Teacher's Guide for ODYSSEY^TM Future Power

Format:
      Article, Page
      Summary
      Skills

"Blackout," pg. 6
On August 14, 2003, much of the east coast of North America went dark. Mysterious at the time, this largest-ever blackout can now be explained, as well as the strengths and vulnerabilities of the power grid that failed 50 million people. Sidebars describe how generators work and how people can conserve power. A related activity checks your electrical vocabulary IQ.
Vocabulary, Cause/Effect

"Oceans of Energy," pg. 12
Scientists and engineers work to invent ways of harnessing energy from Earth's oceans. Stored-up heat, waves, and tides are the subjects of scientific investigation for generating power. A sidebar explains the movement of ocean tides.
Vocabulary, Deductive Reasoning

"Biofuels: The Ultimate in Recycling," pg. 16
Biofuels provide alternative energy sources without harming the environment or depleting the Earth's natural resources. Facilities convert organic waste matter into ethanol and biodiesel, the two most common biofuels. Sidebars highlight the cities that have made fuel from French fry grease and cheese waste. The biorefinery process is also explained.
Process Analysis, Applications

"The Fuller Family: Hybrid Car Users" (People to Discover), pg. 19
Japanese manufacturers Toyota and Honda are selling hybrid cars that combine gasoline and electric power in one vehicle. American car manufacturers are designing hybrids, as well. ODYSSEY^TM interviews a family that owns a hybrid car that gets 50 miles to the gallon.
Application, Decision-making

"Advanced Vehicle Engineer Keith Wipke" (People to Discover), pg. 19
ODYSSEY^TM interviews Keith Wipke, senior engineer at the U.S. Department of Energy's National Renewable Energy Laboratory in Colorado. He explains how the hybrid combination-engine works, and the advantages and disadvantages of the new HEVs (hybrid electric vehicles).
Critical Thinking, Decision-making

"This Car Runs on Thin Air!" pg. 22
New technology from an international development company has produced an experimental vehicle that runs on compressed air. These MiniCATs (Compressed Air Technology) carry two small air tanks with internal pressures of over 4,000 pounds per square inch that create waves that pump the engine's pistons, propelling the car to 60 miles per hour. A sidebar describes another experimental air car that runs on supercooled nitrogen.
Vocabulary, Applications

"S'More Energy, Please" (Activity to Discover), pg. 25
After explaining the science behind solar ovens, the reader is given a list of materials and directions for constructing his/her own "nuclear-powered" toaster oven. A couple of tasty, kid-friendly recipes from ODYSSEY^TM provide s'more motivation. Also, Web sites highlight additional solar cooking activities.
Vocabulary, Following Directions

"Iceland: Where Hydrogen Energy Is Hot!" pg. 28
Iceland, eager to become less dependent on imported energy, harnessed the abundant hydroelectric and geothermal power on the island to provide heat and electricity for its people. Now, it has joined with foreign energy companies in constructing hydrogen fuel cells that currently fuel Reykjavik's buses and will soon power the island's cars and fishing trawlers. The hope is to eliminate greenhouse gases. A sidebar explains how geothermal energy works.

"Zaaaaaaaap!" pg. 32
A fictionalized story about the awe-inspiring power of nature's energy and the power of hope. A sidebar highlights some facts about lightning.
Conflict, Cause/Effect

"Power Bites," pg. 35
A collection of imaginative ideas and experimental technology suggests how we might tap into power sources from within our bodies and our universe. "Human batteries" that produce electricity from blood, solar cell technology on our moon, and hydroelectric power from a black hole are some of the intriguing concepts currently being investigated.
Applications, Critical Thinking

"To Drill or Not To Drill," xpg. 38
Ethical decisions are at the core of this debate/writing challenge. Does new technology and a greater need for oil overshadow concerns and past errors on the wilderness tundra of the Arctic National Wildlife Refuge? Take a stand and tell ODYSSEY^TM about it.
Critical Thinking, Decision-making

"On the Up and Up: Ride the Space Elevator," pg. 40
With the discovery of nanotubes, sheets of carbon atoms rolled up into long tubes with super-strength attributes, the far-out technology of an elevator into space might be right around the corner. Scientists and engineers speculate on the design and the revolutionary implications of such a project.
Application, Extrapolation

"Sailing the Polynesian Sky" (What's Up and Planet Watch), pg. 42
It wasn't so long ago that sailors navigated Earth's oceans by the stars. Journey back to the days of ancient Polynesian sailors and follow their guidelines for navigation. On those starry nights at sea, look for the Lyrid meteor showers, as well as the visible planets in the evening sky.
Observation, Following Directions

1. What do students know about our dependence on other countries for our energy needs? What do we import? What forms of energy do we produce for ourselves? How can foreign countries control us by controlling our energy? Is there any way we can become "energy independent"?
2. Most vehicles operate on gasoline. What other fuels do cars and trucks and trains currently use? Are there other, more experimental ways of operating vehicles? What are the advantages of these alternative fuel sources? What are the disadvantages?

Pg. 6 - "Blackout!"

• Talk It Over:
  1. What does your family do when the power goes out? What is the longest period in which you have had to do without electricity, and what problems arose? Were you or anyone you know involved in the power blackout in August 2003? What would be the most dangerous aspects of such a widespread blackout?
  2. How can you save electricity? List common ways to save. Can you think of any "unusual" ways to save even more? What does your school do to conserve power? What could it do?
• Connections:
  1. Visual Arts: Review the process that caused the blackout of August 14, 2003. Then visually show and describe this process on a poster. Make sure your poster is clearly labeled with a step-by-step description.
  2. History: August's blackout was not the first major power failure of the northeastern electric grid. Research the northeast power blackout of November 1962. Then compare the two events using a Venn diagram to point out similarities and differences.
  3. Language Arts: You are writing a letter across time to a friend living 150 years ago. Your friend does not have electricity. Talk about the differences between your two worlds. (Alternate: Half of the class can write this letter while the other half writes from 150 years ago, forward to today.)
• Student Assessment:
  1. How should federal officials and energy agencies correct the problems that caused the August blackout? In a narrative writing format, present a plan to the President clearly defining the problems that led to the blackout and offering suggestions to prevent a future power failure.
  2. Review the many terms in this article (including those on pg. 10). Then create a crossword puzzle using as many of the terms as possible. Make sure your clues are accurate, and include a minimum of 10 terms.

Pg. 28 - "Iceland: Where Hydrogen Energy Is Hot!"

• Talk It Over:
  1. How do renewable energy sources work? What are the advantages of using renewable energy? Can you think of any kinds of renewable energy other than those used on Iceland?
  2. Moving to a fully renewable energy society will change many things. What will be the benefits of such a major change, and what will be the drawbacks? What problems remain with the new energy technologies described in the article? What effects would these new technologies have on oil-producing nations and the world economy?
• Connections:
  1. Internet I-Search: Search for information on the ecology of Iceland and on energy use there. Use your information to create posters and charts on Iceland's ecosystem, geothermal energy use, and national energy policy.
  2. Visual Arts: Review the information on page 31, "Generous Geothermal." Turning a poster paper horizontally, make two diagrams describing the two methods for harnessing geothermal energy described in the sidebar. Label the steps in the process for each and draw them side-by-side to better show their similarities and differences.
  3. History/Science: Research the history of the development of the fuel cell. Organize the progress that has been made in this technology and present it visually on a poster. Make sure your chronology is correct on your display.
• Student Assessment:
  1. How do fuel cells work? Explain this process (including an explanation of related terms) in a speech to inform.
  2. Use Iceland's energy program as an example to design a renewable energy program for the United States (even if it doesn't result in 100 percent use of renewable energy). How would it need to be different, or similar to, Iceland's? In an informational essay, describe the chronological steps necessary to execute your program, and its expected benefits.

"Nuclear powered vacuum cleaners will probably be a reality within 10 years." -- Alex Lewyt, New York Times, June 10, 1955

Small-Group Presentations: Renewable energy comes with controversy. Research the many controversial topics associated with transforming to a renewable energy economy. Each group should explore and present one controversial aspect (e.g., wind power off Martha's Vineyard, hydroelectric dams on the Colorado River).

"There isn't a gasoline shortage. There's a driving surplus." -- John O'Leary

Community Connection: Invite an area home builder or remodeler to speak to the class about energy use and conservation in the home. (Consider this in connection to the Whole-Class Collaboration described below.)

"In Louisiana they vote by electricity, but . . . it don't matter which button the boys press, all the answers come out 'yes.'" -- Will Rogers

Whole-Class Collaboration: Explore how energy is used in your school, and look for ways the school could conserve energy. Which ways would cost money? Could the expense be justified? Compile your ideas and present them to the officials of the school.

"What do I care about the law? Hain't I got the power?" -- Cornelius Vanderbilt

Individual Projects: Have each student select the name of a scientist, politician, or other person associated with the development of energy. The student should then research and write a brief biography of their person, complete with a photograph when possible. Have all the biographies printed in one format and compile them for a class booklet of "Energy Celebrities."

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Updated: 11/21/09 05:37 pm
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