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The arrangement of this packet is essentially evolutionary, with a conscious effort to alternate reading assignments, activities and experiments. It begins with solar energy facts and terminology as background to introduce the reader to basic concepts. It progresses into a discussion of passive solar systems. This is followed by several projects about active solar systems, basically aimed at high school students. Energy conservation is introduced at this point. Solar's creative side is included with six art-oriented selections. Then, to insure that there is participation by all age groups, a few simpler solar exercises are included to illustrate solar power at work. For those interested in further solar energy study, a bibliography is given at the end. (Author/MR)

This publication contains eighteen experiments and eight classroom activities. The experiments are of varying difficulty and cover the important aspects of solar energy utilization. Each experiment is self-contained, with its own introduction and background information. Energy measurements are emphasized and techniques for collector efficiency determinations are considered. Among the topics discussed are: (1) altitude and azimuth of the sun; (2) radiation characteristics; (3) energy collection with converging lenses; (4) air and water solar collectors; and (5) energy storage in gravel beds and in salt hydrates. Both theoretical and practical engineering considerations are illustrated by the experiments. Many experiments are directly applicable to existing physics, general science, and environmental science curricula, while others are of sufficient difficulty and duration to challenge college and the most advanced secondary students. The eight classroom activities present worldwide energy data and solar energy data for individual student analysis. This manual can serve as a useful classroom resource as well as a general reference. (Author/MR)

This publication provides a discussion of various energy conserving building systems and design alternatives. The information presented here covers alternative space and water heating systems, and energy conserving building designs incorporating these systems and other energy conserving techniques. Besides water, wind, solar, and bio conversion energy systems and building designs, natural cooling and ventilation, regional and site adaptation, and energy conservation considerations are also discussed. Diagrams are provided of the building designs, alternative energy systems, etc. The discussion includes: (1) calculating heat and cooling loads; (2) thermal performance of buildings; (3) division of interior space; (4) different types of water wheels and their operation; (5) components of a wind-generated power plant; (6) solar energy subsystem integration for home space heating; (7) low technology applications of solar energy; (8) anaerobic digestion for methane gas; and (9) fuel cell utilization. References are given with each chapter. This publication could serve as a reference for anyone who is interested in saving energy costs in their home, school, or other buildings. (MR)

This document, intended primarily for mortgage lenders, is designed to aid readers in evaluating solar heating technology in the aspects of its capital cost and potential for recovery of investment. Whether or not American consumers will fully exploit this alternative will depend upon interest rates, the allocation of capital to finance the higher initial cost of solar energy devices, and the willingness of lenders to venture into this new technology. Discussed are energy costs as a factor of conventional loan evaluation and life cycle costing. A case study of the latter is included. A program proposal for solar heating loans is described. (MA)

This booklet is intended to address questions most frequently asked about solar energy. It provides basic information and a starting point for prospective solar energy users. Information includes discussion of solar space heating, solar water heating, and solar greenhouses. (Author/RE)

This guide contains lesson plans and outlines of science activities which present concepts of solar energy in the context of biology experiments. Each unit presents an introduction; objectives; skills and knowledge needed; materials; methods; questions; recommendations for further work; and a teacher information sheet. The teacher information sheet provides the target grade level; additional subject areas involved; background information; hints on gathering materials; suggested time allotment; suggested approach; typical results; precautions; modifications; evaluation; and references. (RE)

This collection of materials supports the teaching of solar energy concepts in the context of secondary school science. Included in this collection are a basic teacher's guide to activities involved in the curriculum; a discussion of multi-disciplinary extensions of solar energy education by subject area; a section on hardware needed for the curriculum; and a section of resources and references. (RE)

The arrangement of this packet is essentially evolutionary, with a conscious effort to alternate reading assignments, activities and experiments. It begins with solar energy facts and terminology as background to introduce the reader to basic concepts. It progresses into a discussion of passive solar systems. This is followed by several projects about active solar systems, basically aimed at high school students. Energy conservation is also introduced. For those interested in further solar energy study, a bibliography is given at the end. (Author/MR)

In cooperation with the Hawaii 2000 Outdoor Education Center, a summer ecology course for teachers on the Island of Hawaii developed and conducted an environmental school in Hawaiian outdoor education for 18 children between the ages of 9 and 13. Thirteen teachers enrolled in a California State University field course in environmental education worked with the Hawaii 2000 group in setting up the course, conducting it, and at its conclusion, in compiling a curriculum guide for Hawaiian outdoor education. The course outline and requirements, teacher preparation, directions for class projects, timetable, evaluation methods, and supply and equipment lists were all included in the guide. The resident camping experience featured projects centered around three major topic areas: sun and sky, water, and land. The sun and sky classes included construction of a solar oven and sun clock, ozalid printing, and pinhole photography. In the water segment of the course, students learned how to snorkel, aquatic safety rules, adaptation techniques of marine animals to the rocky shore, and how to collect and press algae. The land activities included hiking, first aid, sing-alongs, non-utensil outdoor cooking, sand casting, sand painting, Japanese fish printing, and tie-dying. Although projects outlined in this guide are geared toward an Hawaiian setting, use of this document could carry over to Mainland outdoor education classes as well. (DS)

This collection of home economics activities is intended to meet the special needs of home economics teachers who wish to include energy education activities in their curricula. The 45 activities can be used as presented, or can be modified to individual needs or local conditions. Each activity includes: (1) title, (2) objective, (3) activity description, (4) variations or extensions, and (5) resources. Additionally, each activity delineates appropriate grade levels, sets out the skills to be stressed, and lists the concepts taught during the activity. (Author/RE)

This booklet is one of a set of learning modules on energy for use by students and teachers in the fourth grade. This module investigates solar energy, ecology, and fossil fuels. Included are laboratory activities and values exercises. (BT)

This energy module is intended for an introductory course on energy for secondary school classes. It consists of behavioral objectives, general background, vocabulary, lesson outlines, coordinated activities, and an annotated bibliography of resources. It is intended to provide a fundamental guide for the establishment of the teacher's own energy curriculum. Because the module is intended to include a shop or lab component, the first two lessons deal with a preliminary introduction and safety. (Author)

This module is the sixth in a series of eleven modules in an energy conservation curriculum for secondary and postsecondary vocational students. It is designed for use by itself or as part of a sequence of four modules on understanding utilities (see also modules 3, 5, and 7). The objective of this module is to train students in the recognition, implementation, and utilization of energy consumption and possible conservation in residential hot water heating and domestic hot water use. First, an introduction to the module and definitions of key terms are provided. Next, the text is presented in the following three units: (1) domestic hot water use; (2) water conservation; and (3) consider solar water heating. The information in each unit is presented in lecture format accompanied by laboratory exercises and questions/examples for class discussion. A bibliography and several charts illustrating the text material are found at the end of the module. (BM)

This report presents materials from a Washington State project to develop a curriculum outline of three courses for energy conservation to be used in vocational supplement classes. It first presents results from an industrial survey on which engineers, architects, and mechanical contractors rated objectives for the three courses. Next are provided course descriptions and objectives for these courses: Indoor Environment and Energy Use, Energy Conservation through the Use of Heat Pumps, and Solar Heat as an Energy Source. The curriculum outline for The Management of Building Environment for Comfort and Energy Conservation contains an introduction, curriculum description, curriculum purpose, curriculum objectives, curriculum facilities, and curriculum administration. Course outlines for the three courses are presented in the following format: division, curriculum, course title, type of course, course description, course objectives, length of course, class size, prerequisites, required text, additional references, topical outline, and teaching plan outline. (YLB)

This concept module on energy convertors is one of thirteen modules that provide a flexible, laboratory-based physics instructional package designed to meet the specialized needs of students in two-year, postsecondary technical schools. Each of the thirteen concept modules discusses a single physics concept and how it is applied to each energy system. This module discusses (1) a variety of energy convertors, important in the conversion and application of energy, and (2) the efficiency of the individual energy convertors and systems. Included with the concept module are thirteen application modules that discuss a specific application of a single concept in a single energy system, and contain a student laboratory exercise. Laboratory modules included are Turbines, Fluid Pumps, Fans and Blowers, Wind Power, Vacuum Pumps, Electric Generators, Alternators, Electric Motors, Solenoids and Relays, Photovoltaic Materials, Boilers, Thermoelectric Generators, and Solar Collectors. (LRA)

This module focuses on gains and losses of energy as society processes resources for energy production. It particularly focuses on the end point of energy conversion and addresses decisions which society must make concerning benefits and costs of various energy production methods and generating facilities. One class period is needed to implement this module. (RE)

This handbook for industrial educators is a resource to aid in integrating energy activities and implementing the Wisconsin Guide to Local Curriculum Improvement in Industrial Education, K-12. Section 1 includes examples of three curriculum outlines: A Curriculum Guideline for Energy and Power; Power and Energy--Shawano IECP Project Curriculum Outline; and Technical Systems Inc. Curriculum Flow Chart and Course Outlines. Section 2 contains learning activities. The first part is an Energy Activity Guide divided into five areas: uses, sources, conversion, impacts, and limits of energy. The next part, student projects, includes a list of various power and energy hands-on products for Grades K-12. Most can be modified to fit any level. Projects can be bought commercially or be built from parts and pieces readily available. Part 3 describes teacher activities, such as field trips, special speaker suggestions, lectures, teaching hints, and group activities related to power and energy. Part 4 provides additional student activlties. The final section of the handbook lists resources on developing an industrial education program: films, teacher's resource list, booklets, and people. A bibliography includes an annotated childrens bibliography (Grades 4-6), annotated teacher's bibliography, and Federal Energy Administration Annotated List of Educational Materials and Programs. (YLB)

This document is a packet of instructional materials for training secretaries and clerks for the petroleum, mining, and solar energy fields. Developed by Eastern New Mexico University and the New Mexico State Department of Vocational Education, and aimed at New Mexico industry, the curriculum is divided into three units of petroleum, mining, and solar energy secretarial occupations. Each of these divisions contains background information about the industry, information about reports used by that industry with which the secretary may need to work, and a working vocabulary with definitions. Specific occupations covered are land and legal secretary, geologist's secretary, oil company production secretary, and solar energy research secretary. (KC)

A programmed instruction course was developed, consisting of fifteen experiments encompassing eleven separate pieces of equipment operational in a solar and energy conservation lab. The programmed instruction manual for the lab was evaluated and revised during a workshop. This evaluation indicated that both the lab and manual are valuable tools aiding in efforts to conserve fossil fuels. The manual, which is also provided, consists of nine sections and an appendix. The first two sections contain programmed experiments involving a solar cycle trainer and solar schematic trainer. Section 3 provides power solar trainer instructor and trainee manual materials. Section 4, which deals with a heat pipe, contains general characteristics of the heat pipe, a simplified theoretical analysis, an introduction to a heat pipe mini-lab, and suggested experiments for the mini-lab. Computer programs dealing with the cooling and heating modes of a solar-assisted heat pump and an air-to-air solar trainer are contained in sections 5-7. Section 8, which deals with heat pump technology, contains a review of the simulated system and two practice exercises. Section 9 presents a sample print-out covering a domestic solar hot water heater. An appendix discusses teaching the principles of solar energy in the undergraduate engineering laboratory. (MN)

This collection of teaching activities was developed to provide teachers with guidance in presenting solar energy education to students of middle school age. The unit provides activities presenting learning opportunities involving: (1) passive solar collectors, (2) active solar collectors, (3) concentrating collectors, and (4) photovoltaic cell collectors. The guide is presented in the sequence: (1) introducing the unit (2 lessons); (2) characteristics of solar energy (3 lessons); (3) capturing solar energy (5-10 lessons); (4) complete solar systems (1-3 lessons); and (5) a summary. (RE)

This is the final report to the National Science Foundation (NSF) from a grant to develop a course in biometeorological field techniques. Objectives of the course were to give students experiences in making field measurements of parameters of the physical environment and their impact on plants and animals; and to develop an understanding of the basic principles of transducers, data logging equipment, and modification of transducers for particular measurements. Another objective of the project was to make available instrumentation to several universities so that field techniques courses could be initiated immediately without a large initial investment in equipment. The course was planned to provide "hands-on" experience with field measurements of biologists, engineers and meteorologists, and to teach some of the fundamentals of instrumentation. The success of the project was mixed in that the number of students receiving "hands-on" experience was low but the students who did participate did receive good in-depth experience and training. (Author/DS)

This second volume of a comprehensive curriculum guide for the heating-ventilation-air conditioning-refrigeration-solar student is designed to assist high school area vocational centers or community college instructors in the implementation and operation of comfort training programs. The guide is comprised of ten units of instruction within three areas: refrigeration theory, refrigeration service procedures, and heat-transfer methods and systems. Presented for each unit are unit numbers, instructional objective, reference materials, audio visual materials available, outline, performance conditions, student evaluation criteria, procedure of instituting unit, unit tests, and exams. (LRA)

This book contains comprehensive instruction in design, installation, and service procedures for typical solar space heat and domestic hot water systems. The book is comprised of five major sections. Solar Systems: Past and Present presents a brief look at how far solar technology has advanced. Included in this section are descriptions of over fifty solar system projects being built throughout the country. The Sun and Solar Energy Collection sections discuss the sun as an energy source. Included in the Lennox Space Heat/Domestic Hot Water Systems section are descriptions of components, operating modes, control, equipment selection, installation, maintenance, and troubleshooting. The final section, Lennox Domestic Hot Water System, describes a solar system without space heat capability. A glossary of solar terms is appended. (LRA)

This curriculum resource guide, one of seven developed by the State of Illinois to present information on new and emerging curricula existing in the nation, can be used as a basis for local educators to determine the resources needed to offer solar technology curricula and to initiate curriculum development at the local level. Chapters 1 and 2 contain an introduction and procedures for using the guide. Chapter 3 describes the job duties and typical employers of solar energy technicians. In chapter 4 alternative curriculum approaches are presented--an associate degree program, certificate program, and heating, refrigeration, and air conditioning option. Chapter 5 discusses these resources required to implement the program: curriculum advisory committee, facilities and equipment, and instructor qualifications. The final chapter (chapter 6) contains forty-six abstracts of curriculum and instructional materials; information provided includes title, author(s), availability, and price. Appendixes include lists of schools offering coursework in solar energy technology, related agencies/organizations and journals/periodicals/news publications, task listings and job competencies, and equipment lists. (A report on the project that identified the seven new and emerging occupations is available as CE 025 423. See Note for other curriculum resource guides in ERIC.) (YLB)

An Illinois project identified new and emerging occupations within the state and determined the types, levels, and distribution of new vocational education curricula needed to meet employment demands for skilled workers in those occupations. Project staff reviewed similar national research efforts, recently enacted Illinois legislation, and technical and trade journals to identify potential new occupations. Telephone contacts were made with over 450 individuals nationwide, representing industries, educational institutions, professional and trade associations, government agencies, labor unions, service organizations, and private employers. Study findings identified seven new and emerging occupations for which new curricula should be offered: biomedical equipment technician, industrial hygiene technician, podiatric assistant, therapeutic recreation technician, swine confinement facility assistant manager, solar energy technician, and halfway house resident manager. Each was described in terms of job duties, educational requirements, typical employers, present sources of workers, linkages with established occupations or industrial sectors, and current and projected estimates of statewide manpower demand. (A curriculum planning and resource guide for each occupation is available separately. See Note.) Further, twelve occupations were identified as potential new and emerging occupations, due to pending legislation, technology, or borderline demand estimates. (Job duties and exclusion criteria are provided for approximately forty occupations which did not qualify.) (YLB)