Marta Calvo i Grup CLIL-SI - grupsderecerca.uab.catgrupsderecerca.uab.cat/clilsi/sites/grupsderecerca.uab.cat.clilsi... · Marta Calvo i Grup CLIL-SI ... in science, technology, critical

LET'S TALK ABOUT ENERGY Marta Calvo i Grup CLIL-SI

ÍNDEX DE CONTINGUTS

Dossier..................................................................................pàg. 2

Materials didàctics:

• What is "Energy" and how does it get to your home?...pàg.• What is Bioenergy?.......................................................pàg.• Nonrenewable versus renewable energy......................pàg.• Geothermal Heat..........................................................pàg.• Solar Energy …............................................................pàg.• Water Energy................................................................pàg.• Wind Energy.................................................................pàg.• Glossary.......................................................................pàg.

1

Berta

Typewritten Text

39

Berta

Typewritten Text

Berta

Typewritten Text

Berta

Typewritten Text

Berta

Typewritten Text

41

Berta

Typewritten Text

44

Berta

Typewritten Text

46

Berta

Typewritten Text

48

Berta

Typewritten Text

51

Berta

Typewritten Text

54

Berta

Typewritten Text

56

1

LET’S TALK ABOUT

ENERGY!

Marta Calvo Padrós i grup CLIL-SI

Curs: 2005-6

Main contents: At the end of this unit students will be able to explain to an audience a viewpoint on a topical issue giving the advantages and disadvantages of various options.

2

2

TITLE OF THE PROJECT: Let’s talk about energy! INTRODUCTION: This unit is designed for high-level 3rd ESO students. It is a CLIL unit about renewable energies and it is appropriate for discussion of energy concepts. As it is a CLIL unit one of the teaching objectives is to link ELT to the curriculum to reinforce conceptual developments, the transfer of skills and the acquisition of knowledge related to other subjects in the curriculum. In this particular unit students will learn energy concepts. The concepts they are going to work on through the activities of this unit include:

• What energy is

• How does energy get to your home

• What types of energy are there

• Renewable energies and technologies: wind

• Renewable energies and technologies: water

• Renewable energies and technologies: solar

• Renewable energies and technologies: biomass

• Renewable energies and technologies: geothermal Students will also develop an awareness of:

• The ways we use energy and the energy sources we use at home

• The ways we can save energy

• The effects of saving energy There is also a second teaching objective which is to improve learners’ mastery of the English language by enhancing the development of oral communication skills. This was one of the teaching objectives of the Crèdit Variable for which this unit was designed for. The activities in this unit address portions of the standards from the Catalan Secondary Education Curriculum (currículum de l’Educació Secundària Obligatòria) and the European Language Portfolio. MATERIALS:

To implement this unit, you will need:

• Computers with Internet access

• 1 open container, 92 beans one colour and 8 beans another colour, Draw Chart, blindfold (Renew-a-bean activity)

• Board and cards with the characteristics of a speaker (How to be a good speaker activity)

• Cardboards, scissors, felt-tip pens, glue, etc (Project work: poster)

• Assessment guideline for evaluating the final project

3

3

GOALS: At the end of this unit students will be able to speak in front of an audience about an academic topic. As the main concern is to focus on the communicative ability of the students there is another subsidiary objective which would be promoted during the majority of the sessions and that is to develop the students’ ability to explain a viewpoint on a topical issue giving the advantages and disadvantages of various options. There are several tasks aimed to boost both abilities such as reports back of the things learned, conversations around energies, information exchange about different topics the students are going to work, discussions about energies and about how to be a good speaker, interaction while deciding and designing the project, etc. CONTENTS:

KNOWLEDGE SKILLS AND ABILITIES ATTITUDES AND VALUES

1. Communicative functions 1.1 To speak in front of an audience about an academic topic. 1.2 To argue giving opinions and reasons to be convincing.

2. Language forms 2.1 Morphology and syntax items derivative from the communicative functions and the texts seen in class. 2.2 To be communicatively effective and lexically accurate.

3. Text genre and format 3.1 Oral presentations. 3.2 Posters. 3.3 Web pages.

4. Non-linguistic content 4.1 To develop student skills in science, technology, critical thinking and social studies.

1. Language use: Comprehension 1.1 To distinguish relevant information from irrelevant information. 1.2 To obtain global and specific information from a text.

2. Language use: Production 2.1 To give oral presentations and personal opinions caring about fluency and accuracy. 2.2 To revise the productions with the help of the teacher or other classmates concentrating in meaning and form problems.

3. Language use: Interaction 3.1 To interact and actively participate with the teacher and the classmates. 3.2 To cooperate in the organization of the conversation through attentive listening; asking and offering help and negotiating speaking turns.

4. Learning strategies 4.1 To use several resources (printed documents, audiovisuals, ITC, etc.). 4.2 To self-organize the own work: establishing the objectives, timing, self-evaluation of the progress made.

1. Related to Communication 1.1 To be concerned about communication and expression accuracy. 1.2 To be receptive towards interlocutors.

2. Related to Language Learning 2.1 Personal effort and responsibility. 2.2 Positive attitude to develop autonomy in learning. 2.3 Cooperation and responsibility in group work.

3. Related to non- linguistic content 3.1 To be concerned about environmental issues. 3.2 To develop critical thinking against these topics.

4

4

4.3 To self-organize the groupwork: co-planning, participation, co-evaluation of the work.

NUMBER AND LENGTH OF SESSIONS: SESSION ONE Goal: Introduce the topic of energy and rise students’ awareness about why it is important to save energy and how they can be more efficient by playing five fun, interactive games. Activity one: -Interactive game: Energy Hogs -Length: 45’ -Grouping: pair work (it depends on the number of PCs available) Activity two: -Report back of the tips learned about using energy wisely at home -Length: 10-15’ -Grouping: group work or whole class activity SESSION TWO Goal: Introduce the topic of energy and rise students’ consciousness about the different ecological impact of the renewable and non-renewable energies. Activity one: -Game: Renew-a-bean -Length: 30’ -Grouping: group work Activity two: -Answer a questionnaire related to the game -Length: 10’ -Grouping: individual activity Activity three: -Check and hold a discussion about the meaning of the game -Length: 10-15’ -Grouping: whole class activity SESSION THREE Goal: Talk about the final products and the evaluation of the unit. Activity one: -Talk about the poster and the group work -Length: 10-15’ -Grouping: whole class activity

5

5

Activity two: -Make the groups for the poster -Length: 5-10’ -Grouping: it depends on how many students you have Activity three: -How to be a good speaker -Length: 15’ -Grouping: pair work Activity four: -Select 5 characteristics of a good speaker -Length: 5’ -Grouping: pair work Activity five: -Make a list of the characteristics that would be assessed the day of the oral presentation -Length: 10’ -Grouping: whole class activity SESSION FOUR AND FIVE Goal: Look at the topic of renewable energies in greater detail and develop ITC literacy. Activity one: -Experts’ researching -Length: between one and two sessions -Grouping: individual work Activity two: -Share the experts’ knowledge -Length: 25’ (5’ for each student) -Grouping: groups of 5 students (each member of the group should be an expert of one of the 5 renewable energies there are) SESSION SIX AND SEVEN Goal: Design a poster of a sustainable house run by renewable energies. Activity one: -Design the posters -Length: two sessions -Grouping: group work SESSION EIGHT Goal: Present orally, in front of the class, the poster and explain how and by what type of renewable energies the designed sustainable house is run. Activity one: -Oral presentations -Length: 5’ for each student (it depends on how many groups you have) -Grouping: group work

6

6

Activity two: -Peer-evaluation of the oral presentation -Length: 5’ to assess each student (it depends on how many groups you have) -Grouping: individual activity Note: It is recommended to assess each group after presenting its poster. Activity three: -Class talk about the presentations -Length: 10-15’ -Grouping: whole class activity On page 149 you also have an extra activity: a reading. You can use it if you like it or just in case you need it because there is time left on one session or you do not have Internet access on that particular day you need it. ASSESSMENTS/RUBRICS: Evaluation must be a continuous and cooperative process involving teachers and students. Throughout this unit, a variety of evaluation techniques should be utilized to measure growth and progress in the foundational objectives. These include observation, peer- evaluation and checklists. Assessment criteria would be based on what are the characteristics of a good speaker (students’ handout pages 136,137 and 148) and on the poster and group work requirements (students’ handout page 134) which would have been commented with the students. The assessment tasks would consist of defining what characteristics of a good speaker are going to be assessed, –that is, elaborate the assessment criteria with the students (Appendix, page 148)– and to peer-evaluate the oral presentations. The evaluation task proposed is a peer-evaluation activity. It consists of a checklist that would be elaborated by the students during the session devoted to talk about how to be a good speaker. It will let the students know what is expected for good quality oral presentation and they will also get involved in this part of the unit, the evaluation.

7

7

RESOURCES: Materials found in this unit packet were adapted from several sources including: “Award Winning Energy Education Activities for Elementary and High School Teachers". U.S. Department of Energy, Washington DC. “Conserve & Renew". California Energy Extension Service. “Energy Conservation Activities for the Classroom K-12". Kentucky Department of Education. “Iowa Developed Energy Activity Sampler K-12". Energy Division Iowa Department of Natural Resources. “REACT: Renewable Energy Activities-Choices for Tomorrow”. National Renewable Energy Laboratory, Colorado. [http://www.nrel.gov] “Re-energy.ca”. Pembina Institute, Alberta (Canada) [http://www.re-energy.ca/] “Science Activities in Energy". U.S. Department of Energy, Washington DC.

8

8

ACTIVITIES (sequenced) MATERIALS & RESOURCES

ASSESSMENT INDICTORS

Session 1: -Activity one: Energy Hogs game -Activity two: Report back of the tips learned about using energy wisely at home

-Computers with Internet access and students’ handout page 127 and 128 or 129 -Students’ handout page 127

-Activity one and two: Whether students develop an awareness of why it is important to save energy and how they can be more energy efficient.

Session 2: -Activity one: Renew-a-bean game -Activity two: Answer a questionnaire related to the game -Activity three: Check and hold a discussion about the meaning of the game

-1 open container, 92 beans one colour and 8 beans another colour; Draw Chart (page 131); blindfold and students’ handout page 130 -Activity two and three: Students’ handout page 132

-Activity one: Whether students become aware of how, over several years, nonrenewable resources will be depleted. -Activity two and three: Whether students increase their understanding of the eventual depletion of non-renewable resources, the effect of changing rates of use on the future, the role of conservation and the need to develop renewable resources.

Session 3: -Activity one: Talk about the poster and the group work -Activity two: Make the groups for the poster -Activity three: How to be a good speaker -Activity four: Select 5 characteristics of a good speaker -Activity five: Make a list of the characteristics that would be assessed the day of the oral presentation

-Students’ handout page 134 -Students’ handout page 135; board and cards with the characteristics of a speaker (pages 136, 137 and 138) -Cards with the characteristics of a speaker -Cards with the characteristics of a speaker

-Whether students clearly understand what is expected for good quality posters and group work. -Whether students are open to diversity and receptive to cooperation. -Activity three, four and five: Whether students are able to define and come to an agreement about what characteristics a good speaker should have.

Session 4-5: -Activity one: Experts’ researching -Activity two: Share the

-Computers with Internet access and students’ handout page 139 and 141, 142, 143, 144 or 145

-Whether students are able to select relevant and specific information from a text. -Whether students are able to

9

9

experts’ knowledge

transmit information and to hold a conversation through attentive listening; offering and asking help and negotiating speaking turns.

Session 6-7: -Activity one: Design the posters

-Cardboards, scissors, felt-tip pens, glue, etc. (–some computers if students decide to do a PPT presentation instead of a poster) and students’ handout page 146 and 147

-Whether students are able to work cooperatively and to apply the knowledge and the ideas they learned to the poster.

Session 8: -Activity one: Oral presentations -Activity two: Peer-evaluation of the oral presentation -Activity three: Class talk about the presentations

-Students’ handout page 148

-Whether students present their posters in front of an audience trying to be convincing and taking into account both language accuracy and body language –characteristics of a good speaker. -Activity two and three: Whether students are able to revise the productions of their classmates and to give some useful feedback to them.

10

10

SESSION ONE

11

11

LET’S TALK ABOUT ENERGY!

Energy Hogs Game

Today we are going to start a new unit and in this unit we are going to deal with energy

resources. To start getting in touch with this topic we are going to play a game and your

task will consist in finding the energy hogs we have at home and learning how we can

save energy at home.

Instructions: Go to the computers and load the following URL:

http://www.energyhog.org/. It is a game about energy resources!

1. Before starting you must read the Training Camp Instructions to know what an

Energy Hog is and what is your mission.

Definition of a “hog”: One that uses something to excess.

2. Then you can start playing the game having in mind that you must find the

energy hog of each room and note down how we can defeat it.

3. If you complete your training and succeed in the five games you will receive an

official Energy Hog Buster certification.

ROOM ENERGY HOG HOW TO DEFEAT IT?

Bedroom

Attic

Kitchen

Bathroom

Living room

12

12

ENERGY HOGS GAME GLOSSARY:

INTRODUCTION and INSTRUCTIONS

-awesome: impresionante

-badge: insignia, placa

-bust: romper, eliminar

-buster: one that breaks, breaks up, or

eliminates something

-critter: bicho

-hog: one that uses something to excess

-nasty: desagradable, feo, horrible

-oinker: cerdo

-outsmart: burlar

-pig out: darse un atracón, ponerse

morado

-Scavenger Hunt: a game in which

players try to acquire without buying

specified items within a time limit

-wasted energy: energía desperdiciada,

derrochada

-watch out: tener ciudado, estar atento a

-wisely: prudentemente, sabiamente

ATTIC

-crack: grieta

-duct: conducto

-furnace: caldera

-grab: agarrar

-hang out: vivir, pasar el tiempo

-insulated: aislado

-insulation: aislamiento

-leaky: que se pierde

-patch: remendar, parchar

-pesky: molesto

-row: hilera

-sneak in: colarse, entrar/salir a -

hurtadillas

-stuff: materia

-trip over: tropezar y caerse

-trunk: baúl

BATHROOM

-eat up: gastar, consumir

-faucet: llave, grifo

-gallon: 4,55 l.

-leaky: que pierde

-nifty: hábil, rápido

-noggin: cabeza (a person’s head)

-whack: golpear

LIVING ROOM

-caulk: enmasillar

-damper: regulador de tiro

-drafty: con corrientes de aire

-drive up: hacer augmentar

-trip on: tropezar

KITCHEN

-boot out: deshacerse, echar a patadas

-label: etiqueta

-rating: tipo, clase, categoría

-rinse: enjuagar

-run out: agotarse, acabarse

-upgrade: actualizar

BEDROOM

-blind: persiana

-bulb: bombilla

-fan: ventilador

-label: etiqueta

-maze: laberinto

-spread: esparcir, extender

-switch: cambiar

13

13

ENERGY HOGS GAME GLOSSARY:

INTRODUCTION and INSTRUCTIONS

-awesome: impressionant

-badge: insígnia, placa

-bust: trencar, eliminar

-buster: one that breaks, breaks up, or

eliminates something

-critter: bitxo

-hog: one that uses something to excess

-nasty: desagradable, lleig, horrible

-oinker: porc

-outsmart: burlar

-pig out: afartar-se, atiborrar-se

-Scavenger Hunt: a game in which

players try to acquire without buying

specified items within a time limit

-wasted energy: energia malgastada

-watch out: anar amb compte, estar

atent

-wisely: prudentment, sàviament

ATTIC

-crack: esquerda

-duct: conducte

-furnace: caldera

-grab: agafar

-hang out: viure, passar el temps

-insulated: aïllat

-insulation: aïllament

-leaky: que té fugues

-patch: apedaçar

-pesky: molest

-row: filera

-sneak in: colar-se, entrar/sortir

d’amagat

-stuff: matèria

-trip over: entrebancar-se i caure

-trunk: bagul

BATHROOM

-eat up: gastar, consumir

-faucet: clau, aixeta

-gallon: 4,55 l.

-leaky: que té fugues

-nifty: hàbil, ràpid

-noggin: cap (a person’s head)

-whack: donar cops

LIVING ROOM

-caulk: enmasillar

-damper: regulador de tiro

-drafty: con corrents d’aire

-drive up: fer augmentar

-trip on: entrebancar-se

KITCHEN

-boot out: desfer-se, treure a cops de

peu

-label: etiqueta

-rating: tipus, classe, categoria

-rinse: esbandir

-run out: esgotar-se, acabar-se

-upgrade: actualitzar

BEDROOM

-blind: persiana

-bulb: bombeta

-fan: ventilador

-label: etiqueta

-maze: laberint

-spread: espargir, estendre

-switch: canviar

14

14

SESSION TWO

15

15


Renew-a-bean activity

Who can give us a definition of what energy is? Everybody knows how many types of

energy are there?

If you need some help, you can go to the computers and load the following URL:

http://dewey.uab.es/article. Then click on “alumnes” link. Then, if you go to “What

is Energy and how does it get to your home?” you will find a definition of energy and

also of the different types of energy there are.

After having become more familiar with the concept of energy we are going to play a

game called Renew-a-bean.

Instructions: We are going to play a game with beans of different colours, the beans of

each colour represent the two types of energy we have, renewable and non-renewable

energies.

1. Guess what type of energy represent each colour and why.

2. To play the game we need a draw chart. If you look at the chart, this tells you

how many beans we are going to take out of the container.

As you can see we are going to have a constant rate to make things easy. We are

going to remove 10 beans each year, but you must know that it is not the real

situation. As you know the world depends on nonrenewable energy and because the

human population is growing and thereby demanding more energy each year we

face the eventual depletion of this resource. But when? It all depends on how

quickly and how much we use energy.

3. Before starting the game read the rules.

RULES:

1. Remove only the number of beans indicated on the chart (line 2).

2. Put renewable beans back in the container after each pull.

3. Count ONLY the beans left in the container and note it down (line 3).

4. The student pulling the beans out must be properly blindfolded.

5. Keep all beans where they can be counted and returned to the container.

6. Continue until only renewable beans are left in the container.

16

16

Renew-a-bean activity

DRAW CHART

Complete the chart by recording the number of all beans left after each draw. Then,

calculate the percentage of nonrenewable and renewable beans that remain after each

draw.

17

17

Renew-a-bean activity discussion

Now that you have played the Renew-a-bean game, you will be able to answer the

following questions and to discuss them with your classmates to check your answers.

RENEW-A-BEAN GAME QUESTIONS:

1. What is the meaning of the game? What have you learned?

2. Why is the person who takes the beans out blindfolded? Who is s/he

representing?

3. Why were the renewable beans put back in the container?

4. Why do you think that taking 10 beans per year, as I told you before, is not a

real situation?

5. What kind of energy will we be using in the future? Why?

6. Are there reasons to use more renewables now rather than wait until the

nonrenewables run out?

18

18

Teacher’s handout

Renew-a-bean activity discussion

Now that you have played the Renew-a-bean game, you will be able to answer the

following questions and to discuss them with your classmates to check your answers.

RENEW-A-BEAN GAME QUESTIONS:

1. What is the meaning of the game? What have you learned?

2. Why is the person who takes the beans out blindfolded? Who is s/he

representing?

3. Why were the renewable beans put back in the container?

4. Why do you think that taking 10 beans per year, as I told you before, is not a

real situation?

5. What kind of energy will we be using in the future? Why?

6. Are there reasons to use more renewables now rather than wait until the

nonrenewables run out?

POSSIBLE ANSWERS:

1. The point of this activity is to become aware that non-renewable resources will

be depleted and that conservation (reduction of use/waste) together with the

development of renewable resources can extend the availability of

nonrenewables.

Students will increase their understanding of the eventual depletion of

nonrenewable resources, the effect of changing rates of use on the future, the

role of conservation and the need to develop renewable resources.

2. S/he represents a population that is using energy without thinking about whether

it is renewable or nonrenewable. When a student takes beans from the container,

they won't be making a conscious choice between renewable or nonrenewable.

3. They were put back in the container because we won’t run out of them.

Renewable energy quickly replaces itself and is usually available in a never-

ending supply.

4. Because it represents a nongrowing population. But actually growing

populations demand more energy each year and thereby we have varying

degrees of energy consumption. These would be populations much like ours and

other "developed" nations. Countries with a high standard of living consume

much more energy than developing, or third world nations. Look at the number

of cars we drive, the plastic we use, and the fuel we use to heat/air condition our

homes. All this energy consumption is primarily from nonrenewable resources.

5-6. Free answer. There is no correct answer.

Remind students, however, that the "consumption" of beans and the years it takes to

empty the container are only representative.

19

19

SESSION THREE

20

20


FINAL PRODUCTS: THE POSTER AND THE ORAL PRESENTATION

You will be graded separately on your poster and your oral presentation. The poster is

worth 100 points with 80 of the points coming from the poster itself and 20 points

coming from group work.

The oral presentation of the poster is worth 50 points and will be assessed according to

a list drawn by the whole group about the characteristics that a good speaker should

have. The oral presentation of the poster will be done in groups, but each student would

have to speak for 5 minutes.

THE POSTER BEGINNING DEVELOPING ACCOMPLISHED EXEMPLARY

Poster

(80 points)

Poster is sloppy

and has little to

do with

sustainable

architecture.

Information

does not say

anything

relevant.

Poster has

information but it

does not say much

about sustainable

architecture.

Picture(s) does not

relate well to the

words.

Poster is a messy.

Poster has

information that says

something about

sustainable

architecture.

Poster is colourful,

with pictures and

easy to read.

Poster attracts the

viewer’s attention

with its powerful

pictures and

information.

Information is

relevant, well

structured and

easy to read.

Groupwork

(20 points)

Very

disorganized.

No leadership.

Most people off

task during the

class time.

Group takes a

while to get

started.

Students do not

listen to group

leader.

Many of the

students need to be

redirected by

teacher to stay on

task.

Leader is chosen and

everyone is busy all

the time.

All group members

contribute to the

project.

Group works

quietly and well

together.

Everybody is on

task all the time.

All group

members

contribute to the

project equally.

21

21


How to be a good speaker

Do you remember what the final product of this unit is? Yes, our final product will be a

poster of a sustainable house. In order to help you to do a good presentation of your

poster, today we are going to talk about how to be a good speaker.

Instructions: First, we are going to make two groups and I am going to give each group

a board where you will have to classify the characteristics of a speaker. I will also give

you cards with sentences about the characteristics of a speaker and you will have to

categorize these cards into four different boxes: good, bad, it doesn’t matter or don’t

know.

1. Decide within your group in which box you are going to place each of the cards

you have, and why.

2. Then, select the five characteristics you consider, as a group, that are the most

important to consider when giving a speech.

3. At the end of the class we are going to share the opinions of all groups and we

will make a list of the characteristics we will assess the day of the oral

presentation.

I have to advise you that the oral presentations will be assessed by all of us. That

means that each student will have to assess his/her classmate.

NOTE: The presentation can be done in pairs.

22

22

STUDENT A

His/her speech is not organized. B

S/he’s a bad loser. NM

The audience can’t identify easily and clearly the main ideas of the speech. B

S/he maintains eye contact with as many members of the audience as possible. G

S/he is badly dressed. B/?

S/he is occasionally humorous. G

S/he doesn’t capture the interest of the audience. B

S/he plays the piano. NM

The presentation is well-structured in different parts. G

S/he uses the blackboard, transparencies, posters or ptt. G

S/he adopts a serious and solemn pose. B/?

S/he speaks neither too slowly (boring) nor too quickly (unintelligible). G

S/he does not have frequent, long, embarrassing pauses and hesitations and uses few "ums"

and "uhs". G

S/he uses his/her own words. G

23

23

STUDENT B

S/he has learnt the text by heart and s/he knows it very well! B/?

S/he uses rude expressions to provoke the audience. B

S/he sings very well. NM

S/he captures the interest of the audience with an original, stimulating introduction. G

S/he organizes the speech so that the main ideas are easily identified, clearly related, and

well supported. G

S/he gives examples to help the audience understand the main ideas. G

S/he doesn’t take the opinion of the audience into account. B

S/he hesitates a lot. B

S/he pronounces words clearly and accurately. G

S/he speaks loudly enough for everyone to hear. G

S/he knows how to draw really well. NM

S/he is well dressed. G/?

S/he uses some gestures, although not so many as to be distracting. G

S/he doesn’t capture the interest of the audience. B

24

24

CHARACTERISTICS OF A GOOD SPEAKER

GOOD

SPEAKER

BAD

SPEAKER

IT DOESN’T

MATTER

DON’T

KNOW

25

25

SESSION FOUR-FIVE

26

26


Experts’ researching

Today we are going to become experts on a renewable energy. Each student will

compile information about a renewable energy and s/he must think about ways of

applying this energy to everyday life, specially concentrating on the applications this

energy may has for architecture and domestic use. Why? Because our final product will

be a poster in which you will have to present in pairs a sustainable house. That is, a

house which is run by renewable energies.

Instructions: Now, it’s time to start experts’ researching. Go to the computers and load

the following URL: http://dewey.uab.es/article FROM Netscape or Mozilla

Borwsers. Then click on “alumnes” link. You will find there useful information about

renewable energies.

1. Find out information about the renewable energy you are working on by clicking

on the link of your energy resource. Select the ideas you find useful to your

project, the poster of a sustainable house.

2. In order to help you in your research you can start answering the questionnaire

sheet below. It will give you some clues.

3. Be ready to answer the questions related with your energy resource.

NOTE: At the end of the session you will have to share your expert knowledge with

your classmates.

27

27

Teacher’s handout



Today we are going to become experts on a renewable energy. Each student will

compile information about a renewable energy and s/he must think about ways of

applying this energy to everyday life, specially concentrating on the applications this

energy may has for architecture and domestic use. Why? Because our final product will

be a poster in which you will have to present in pairs a sustainable house. That is, a

house which is run by renewable energies.

First of all we have to LOAD/DOWNLOAD Netscape or Mozilla browser because we

are going to work with a web that should be loaded with one of these navigators!

Instructions: Now, it’s time to start experts’ researching. Go to the computers and load

the following URL: http://dewey.uab.es/article FROM Netscape or Mozilla

Borwsers. Then click on “alumnes” link. You will find there useful information about

renewable energies.

1. Find out information about the renewable energy you are working on by clicking

on the link of your energy resource. Select the ideas you find useful to your

project, the poster of a sustainable house.

2. In order to help you in your research you can start answering the questionnaire

sheet below (each student will have a different questionnaire according to the

energy s/he is working on). It will give you some clues.

3. Be ready to answer the questions related with your energy resource.

NOTE: At the end of the session you will have to share your expert knowledge with

your classmates. So you must do a good job as a team to guarantee that at the end all

the members have knowledge of the five renewable resources there are.

28

28



SOLAR ENERGY

Questions

1. Why does life on Earth depend totally on the sun?

2. What is a photovoltaic cell?

3. What is needed to have electricity available after sundown?

4. What is the most common device used to get the high temperatures needed to heat

water or cook food?

5. What are the most common applications of solar heat?

6. What are the advantages of solar electricity over electricity made from fossil fuels,

nuclear fuels, or hydroelectricity?

29

29



WATER ENERGY

Questions

1. Explain how or why electricity derived from moving water can be considered

renewable energy.

2. How hydroelectric facilities make electricity?

3. What are some of the environmental problems associated with large-scale hydro

dams?

4. What is the most environmentally friendly way to make electricity?

5. What are the advantages of small-scale hydro systems?

30

30



WIND ENERGY

Questions

1. What causes winds to blow on the surface of the Earth?

2. What two uses had the windmills in the past?

3. What are some of the environmental benefits of using wind power?

4. What is a “wind farm”?

5. What is the advantage of having small wind turbines in single homes?

6. Mention three reasons why wind generating equipment is worthwhile.

31

31



BIOENERGY

Questions

1. What is bioenergy?

2. Why is wood considered a form of renewable energy?

3. What are two kinds of bioenergy that can be used as fuels for cars and trucks?

4. Mention the advantages and the disadvantages of ethanol and methanol.

5. Can you think of any environmental problem created by burning wood for heating

and cooking?

6. What is the main ingredient in biogas? Mention three applications of biogas.

32

32



GEOTHERMAL

Questions

1. What is geothermal heat?

2. Why would geothermal heat be considered a form of renewable energy?

3. Since when has geothermal heat been used to heat homes and business?

4. Of what kind of natural events can we extract hot water and steam to produce

geothermal heat?

5. Why can geothermal heat pumps be used for heating and cooling?

6. Describe briefly how a ground source heat pump works.

33

33

SESSION SIX-SEVEN

34

34


Project work: Design a sustainable house

Instructions: Think up a way of applying the information and the ideas you learned

about renewable resources and design a poster or a PPT of a sustainable house.

1. If you need some help you can start writing in a piece of paper a paragraph for

each statement below.

(Note: There are many ways to answer the following. You should think about energy

sources too.)

1. To keep the temperature in my home comfortable, I’ll..... (Examples: add insulation,

use a programmable thermostat)

2. My home’s energy will come from... (Examples: sun, natural gas, oil)

3. For light, I’ll use... (Examples: compact fluorescent light bulbs, sun)

4. To heat water, my home will use... (Examples: sun, natural gas, oil)

5. To cool my home, I will use... (Examples: ceiling fans, close window coverings

during the day)

2. Draw a picture of a sustainable and energy efficient house.

35

35

Here you have an example of an energy–saving house:

1. A ceiling fan is used instead of air conditioning and a tree provides shade.

2. Blinds and curtains are on the windows.

During warmer months, I can close the blinds and curtains during the day to keep my home

cool.

During colder months, I can keep them open during the day to let in the sun.

3. I am using a compact fluorescent light bulb in my lamp.

4. I have an Energy Star rated refrigerator.

5. When my family cooks we leave the lids on pots and pans.

6. I have insulation in the walls and attic.

7. The Energy Guide label on my water heater tells me that it’s efficient.

36

36

SESSION EIGHT

37

37

ORAL ASSESSMENT YOUR NAME:

NAME OF THE STUDENT:

TOPIC OF SPEECH:

Give a mark from 1 (I don’t agree) to 3 (I totally agree) to your classmates’ oral

presentation:

-S/he pronounces words clearly and accurately. 1 2 3

-S/he speaks loudly enough for everyone to hear. 1 2 3

-S/he speaks neither too slowly (boring) nor too quickly (unintelligible). 1 2 3

-S/he uses his/her own words. 1 2 3

-S/he captures the interest of the audience. 1 2 3

-The presentation is well-structured in different parts. 1 2 3

-S/he gives examples to help the audience understand the main ideas. 1 2 3

-S/he uses the blackboard, transparencies, posters or ptt. 1 2 3

-S/he uses some gestures, although not so many as to be distracting. 1 2 3

-S/he is occasionally humorous. 1 2 3

What do you like more? Your own opinion:

Your recommendation:

YOUR FINAL MARK (from 1 to 10):

38

What is “Energy” and how does it get to your home

What is “Energy” and how does it get to your home? Energy is the Ability to do work. Energy is found in many different forms, such as light, heat, sound and motion.At home, we use energy to cook food, watch TV and take hot showers. Energy must get to your home in order to use it in these ways. So, how does it get there? Energy comes from different places (or “sources”), like under the ground or from the sun. These sources are divided into two groups: 1. “Renewable Energy” can be used over and over again and never runs out. For example, we can capture the sun or wind’s energy and use it to light our lights inside our home.

Power PlantsCoal is taken to the power plant where it’s burned to make electricity!

Power LinesElectricity flows from the Power Plant through power lines into your home.

file:///C|/Documents%20and%20Settings/asanchezs/Escritorio/Clil-si/energy/energy.html (1 de 2)26/6/2007 19:09:57

39

What is “Energy” and how does it get to your home

2. “Nonrenewable Energy” can only be used once! Most of the energy we use comes from nonrenewable energy sources like oil, natural gas and coal. When we use up these energy sources, they are gone forever. So how does energy get to your home? The EarthWorkers mine coal from the earth.Coal is one example of an energy source. Many people have jobs mining coal. Coal is burned to make electricity. So when you flip the switch in your home, light comes on. Using this “nonrenewable energy” is the cheapest way to get energy to your home –but when coal is burned, it creates air pollution. When you save energy, you reduce pollution.

Your HomeElectricity is used for TV, computers, lights, refrigerators and air conditioners and much more.

file:///C|/Documents%20and%20Settings/asanchezs/Escritorio/Clil-si/energy/energy.html (2 de 2)26/6/2007 19:09:57

40

What is Bioenergy

What is Bioenergy?

Ethanol and Methanol

Bioenergy is energy stored in materials made with the help of living things. An everyday example of bioenergy is wood heat. Wood is produced by growing trees, and contains highly flammable substances. Wood heat is probably humanity’s oldest energy source. Wood has been used as a fuel far longer than any fossil fuel. In some countries, wood is still the main fuel for heating and cooking. However, if too much wood is harvested too rapidly or in a way that damages the soil or other parts of the ecosystem, severe environmental problems can result.Other sources of bioenergy include alcohol and biogas. Alcohol is a flammable liquid made by certain yeasts, and biogas is a flammable gas similar to natural gas, made by bacteria.

Wood is a source of renewable energy.

Ethanol and methanol are alcohols and are highly flammable. They can be made from plant sugars or plant fibres. Alcohol is produced by feeding plant materials into large heated tanks called digesters.Inside the tanks, chemicals or yeasts are added to change the plant materials into alcohol. The alcohol is extracted, purified, and prepared for use as a fuel.Both ethanol and methanol make excellent fuels for cars and trucks. It burns very cleanly, and delivers more power than gasoline. Many service stations now sell fuels that contain a blend of gasoline and an alcohol, usually ethanol.Methanol and ethanol can be deadly poisons, especially in the amounts used to make transportation fuels. Methanol is especially toxic. Even small amounts breathed in as fumes can cause blindness, severe liver damage, and death.

file:///C|/Documents%20and%20Settings/asanchezs/Escritorio/Clil-si/energy/bioenergy.html (1 de 3)26/6/2007 19:08:43

41

What is Bioenergy

The difference between getting fuel from living things such as trees and getting it from something like coal or oil is that bioenergy is renewable. To be considered renewable, the resources must be replaceable within our lifespan. For example, the wood used in your campfire replaces itself as the forest grows. Coal on the other hand can be taken from the earth only once, and cannot be replaced. If a forest is managed properly, it will provide wood forever. It is the same with other forms of bioenergy, including biogas and alcohols.

BiogasMost mammals –humans included–produce a flammable gas called “biogas” as they digest their food.Bacteria living in their digestive systems produce methane. Biogas is also produced in bogs and wetlands where large amounts of rotting vegetation become methane, which is the same as “natural gas”, commonly burned in our furnaces and barbecues. Biogas can be used instead of natural gas for heating and cooking.

Humans have learned to duplicate this process in large tanks called biogas generators. To start the process, shredded plant materials and animal wastes are mixed with water in the biogas generator. The tank is then sealed so no air can get in. Within days, a special kind of bacteria in the tank will begin to produce biogas. These bacteria are known as “methanogenic”, because they produce methane, the main ingredient in biogas. It is piped to a large balloon-like bag where it is stored until needed.Eventually, the production of biogas in the


42

What is Bioenergy

generator starts to slow down. The mixture of water and manure is replaced with a fresh supply to start the process again. The old material is unable to produce any more biogas, but still contains large amounts of plant material and other organic matter. It is dried to form a rich black soil, and is spread on fields as a fertilizer.


43

Nonrenewable versus renewable energy

Nonrenewable versus renewable energy Nonrenewable EnergyMuch of our energy supply comes from coal, oil, natural gas, or radioactive elements. They are considered nonrenewable because once they are removed from the ground and used, they are not immediately replaced. In fact, the world’s natural gas, crude oil and coal deposits took millions of years to form.

Once gas or oil is taken from the earth and used, it cannot be replaced. Uranium, which is used for nuclear energy, has limited supply as well. Humans will have used up most of these deposits in less than 200 years. Once they are gone, nonrenewable energy supplies cannot be replaced within human time scales. Renewable Energy

Solar energy is being used to generate useful amounts of heat and electricity around the world. As long as sunlight, water and wind continue to flow and trees and other plants continue to grow, we have access to a ready of supply of energy.

file:///C|/Documents%20and%20Settings/asanchezs/Escritorio/Clil-si/energy/energy_t.html (1 de 2)26/6/2007 19:10:38

44

Nonrenewable versus renewable energy

Wind energy is proving to be an economical way to make electricity. Renewable energy on the other hand quickly replaces itself and is usually available in a never-ending supply. Renewable energy comes from the natural flow of sunlight, wind, or water around the Earth. With the help of special collectors, we can capture some of this energy and put it to use in our homes and businesses.

This hybrid biogigester in Cambodia uses pig dung as an energy source.

file:///C|/Documents%20and%20Settings/asanchezs/Escritorio/Clil-si/energy/energy_t.html (2 de 2)26/6/2007 19:10:38

45

Clean Energy Sources

Geothermal heat Wind, solar, biomass, and water are not the only sources of clean, environmentally friendly energy. Other energy sources can also provide heat, light, and electricity without polluting the air or disturbing large areas of land or water.

Heat from the Earth’s interior is known as

geothermal heat

Ground Source Heat PumpsThe temperature of the soil below about 2 metres remains constant regardless of the weather or season.In some places soil temperatures at this depth hover between 5 and 10º C.

Geothermal steam can be used to make pollution-free

electricity. The difference between air and deep soil temperatures can be used for heating and cooling in a very efficient manner, with a ground source heat pump, also called a geothermal heat pump. A ground source heat pump works the same way your refrigerator does. Like your fridge, a heat pump uses a compressor, lengths of tubing for gathering and dispersing

Geothermal HeatPeople have known since ancient times that the Earth’s interior is very hot. The temperature of the Earth’s core is estimated to be between 3000 and 5000ºC (scientists are still not sure what the exact temperature is). This heat is generated by the slow breakdown of radioactive elements, and by the immense gravitational pressures acting on the rocks and minerals of the Earth’s interior. Temperatures in excess of 500ºC can be found in the Earth’s crust just a few

heat, and a gas called the refrigerant. An essential part of the heat pump is the network of tubes buried deep in the soil near the home. The compressor motor, located inside the house, circulates refrigerant around this network. Heat from the surrounding soil warms the liquid refrigerant in the buried tubes, changing it to a gas. The refrigerant gas enters the compressor, which squeezes it, raising its pressure and temperature. The hot refrigerant circulates through radiators inside the house, releasing the heat collected from the soil to the inside of the house. This process changes the

file:///C|/Documents%20and%20Settings/asanchezs/Escritorio/Clil-si/energy/heat.html (1 de 2)26/6/2007 19:13:28

46

Clean Energy Sources

thousand metres below the surface, but geothermal heat right at the surface of the land is barely detectable. . Geothermal heat has been used to heat homes and businesses on a commercial scale since the 1920s.

refrigerant back into a liquid and the process starts again.

In most cases, communities take advantage of naturally occurring geysers and steam vents (called fumaroles) to gather hot water and steam for heating. Geysers and fumaroles occur when ground water seeps through cracks and comes in contact with volcanically heated rocks. In Iceland for instance, wells are drilled into volcanic rocks to extract hot water and steam. The hot water or steam is carried to communities in pipes and used to heat homes and businesses. In some cases, the water is superheated (heated under pressure to temperatures greater than 100º C). Superheated water quickly turns to high-pressure steam, which can turn high-speed turbines that drive electrical generators.

A view of a ground source heat pump used for heating and cooling a home.

By reversing the flow of the refrigerant, the heat pump system can cool the house in summertime.Heat collected from inside the house can be released back into the cool soil, resulting in a highly efficient air conditioning system for the home. A ground source heat pump requires some electricity to run the compressor. In an efficient, well-insulated home, this electricity could be easily supplied by a rooftop solar panel.

file:///C|/Documents%20and%20Settings/asanchezs/Escritorio/Clil-si/energy/heat.html (2 de 2)26/6/2007 19:13:28

47

Solar Energy

Solar Energy On planet Earth, sunlight is an incredibly important form of energy. Every day, the sun pours unimaginable amounts of energy into space. Most of it is in the form of visible light. Some of this energy falls on the Earth, where it warms our planet’s surface and is used by plants to make food. Life on Earth depends totally on the sun. Photovoltaic CellsVisible light can be converted directly to electricity by a technology called a photovoltaic cell, also called a solar cell. Most photovoltaic cells are made from a crystalline substance called silicon, one of the Earth’s most common materials. When sunlight strikes the solar cell, electrons naturally travel from one layer to the other through silicon wafers.A single cell can produce only very tiny amounts of electricity-barely enough to light up a small light bulb or power a calculator.

Photovoltaic cells consist of a thin piece of specially coated silicon, with wires attached to capture the flow of electricity. Photovoltaic ArraysTo capture and convert more energy from the sun, photovoltaic cells are linked to form photovoltaic arrays. An array is simply a large number of single cells

Getting Heat from SunlightIf you want to capture heat from sunlight, you will need three things: bright light, a surface or fluid that can absorb the light and change it into heat, and a way to store and use the heat once it has been produced. Most solar heating systems depend on at least two of these factors working together. Concentrating SunlightTo get the high temperatures needed to heat water or cook food, it is sometimes necessary to concentrate large amounts of sunlight on a small light- absorbing area. The most common approach is to use some kind of curved reflective panel. A reflector with a parabolic curve can easily concentrate enough sunlight on a very small spot to start a fire.

A parabolic reflector can produce extremely high temperatures when aimed at the sun. Practical Uses for Solar HeatSolar heat is one of the cheapest and most practical forms of renewable energy. Here are few of the most common applications:Solar hot water heaters: The sun’s light is an excellent source of hot water for home or commercial use, such as swimming pools, car washes and

file:///C|/Documents%20and%20Settings/asanchezs/Escritorio/Clil-si/energy/solar_e.html (1 de 3)26/6/2007 19:12:52

48

Solar Energy

connected by wires. Linked together in an array, solar cells can produce enough electricity to do some serious work! Many buildings generate most of their electrical needs from solar photovoltaic arrays. Storing ElectricitySolar panels make electricity in all kinds of conditions, from cloudy skies to full sunlight, in all seasons of the year. But they don’t work at all during the night time! To make electricity available after sundown, the energy must be stored during the day for later use. The usual storage device is a rechargeable battery.The batteries used with solar arrays must be able to discharge and recharge again many times. Solar Electricity in Everyday UsePhotovoltaic panels, like computers and other technologies, are getting cheaper and easier to buy. In fact, many people consider them a great alternative to gas-powered generators or connections to the regular electricity supply. Some countries such as Japan have encouraged businesses and communities to install solar panels on the roofs of new buildings to reduce the need for electricity from other sources.

Photovoltaic arrays are becoming popular with rural and urban homeowners who want to avoid monthly power bills.

laundromats.Cooking: Simple solar ovens and cookers are used around the world in both commercial kitchens and in people’s homes. Solar cookers can be made with everyday materials such as cardboard and tinfoil.Home heating: Many homes are designed to take advantage of the sun to provide at least part of the heat required over the course of a year.Such homes have large south-facing windows that allow sunlight to heat up a room. The house insulation helps keep the heat in. This is called passive solar heating, because no pumps, fans, or other types of equipment are used.

A solar cooker uses an insulated box and reflective panels to generate the temperatures needed to cook food.


49

Solar Energy

Many homes and businesses have both a connection to the commercial electrical supply system (often called the “electricity grid”). The solar panels can provide all or most of the building’s electrical supply during the day, and the grid supplies whatever other electricity may be needed during the night. In some cases, the panels make more electricity than is needed in the building, and the excess is sold to the power company. This results in the power company sending the building owner a cheque instead of a bill!


50

The Power of Moving Water

Water power All around planet Earth, water is on the move. In rivers and creeks, water flows downhill under the force of gravity. Most rivers dump massive loads of fresh water and sediments into the oceans. Evaporation from the surface of rivers, lakes, and oceans brings the water back into the atmosphere as invisible water vapour. Under the right conditions, unseen water vapour condenses from the air to form clouds and possibly rain or snow. Seasonal rain and snowfalls bring fresh water back to the streams, completing a very important ecological system called the “hydrologic cycle.” By bringing fresh supplies of water to the highlands, the hydrologic cycle ensures that we always have energy available from water. Rivers and streams are among nature’s most powerful forces. The force of water moving down a moderately-sized river can exceed several million horsepower. This is the force humans attempt to harness when they build dams to generate electricity.

Moving water is an important source of mechanical energy. Water is very dense compared to air, and flowing water carries with it far more energy than a similar volume of moving air. Humans have long appreciated the power of moving water, and

Large-scale hydro usually has a big impact on the ecology. When the reservoir is filled, areas of forest or farmland are covered by water. Dams block the natural migration of fish and other creatures up and down the river, and replace a flowing water ecosystem with an artificial lake. Salmon, which travel up rivers to spawn, are particularly affected by this ecosystem change. Small-scale Water Power One of the most environmentally friendly ways to make electricity is with a device called a micro-hydro turbine. The turbine itself may be as small as 10 centimetres in diameter, and consists of spoonshaped cups arranged around the center of a wheel. Jets of high-pressure water cause the wheel to spin at high speed. The spinning shaft can be used to power a variety of machines, including electrical generators, woodworking tools, pumps, fans, and more.

Small-scale hydro systems have a number of important environmental and social advantages:• Micro-hydro is simple to install and maintain. The pipes, generators, and other parts are usually cheap and easy to find. • Micro-hydro is environmentally friendly. It produces no pollution and no large dam or

file:///C|/Documents%20and%20Settings/asanchezs/Escritorio/Clil-si/energy/water_e.html (1 de 3)26/6/2007 19:12:11

51


have been using it for thousands of years. Early Water PowerThe oldest machines for capturing the energy of moving water were waterwheels. In the days before electricity, it was common to use water wheels to provide the power for mills that ground grain. To start the mill, the miller simply opened a gate to let the water flow over the top of the wheel. The water wheel was connected to a massive millstone through a system of gears. Water for the wheel usually came from a small dam, called the millpond.

Large-scale Hydro PowerMany largest rivers have been used to produce electricity. In fact, 61% of electricity comes from the energy of falling water. Electricity generated this way is called hydroelectricity. Hydroelectric facilities often depend on a dam to raise the level of the water in the reservoir. Water from this reservoir is allowed to fall through huge pipes to a building that houses water-driven turbines. Pressure from the falling water spins the turbines at high speed. The turbines are connected to huge generators that make electricity as they turn. This electricity is carried to cities and towns that may be located hundreds or even thousands of kilometres away.

reservoir is necessary.• Because the electricity is produced very close to where it is used, there is no need for an expensive electrical transmission line to carry the electricity to the community from far away.• Micro-hydro systems are built with simple technology, making it possible for local people with basic training to maintain their own power systems. This reduces the community’s dependency on outside sources of energy, and provides valuable local jobs.

A small scale hydro installation can bring the benefits of electricity to remote communities without the problems and costs associated with fossil fuel or large dams


52



53

Wind Energy

Wind Energy The sun has a lot to do with creating winds. Winds above continents and oceans occur because of temperature differences around the world. Some places, especially those near the Equator, receive far more direct sunlight than those closer to the Earth’s north and south poles. As a result, the air over these areas warms up and then rises. Cooler air from the surrounding area rushes in to fill the space left by the rising air, creating a surface wind. Air is constantly on the move. In some places, especially along coastlines and in mountains, it provides a highly reliable source of mechanical energy. Humans have invented an amazing array of devices that can harness the energy of the wind and put it to practical use. Pumping and Grinding Long before the invention of electricity, early wind turbines did very useful work. Windmills were used in many places in Europe over the last several centuries to turn heavy granite disks called millstones. The millstones were used to crush dry grains such as wheat, barley, and corn to make flour. In truth, most of these structures are not mills at all, but water pumps. In the past, windmills were often used to pump water from wells to generate electricity at the farmhouse. When rural areas finally received electricity, many of these windmills fell into disuse. Recently however, small windmills are becoming popular once again. Generating ElectricityOne of the most popular uses of wind turbines is to generate electricity. To make electricity, the shaft of the turbine must be connected to an electrical generator. Through gearboxes, the generator converts

A wind farm generates enough electricity to meet the needs of several thousand homes. Commercial wind energy is one of the most economical sources of new electricity available today.Wind turbines can be set up quickly and cheaply compared with building new coal-fired generating stations or hydroelectric stations. Modern wind generating equipment is efficient, highly reliable, and becoming cheaper to purchase. The environmental impact of large wind turbines is negligible compared with an open coal mine or a reservoir and during their operation produce no air pollution. Because of these factors, wind energy is recognized as the world’s fastest-growing new energy source.

file:///C|/Documents%20and%20Settings/asanchezs/Escritorio/Clil-si/energy/wind_e.html (1 de 2)26/6/2007 19:11:48

54

Wind Energy

the mechanical energy of the spinning turbine shaft into electricity. Generators are small and light enough that they can be housed under an aerodynamically designed cover at the top of the tower.

Electricity is now being generated on a commercial scale at large installations called “wind farms” in several places around the world. Wind farms consist of rows of towers, sometimes 90 metres high, equipped with giant wind turbines for producing electricity. Commercial wind farms have been established in Canada, Germany, Denmark, the United States, Spain and India. Denmark and Germany have pioneered the development of commercial wind power, one of their fastest-growing industries.

Small, lightweight turbines are available to make electricity for single homes. Small, highly efficient wind turbines are becoming popular as a source of electricity for rural homes.The advantage is that the homeowner owns the generating equipment and is freed from paying monthly electrical bills!

file:///C|/Documents%20and%20Settings/asanchezs/Escritorio/Clil-si/energy/wind_e.html (2 de 2)26/6/2007 19:11:48

55

GLOSSARY:

GLOSSARY

-amount: cantidad -array: selección, despliegue -barely: apenas -barley: cebada -bill: factura -blend: mezcla -bog: ciénaga -break down: ruptura, descomposición -buried: enterrado -cardboard: cartón -chemical: producto químico -coal: carbón -coal-fired generating station: central eléctrica de carbón -cooper: cobre -creek: riachuelo -crush: machacar, triturar -curved reflective panel: panel reflectante curvado -dam: presa, embalse -dependency: dependencia -device: dispositivo, mecanismo -drill: perforar -dry: secar -dump: verter -dung: estiércol -electricity grid: red eléctrica -facility: central -fan: ventilador -fertilizer: fertilizante, abono -flammable: inflammable

-mine: extraer -motion: movimiento

-negligible: insignificante -oil: petróleo -oven: horno -pioneer: ser el primero -pipe: tubería -pipeline: conducto -pour: emanar, verter -power line: línea electrica -power plant: central eléctrica -power: propulsar -pump: bomba / bombear -purchase: adquirir, comprar -rechargeable battery: batería recargable -release: desprender -reliable: solvente, de confianza -reservoir: embalse -reverse: invertir -rise: elevarse -rooting: en proceso de descomposición -row: hilera -run out: agotar -rush in: precipitarse -seal: cerrar herméticamente -seep: filtrarse -shaft: eje -shredded: desecho -silicon: silicio -south-facing: orientado al sur

file:///C|/Documents%20and%20Settings/asanchezs/Escritorio/Clil-si/energy/glossary.html (1 de 2)26/6/2007 19:11:14

56

GLOSSARY:

-flip: encender -flow: flujo -fluid: fluido, líquido -fuel: combustible -furnace: horno, caldera -gather: recoger -gear: engranaje -gearbox: caja de engranajes -grind: moler -ground: subsuelo / moler -harness: aprovechar, utilizar -harvest: cosechar -heat: calor -heater: calentador, calefactor -heating: calefacción -heat-up: calentar -highland: altiplanicie -horsepower: caballos (de fuerza) -house: albergar -hover: rondar -jet: reactor -laundromat: lavandería automática -layer: capa, estrato -length: tramo largo -lifespan: vida (período de años que vivimos) -light bulb: bombilla -manure: estiércol -mill: molino -millstone: muela, rueda de molino

-spawn: desovar -spin: hacer girar -spinning: que gira -spot: punto -squeeze: condensar -steam: vapor -steam vent: pozo o respiradero de vapor -store: a lmacenar -strike: penetrar -sundown: puesta de sol -supply: uministro -surface: superficie -surrounding: alrededor -tank truck: camión cisterna -tinfoil: aluminio -tiny: minúsculo -tube: tubo, cámara interior -uranium: uranio -use up: agotar -wafer: lámina de silicio -warm up: calentarse -waterwheel: rueda hidráulica -well: pozo -well-insulated: bien aislado -wetland: pantano -windmill: molino de viento -wire: cable, alambre -yeast: levadura

file:///C|/Documents%20and%20Settings/asanchezs/Escritorio/Clil-si/energy/glossary.html (2 de 2)26/6/2007 19:11:14

57