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Lights Light Up My Life

Lesson 2:

From Unit You Light up My Life

Lesson

Handouts

Academic Standards

Philanthropy Framework

6th-8th Grade

Subjects:

Library / Technology, Math, Philanthropy, Science and Social Studies

Key Words/Concepts click to view

MAT:	Graphs/Charts/Tables
PHIL:	Common Good; Environmental Stewardship; Problem Solving; Responsibility; Stewardship
SCI:	Analyze/Interpret; Compare/Contrast; Conservation; Critical Thinking; Data Collection/Organization; Electricity; Energy; Measure; Observation
SOC:	Environment; Resources

Purpose:

This lesson will help the learners understand how basic energy conservation and energy efficiency choices can impact their family energy costs and reduce the amount of energy consumed.

Duration:

Two Forty-Five Minute Class Periods

Objectives:

The learner will:

compare the advantages and disadvantages of incandescent and compact fluorescent light bulbs.

demonstrate the differences between the incandescent and compact fluorescent light bulbs.

complete a data table recording temperatures.

calculate the cost of kilowatt hours for each type of bulb.

define stewardship as the careful and responsible management of something entrusted to one's care.

Materials:

Attachment One, Lights Light Up Your Life Data Sheet
Calculator
Light Meter
Thermometer
Compact fluorescent light bulb with power rating stamped on the top
Incandescent light bulb with power rating stamped on the top
Standard sockets
Graph paper
Tape measure, yard stick or meter stick

Handout 1: Lights Light Up Your Life Data Sheet

Instructional Procedure(s):

Anticipatory Set:
Show learners one compact florescent light bulb and one incandescent light bulb. Ask the learners “What is the difference between the two light bulbs?” Allow time for the learners share their answers and discuss the appearances of the two bulbs.

Distribute the Lights Light up Your Life data sheet (See Attachment One). Ask each learner to make predictions about the light bulbs in the prediction section of the worksheet.

Arrange learners into groups (groups of four learners works the best for this investigation). Distribute the materials for each group: two light sockets, one incandescent bulb, one compact fluorescent bulb, thermometer and a measuring device.

Tell the learners to carefully read and follow the instructions on the Light Up Your Life (see Attachment One) data sheet to do the investigation.

Allow a reasonable amount of time for the learners to do the investigation.

Bring the class back together and discuss the results of the lab.

Ask: What did you learn from the experiment? Guide them to the discovery that the compact florescent bulb cost less to operate, thus saving energy.

Ask: How can you as a consumer use this information? Develop the idea that by using less energy when lighting their homes they are helping to conserve resources.

Explain that energy conservation is important because electricity is often produced by using non-renewable fossil fuels (coal and oil). It is also the responsibility for each citizen to be good stewards of resources. Using more efficient lighting is one way to conserve energy.

Assessment:

Subjectively assess the learners’ group participation. Collect the Lights Light up Your Life data sheet (See Attachment One) and assess these for completeness.

Cross-Curriculum Extensions:

Have learners complete the Energy Star Lighting Quiz found at the following web address.
http://www.energystar.gov/index.cfm?
c=ilg.pr_lighting_quiz_index

Lesson Developed By:

Jessica Wagenmaker
Holton Public Schools
Holton Middle School
Holton, MI 49425

Handouts:

Lights Light Up Your Life Data Sheet

NAME: __________________________

Make Individual Predictions: (each member of the group should make their own prediction.)

Which light bulb will generate the most heat? ___________________
Which light will generate the most light? _______________________
Which light will use less energy? _____________________________
Which light will cost less to operate? __________________________
Which bulb will last longer? _________________________________

Working with your group, obtain the following materials:
two light sockets, one incandescent light bulb, one compact florescent light bulb, a yard/meter stick, calculator
Use care when handling these bulbs. They will break.
As a group complete the rest of the data sheet.

Step 1- Screw an incandescent light bulb into one of the light sockets and screw a compact florescent light bulb into one of the light sockets. With the power off, compare and contrast the two light bulbs. How are they the same and how are they different?
Record your observations:

_________________________________________________________________________________________

Step 2- Place your sockets 24 inches (61 cm) apart. With the power off, place a thermometer a few inches (cm) away from each bulb. Read and record the temperature of the air around the bulbs.

Incandescent_____________ Fluorescent _______________

Step 3- Turn on the bulbs. Describe each light bulb again. Do not touch the light bulbs. Record your observations:

_________________________________________________________________________________________

Step 4- Place a thermometer a few inches from each bulb. Record the temperature of the air around each bulb and record the result on the table below every minute for seven minutes.

Time (minutes)	Temperature around Incandescent bulb Fahrenheit (centigrade)	Temperature around Compact Fluorescent bulb Fahrenheit (centigrade)
0
1
2
3
4
5
6
7

Step 5- Using graph paper plot the data from the table above. Place time on the x-axis and temperature on the y-axis. Write TWO observations below.

_________________________________________________________________________________________

Step 6- Using a light meter, measure the light given off by each type of light bulb. Record the level of emitted light in 1-foot (30cm) intervals from 1foot (30 cm) to 12 foot (3.6 m). Record the data on the table below.

Distance from bulb in feet (metric)	Incandescent bulb level in feet (meter)	Compact Fluorescent bulb level in feet (meter)
1 (30 cm)
2 (60 cm)
3 (91cm)
4 (1.2 m)
5 (1.5 m)
6 (1.8 m)
7 (2.1 m)
8 (2.4 m)
9 (2.7 m)
10 (3.0 m)
11 (3.4 m)
12 (3.6 m)

Step 7- Using graph paper plot the data from the table above. Place the “distance” from the bulb on the x-axis and “light level” on the y-axis. Compare your graphs and write TWO observations below.

_________________________________________________________________________________________

Step 8- Record the price of each bulb below.

Incandescent________________ Fluorescent_____________

Step 9- Determine the amount of electrical energy used by each bulb by using its power rating (Watts) and the amount of time it was on (hours). A power rating is usually printed on the top of the bulb. Record the rating below.

Incandescent______________ Fluorescent______________
Divide the Watts by 1,000 to change to kilowatts. Record the kilowatts below.

Incandescent_______________ Fluorescent_____________

Step 10- Figure out the amount of energy each of the bulbs would consume if they were left on for 10 hours. Use this equation to figure it out. Power rating x number of hours = kilowatt hours

Incandescent______________ Fluorescent______________

Step 11- Figure out how much the amount of electricity from step 10 costs. The fee for energy was $0.07 per kilowatt hour. What is the daily cost to operate each bulb?

Incandescent______________ Fluorescent______________

Step 12- Answer the questions below:

1. Which light bulb generated the most heat? ________________
2. Which light bulb generated the most light? ________________
3. Which light used the most energy? ______________________
4. Which light costs less to operate? _______________________
5. Which light costs more to operate? ______________________
6. How much energy and money can you save each year by replacing one incandescent light bulb with one compact fluorescent light bulb? _______________

7. How long would it take for energy savings from the fluorescent light bulb to cover the added cost of the bulb? ________________________________________________

8. After this lab, which light bulb will you choose to have in your house and why?
____________________________________________________________________

9. In your opinion, should the government pass a law requiring the use of compact fluorescent bulbs? Why or why not?
_________________________________________________________________________________________

_________________________________________________________________________________________