserve resources, (2) promote renewable energy resources, (3) plan for future energy needs by training the future adults and leaders of tomorrow s world, (4) improve the general environment, (5) focus on energy education, and (6) focus on schools and students. Page 3

4 Program Synopsis MaGicEnergy performer Bob Kann begins the show juggling Asian juggling sticks while simultaneously promising to convince audience members that one person can make a difference to make the world a better place to live. A series of special effects demonstrate how we take energy use for granted. Whether it s the flip of a light switch or riding a unicycle, we need energy. A disappearing water trick demonstrates our dependence and growing consumption of nonrenewable fossil fuels for electricity production in Wisconsin and the United States. Our reliance on fossil fuels represents several challenges: (1) fossil fuels are nonrenewable in nature and (2) dependence on and combustion of fossil fuels for transportation and electricity production leads to increased carbon dioxide levels and, hence, the global warming threat. To demonstrate the threat, the last decade was the hottest decade on record was the hottest year in 122 years of record keeping. MaGicEnergy presents energy conservation and energy efficiency as partial solutions to reduce our growing reliance on fossil fuels. A handcuff escape routine and efficient juggling routines with scarves and tennis balls illustrate the idea of doing more with less and preventing heat from escaping from buildings. Energy conservation means using less energy, reducing our demand. Shorter showers, riding bicycles, using mass transit, turning off unused appliances and lights, and recycling materials are either introduced or reemphasized as effective personal energy management strategies. Of course, juggling magazines, aluminum cans, plastic bottles, etc., keeps students attention focused on the message. Technology has brought us many new innovations in lighting technology and energy efficiency. Compact fluorescent lamps are more efficient compared to incandescent lamps, last longer, and produce less pollution to operate. In Wisconsin, 4% of our energy is derived from renewable energy sources. Energy from the sun, wind, and water is being harnessed to produce clean renewable power. Thanks to a gift from the MGE Foundation, 10 area high schools have photovoltaic solar electric systems installed on their school buildings. The MGE Solar in Schools Program is a renewable community energy program that includes a Web-based data monitoring and acquisition system for tracking energy production, weather data, and measurable environmental benefits. A series of cool solar devices are demonstrated including the favorite anti-mosquito guard, integrated solar radio/flashlight/alarm, and a solar fan-cooled hat and siren. Wind energy is the fastest growing renewable energy source in the world. MGE operates the second largest commercial wind farm in Kewaunee County. Built in 2000, the wind farm can generate enough electricity for up to 4,000 homes. To demonstrate wind energy, an indoor kite on a 20-foot string is flown gracefully over the audience as a symbol of wind energy potential. Page 4

5 Unfortunately, there is no perfect energy source there is no goose that laid the golden egg, so to speak. The energy needed to harness renewable energy is expensive, and we need to find better ways to store the energy that is collected. A lamp water trick demonstrates water storage. One person can make a difference in protecting the earth. In 1989, nine-year old Melissa Poe from Nashville, Tennessee, wrote to President George H.W. Bush requesting that he do something about pollution. President Bush wrote back and told Melissa to stay off drugs. Extremely upset, Melissa Poe convinced a local billboard company to print her letter on billboards. Her idea spread like wildfire [flash paper] and more than 250 billboards across the country carried the message. She and six friends started a club called Kids for a Clean Environment (FACE). Today FACE boasts of being the largest kids environmental organization in the world with more than 300,000 members. FACE is a testimony that one kid can make a difference. Locally, Gaylord Nelson, former senator and governor of Wisconsin, developed a love and respect for nature. He eventually came up with the idea of Earth Day, which is to this day observed by more than 200 million people in 140 countries. Earth Day is a time for people to learn about the environment and take action. In conclusion, MaGicEnergy is a call to environmental action. Students are encouraged to make a personal commitment to improve the environment. A surprise magic trick, the jumping stool and juggling hat, close the show. Page 5

6 Suggested MaGicEnergy Pretest Questions 1. In Wisconsin, we mostly use the energy produced by burning coal, oil, and natural gas to provide us with heat and power. 2. The two major challenges represented by burning fossil fuels are (1) fossil fuels are a finite resource and (2) burning fossil fuels affect the environment. True False True False 3. Fossil fuels are formed from the remains of recycled steel and aluminum. True False 4. Global warming is partly caused by the buildup of carbon dioxide in the atmosphere. True False to 2000 was the hottest decade on record. True False was the hottest year in 122 years of record keeping. True False 7. Wisconsin has abundant fossil fuel resources. True False 8. The Greenhouse Effect is a natural occurring phenomenon that results when ultraviolet (UV) rays enter an enclosed space and are trapped by glass or other material resulting in a warming effect. True False 9. Energy efficiency may be defined as using less energy to do more work. True False 10. Energy conservation is one method for managing our energy resources. True False 11. An incandescent lightbulb is more efficient than a compact fluorescent bulb. True False 12. Compact fluorescent lightbulbs use about one-fourth the amount of energy compared to incandescent lightbulbs and last about eight times longer. True False 13. Technology can help us produce more efficient, cleaner energy. True False 14. Renewable energy is energy that renews itself or won t run out or pollute. True False 15. Solar electric photovoltaic cells convert sunlight to steam. True False 16. MGE operates one of the largest commercial wind farms in Wisconsin. True False 17. Kids for a Clean Environment is the largest youth environmental organization with more than 300,000 members in 140 countries. True False 18. Bob Kann is the original founder of Earth Day. True False 19. The original motto for Earth Day is, Think Globally, Act Locally. True False 20. About 50% of the energy used in Wisconsin comes from renewable sources. True False Page 6

7 Pretest Answer Key 1. True 2. True 3. False. Fossil fuels were produced from plant and animal remains 4. True 5. True 6. True 7. False. Wisconsin does not produce fossil fuels. We import more than $2 billion in fuel each year 8. True 9. True 10. True 11. False. Incandescent bulbs convert only 10% of the electricity they consume into light 12. True 13. True 14. True 15. False. Photovoltaic cells convert sunlight into electricity 16. True 17. True 18. False. Gaylord Nelson founded Earth Day 19. True 20. False. About 5% of the energy used in Wisconsin comes from renewable resources. Page 7

8 Suggested Classroom Activities Write an Envirogram... 9 Family Home Energy Investigation Energy Source Investigation Wind Energy at Your School MGE Solar Web Site Investigation Page 8

9 Write an Envirogram Background Kids For a Clean Environment founder, Melissa Poe, and Gaylord Nelson, Earth Day founder and former Wisconsin senator, are two individuals who made a huge difference in raising the awareness of global environmental issues and the need for protecting our environment. Through their efforts, millions of people have made personal commitments to protect the environment and educate themselves about energy and environmental issues. In the case of Melissa Poe, persistence and creativity paid off in the end. Little did she know that one billboard message would lead to the formation of the largest youth-based environmental organization in the world. Did you know that when your elected officials (your senator or representative in Congress) receive a letter from a concerned citizen expressing his or her views, he or she counts it as if it came from 10citizens? That s because research shows that out of 10people who might share an opinion about a particular topic, only one will take the time to actually write a letter. Write a one-page letter or to your senator or representative in Washington to ask what he or she is doing to protect the environment in Wisconsin and on a national level. You can specifically inquire about renewable energy development and energy efficiency measures. Ask about present laws that are being discussed in Congress. Your teacher should provide you with addresses of your representatives or you can find these by researching them on the Internet. Significant energy-related topics you may want to inquire about include: Government subsidies/incentive programs to encourage homeowners, businesses, and communities to invest in renewable energy systems including wind, photovoltaic systems, landfill gas systems, and bio-gas projects. Development of agriculture-based transportation fuels. Local and national building codes that promote energy-efficient construction standards, building design, and mechanical equipment. Government subsidies to local municipalities that encourage responsible development of commercial wind farms. Greater tax incentives for individuals who purchase energy-efficient vehicles. Increased research and funding for zero-emission vehicles. National standards for installing renewable energy systems and minimum standards for training installers of renewable energy systems. Page 9

10 Family Home Energy Investigation Background Energy conservation in our homes is one strategy for managing our energy use and controlling energy costs. It avoids having to use unnecessary fossil fuels, which protect our precious land, water, and air resources. This investigation will help you to identify areas in your home where you can make improvements. Energy conservation is everyone s business. After you have completed the investigation, develop a plan and timetable to make improvements or changes. If you need additional energy conservation tips or have questions, contact MGE at or check the MGE Web site at to find helpful information. Attic insulation. Use a ruler and measure how much insulation you have in the attic area. 12 inches or more is the recommended level. Inches of insulation: Attic ventilation. Do you have air vents in the attic? Yes No. Attic vents help reduce moisture and excessive heat in the summer. MGE recommends one free square foot of attic vent per 100 square feet of attic area. If you have a vapor barrier installed, the recommendation is one square foot per 300 square feet of attic area. Furnace filters. How often were your furnace filters changed in the last year? MGE recommends that you change your furnace filter at least once per month during the heating and air-conditioning seasons if you use a standard-type filter. If you use a media-type high efficiency filter, change your filter once every three months. Frequency of filter changes: Not at all, 1-3 times, 4 or more. Lighting. How many compact fluorescent light bulbs do you have in your home? If you substitute one 20-watt compact fluorescent bulb for a 75-watt incandescent bulb, over the lifetime of the bulb you will save $45 in energy costs and 400 pounds of coal. Number of bulbs:. Water heater. Locate the EnergyGuide label on the jacket of the water tank to determine how your water heater compares to other water heaters of similar size. Does yours: Use more energy?, Use the least?, Use an average amount?. Water heater temperature. With an adult, run the hot water faucet in the kitchen and bathroom and check the temperature of your water. MGE recommends that you set your water heater to 120 degrees Fahrenheit. Kitchen, Bathroom. Thermostat settings. Do you use a set-back thermostat? Yes No. Set-back thermostats allow you to save energy by programming your furnace to provide comfort settings when you are at home and when the home is unoccupied. MGE recommends a winter temperature setting of no higher than 68 degrees Fahrenheit in the winter and an air conditioner setting of no lower than 78 degrees Fahrenheit in the summer. What are your settings? Winter, Summer. Page 10

11 Windows. How many layers of glass do you have in your windows? Single pane with no storm window Single pane with storm window Double-pane either gas-filled or with reflective low-emissivity coating (low-e) Doors. Check the condition of your exterior doors. Do you have an insulated door? Yes No. If not, do you have a storm door? Both? Can you see gaps around the edges? Do the doors shut tightly? What is the condition of the weather stripping around the perimeter? If its an older style door, is it cracked or missing? Weather stripping around doors and windows should be in good condition to guard against heat loss and outside air infiltration. Refrigerator. Check the inside temperature of your refrigerator. It should be set at 37 degrees Fahrenheit. Your refrigerator temperature. Bathroom. Do you use low-flow shower heads to conserve water and energy? Yes No. Low-flow shower heads reduce the flow rate of your shower, which saves water and energy to heat the water. Standard shower heads use anywhere from 3 to 5 gallons of water per minute. Low-flow shower heads use about 1 to 2 gallons per minute and are a good investment. Low-flow faucet aerators also shave energy and water. Furnace and air-conditioning systems. Do you have your furnace and air conditioner inspected annually by a qualified heating and air-conditioning professional? Yes No. Having your furnace and air conditioner inspected and tuned up annually ensures that your systems are operating safely and efficiently. MGE recommends annual inspections. Dehumidifiers. Do you use a dehumidifier in your house? Yes No. If yes, do you operate it on a timer? Yes No. MGE recommends that you operate your dehumidifier on a timer so that it runs at night instead of at high energy-use periods during the daytime. Page 11

12 Energy Source Investigation Background Brainstorm a list of energy resources with students. Record these where students can see them. The list should include at least the following sources but may include others depending on the size of the class. Biomass Coal Fuel cells Fusion Geothermal Hydropower Natural gas Nuclear power Oil Solar photovoltaic Wind power Once students have had a chance to brainstorm their ideas, break students into groups of two to three. Assign each group one of the energy sources. Each group should be given a piece of flip chart paper to eventually record advantages and disadvantages of their energy source. Students may use the Internet or other sources to research their energy source. Give students two to three days to complete their research and compile their responses on their flip chart paper. Each group will prepare a five-minute oral presentation noting advantages and disadvantages of their specific energy source. Each person in the group should present part of the presentation. When preparing their papers, students should write large and legible so other students can read them from a distance. Group names can be written on index cards and drawn out of a box to determine the presentation order. Each group is given five minutes to present their energy source and then respond to any questions the larger group may have. Students should address the following areas in their presentation: Does the energy source produce electricity? In Wisconsin? Besides producing electricity, discuss other uses for the energy source? Is this a renewable or nonrenewable energy source? Is there potential to expand the use of this energy source? What negative environmental effects are associated with developing and using this energy source? Do you think this energy source should be expanded to help solve our energy needs? Page 12

13 Wind Energy at Your School Background In this activity, students will measure the wind speed around the school grounds and determine the windiest spot using the Beaufort wind scale. Using a protractor and simple materials, students can build a device to measure the wind speed. The Beaufort wind scale The Beaufort scale was long in use as a system for estimating wind speeds. It was introduced in 1806 by Admiral Sir Francis Beaufort (1774 to 1857) of the British navy to describe wind effects on a fully rigged man-of-war sailing vessel. It was later extended to include descriptions of effects on land features as well. Today the accepted international practice is to report wind speed in knots (1 knot equals 1.85 kilometer or 1.15 miles per hour [mph]). The Beaufort scale is divided into a series of values, from 0 for calm winds to 12 and above for hurricanes. Each value represents a specific range and classification of wind speeds with accompanying descriptions of the effects on surface features, as follows: Beaufort No. Average mph Knots Surrounding 0 calm 0 0 to 1 Smoke rises vertically 1 light air 1.2 to 3 1 to 3 Smoke drifts slightly and shows wind direction 2 light breeze 3.7 to to 6 You can feel wind on your face and leaves rustle 3 gentle breeze 8 to to 10 Smoke will move horizontally, twigs move, flags extended 4 moderate breeze 13 to to 16 Branches move, dust and paper rise 5 fresh breeze 19.3 to to 21 Small trees sway 6 strong breeze 25.5 to to 27 Trees begin to sway, wires whistle 7 moderate gale 32 to to 33 Large trees bend 8 fresh gale 39 to to 40 Twigs break off trees 9 strong gale 47 to to 47 Branches break 10 whole gale 56 to to 55 Trees snap, damage evident 11 storm 65 to to 63 Widespread damage 12 hurricane Extreme damage Student questions 1. Measure the wind with the Beaufort scale (any wind greater than 8 mph can generate electricity). 2. Keep a record of the wind speeds at different times of the day. 3. At what time of day do the fastest winds usually occur? Page 13

14 Where is the windiest spot on your school grounds Materials: 1 ping-pong ball 1 piece of monofilament fish line (1 to 2 pound test is good) Protractor: red magic marker 1 strip of balsa wood, about one-half centimeter (cm) square x about 18 cm (one-quarter inch thick) long 1 bubble level (the type with an air bubble inside; try a local hardware store) Glue Needle (long enough to go through the ping pong ball) Build a device to measure the wind: Page 14

15 Using your wind device, calibrate the wind speed using the chart below. Angle Miles per hour Questions Once you have constructed your wind measurement device, take at least three different readings at different locations on the school grounds. Remember to keep your wind device level when you take a reading. Note: Hold the device at eye level away from your body and find the prevailing wind direction. Now you are ready to take readings. Where would you expect to have the greatest wind speeds? Compare readings with other students. Page 15

16 MGE Solar Web Site Investigation Background MGE has installed a variety of solar electric photovoltaic (PV) systems on area high schools and community sites. The program is intended to create awareness of renewable energy systems, integrate solar technology into the educational curriculum of area high schools, and research various solar technologies. To support the installations, MGE has on its Web site a real-time data monitoring system for students to analyze and view performance data. The monitoring equipment will display: Instantaneous power output. Cumulative energy output. Solar insolation (how much light is hitting the array). Temperature and wind speed. The MGE Solar Web Site Investigation is designed to familiarize the student with an Internet-based real-time solar data monitoring system. The student will compare and contrast different solar electric system technologies, interpret daily and monthly energy production graphs, express and quantify environmental benefits of the solar PV systems, and on a more advanced level, download historical PV data using Microsoft Exel for the purpose of analyzing weather and energy data. Procedure It is recommended that you use a high-speed Internet connection to complete the investigation. The preferred Web browser is Microsoft s Internet Explorer. Go to the MGE Web site, and click on the solar power section of the Home Page. To complete the investigation, find the Host Schools area, mge.com/environment/solar/host/ index.htm. Answer the following questions: 1. How many high schools currently have solar PV systems? 2. Choose any school and click on the View Live System data bar. An instrument panel view with gauges and dials should appear. Best time to view the data is late afternoon during daylight. This allows for sufficient data generation for the day. What four weather and/or solar energy measures does the system measure? 3. Record the following data in the table below: Name of School: Time of Day that you are recording the data: Page 16

17 AC Solar Power Sunlight Wind Speed Temperature kilowatts W/m 2 mpg NF Energy Totals Carbon Dioxide Saved Today kwh Today lbs. Year kwh Year lbs. 4. Display the daily energy production graph by clicking on Today s Data located on the left side of the data table. Describe the relationship between solar PV Output-kW and Sunlight-(W/m²). Full sunlight intensity is defined as 1,000 watts/m². Describe the shape of the curve. 5. At what time of the day was sunlight and electricity at a maximum value? Why? 6. All 10 high school PV systems are can be described as fixed arrays. In other words, the systems are positioned in a south-facing direction at a fixed angle, usually 25 or 45 degrees. However, MGE has several dual-axis PV arrays that actually track or move with the angle of the sun throughout the day. Find one of the dual-axis community sites (Lussier or MATC) and compare the daily energy production graphs. Which system, fixed or dual-axis, produces more power and why? 7. Click on the Monthly Data graph for Middleton High School and Middleton Alternative High School (MASH). Which system produces more electricity? Find the System Attributes for each system and compare the tilt angle of the array and estimated annual energy production of each system. The MASH PV solar shingle is considered a building-integrated system, where the PV material is manufactured into the shingle. 8. If the average MGE residential electric customer uses 700 kilowatt-hours (kwh) of electricity per month, estimate what percent of the annual electricity consumption would be provided for a home with a PV system similar to the one at West High School. Hint: Look for the estimated annual energy production in kwh in the System Attributes chart for any school listed and then do your calculation. Page 17

18 Answers key to MGE Solar Web Site Investigation 1. Ten. 2. AC solar power, watts/sunlight (W/m 2 ), wind speed (mph), temperature (degrees Fahrenheit). 3. Varies. 4. Linear relationship. As solar intensity increases, electricity generation increases. Bell Curve. 5. Noon. Solar intensity is greatest at noon. 6. Dual axis produces about 30% more because it tracks the sun directly. 7. Middleton High School produces more power. 25 /18.5 2,900 kwh/2,600 kwh 8. West High School s estimated annual production is 2,900 kwh. 700 kwh x 12 months = 8,400 kwh/year for residential customers. 2,900 kwh is 34.5% of 8,400 kwh annual load consumption. Page 18

19 Glossary of Terms 1. Climate change - Man-made and natural processes that result in slow gradual climactic and weather phenomenon. 2. Coal, oil, and natural gas - Fossil fuels extracted from the earth and used for electricity generation, transportation, space heating, and manufacturing/industrial processes. 3. Compact fluorescent lamp - A small fluorescent designed to fit in light fixtures that use standard incandescent lamps. 4. Earth Day - Annual observance on April 22 where individuals and organizations are involved with environmentally friendly activities and projects beautification projects, construction projects, educational events, etc. 5. Electricity - The behavior of negative and positive charges (electrons and protons) due to their attraction and repulsion. 6. Energy - The ability to organize and/or change matter. 7. Energy conservation - Reduction in overall energy use. 8. Energy efficiency - The ratio or percentage of useful output to the total input in any system. 9. ENERGYSTAR label - A federal programming label put on products/appliances indicating it will save energy. 10. Environment - The sum total of all the living and nonliving components in all of the natural world. 11. Fossil fuels - Carbon rich fuel formed from the remains of ancient animals and plants. 12. Gaylord Nelson - Former Wisconsin governor and senator credited with starting the first Earth Day. 13. Global warming - A warming of the earth s surface caused by an increase in human-generated gases resulting in more heat trapped by the atmosphere. 14. Hydropower - Electricity produced by the kinetic energy (movement) of water from an area of higher elevation to lower elevation. 15. Incandescent lamp - Traditional lightbulb that produces light by passing sufficient electrical current through a thin wire resulting in production of light energy. Page 19

20 16. Insulation - Materials that slow down the movement of heat. 17. Kids For a Clean Environment - The largest kid s environmental activist organization in the world. 18. Madison Gas and Electric - Local investor-owned utility serving the gas and electricity needs for Madison, Wisconsin, and outlying regions. 19. Photovoltaic (solar) system - A complete PV power system composed of the module (or array) and balance-of-system components including the array supports, electrical conductors/wiring, fuses, safety disconnects, electrical grounds, charge controllers, inverters, battery storage, etc. 20. Pollution - Any addition to man-made or natural systems that degrade or make it unhealthy for life processes. 21. Recycle - The act of reusing raw materials to produce new materials. 22. Renewable energy - Energy derived from resources that are regenerative or, for all practical purposes, cannot be depleted. Types of renewable energy resources include moving water (hydro, tidal, and wave power), thermal gradients in ocean water, biomass, geothermal energy, solar energy, and wind energy. 23. Solar energy - Energy transmitted from the sun (solar radiation). The amount that reaches the earth is equal to one-billionth of total solar energy generated or the equivalent of about 420 trillion kilowatt-hours. 24. Sun - A yellow star around which the Earth and the other planets of the solar system orbit. The sun provides nearly all the energy needed to sustain life on earth. 25. Technology - Modern day systems, devices, and processes that create efficiencies and improve overall quality of life. 26. Temperature - A relative measure of the amount of heat energy moving through matter. 27. Think Globally, Act Locally - Slogan commonly found on bumper stickers encouraging people to protect the earth by taking personal action locally. 28. Wind - The movement and circulation caused by uneven heating and cooling at the earth s surface. 29. Wind turbine - Device for converting wind energy into electricity or performing other work. Page 20

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