SUMMARY
Activity takes one to two class periods plus additional student time outside of class. Computer access with Google Earth Software is required.
Selected for the CLEAN Collection. The activity description was developed by CLEAN reviewers
In this activity, learners use Google Earth to calculate electricity use by state and determine how much land would be required to replace all sources of electricity with solar panels. They also consider costs and land-use trade-offs.
GOALS
-
Students develop competence using Google Earth as a tool for gathering information and making calculations and proposals.
-
Students develop their quantitative skills.
-
Students gain an appreciation for the nature of trade-offs when considering different sources of electricity.
ACTIVITY DESCRIPTION AND TEACHING MATERIALS
Go to >> State Electricity on Google Earth: Hot many solar panels would it take?
TEACHING NOTES / CONTEXT FOR USE
Teaching Tips
-
This activity presents a basic outline for a class project using Google Earth. This activity should be preceded by a tutorial on how to use Google Earth in a scientific context so learners have the basic skills needed to make effective use of Google Earth.
-
The instructor can provide information on solar panel costs and/or state population to expedite the lesson or have students research this information.
About the Science
-
Students use data to examine statewide electricity use and perform calculations to determine the extent of land area needed to supply the entire state with electricity via solar power.
-
This activity requires merging data from multiple sources and considering the feasibility of using large areas of land to generate solar power.
-
Some of the Google Earth files do not state the source of the data, although data is also available from the Department of Energy.
-
Information about solar panels is not supplied, so students must find their own materials for that part of the assignment.
-
Passed initial science review - expert science review pending.
About the Pedagogy
-
Land use and other considerations need to be considered in this activity since setting aside large tracts of land for solar panels has social and environmental impacts. This discussion could include how land is used by underserved groups.
-
This open-ended project asks students to use Google Earth to gather information to do an analysis of the feasibility of converting current, non-renewable energy sources to solar energy. Students will also need to make (simple) calculations based on the data provided.
-
Some students may need more scaffolding and specific instruction than this activity provides. Educators need to be familiar with Google Earth in order to teach this lesson. (Links to teaching tips with Google Earth are provided.)
Technical Details/Ease of Use
-
This activity was designed for undergraduate students and does not have student handouts or instructions. These materials would need to be generated by the educator.
-
This activity is designed to use Google Earth, but the data can be accessed through the related urls below.
-
No background materials on the topic are provided - educator might have to provide additional information.
Related URLs These related sites were noted by our reviewers but have not been reviewed by CLEAN
This activity can be accessed at these web sites instead of through Google Earth: Consumption of Electricity and Petroleum per Capita:
http://geocommons.com/maps/27351, Distribution and Cost of Energy in the US:
http://geocommons.com/maps/14460
SHORT DESCRIPTION
Description by authors Todd Greene, California State University-Chico, Billy Goodman, Passaic Valley High School and Maureen Padden, McMaster University
Step 1. Students use a .kmz file in Google Earth to calculate electricity consumption for a state or states, and then calculate the area needed to effectively replace all electricity power sources with solar panels. The .kmz file,geocommons.com/maps/27351.kmz, shows electricity consumption per 100 people in million kilowatt-hours per year, so students have to research population of states and do a simple calculation.
Step 2. The students do independent research to determine the quantity of power generated per panel, the spacing of panels, and possibly solar intensity. Depending on the nature of the course and the type of students, the instructor could provide some of this information or leave it open-ended for students to solve.
Step 3. Students use Google Earth to find a possible area in a given state. They would have to take into consideration what area (can't use inaccessible mountain tops, for example), land use in terms of what the proposed area would be replacing, and economic feasibility. Students would also compare costs of installing solar panels to the current costs of electricity in their state. They would use a provided map of the U.S. to determine their state's typical insolation. For example, in New Jersey, a typical solar panel produces about 10 watts per sq. foot, or about 107 watts per sq m. Insolation is about 4.6 Kwh/msq/day would need a 2.25 Kw system for 500 Kwh/month usage. The costs are $10 000 Canadian/installed KW for small domestic systems. So the cost would be about $15K+. To compare costs for electricity in their state as of today, we have attached another GE file that posts the cost in dollars per million btu of electricity by state. btu can easily be converted to kwh to compare final cost of solar panels array vs cost of current electricity.
Step 4. Students submit an overlay map showing proposed area of solar panel installation, a brief description of their calculations and another description of their proposal, including the reasoning behind their choice of location for the solar panel array and the cost of the array.
Credits:
Contributed by Todd Greene, California State University-Chico, Billy Goodman, Passaic Valley High School and Maureen Padden, McMaster University
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Yes, Delete This Resource
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SUMMARY
Activity takes one to two class periods plus additional student time outside of class. Computer access with Google Earth Software is required.
Selected for the CLEAN Collection. The activity description was developed by CLEAN reviewers
In this activity, learners use Google Earth to calculate electricity use by state and determine how much land would be required to replace all sources of electricity with solar panels. They also consider costs and land-use trade-offs.
GOALS
-
Students develop competence using Google Earth as a tool for gathering information and making calculations and proposals.
-
Students develop their quantitative skills.
-
Students gain an appreciation for the nature of trade-offs when considering different sources of electricity.
ACTIVITY DESCRIPTION AND TEACHING MATERIALS
Go to >> State Electricity on Google Earth: Hot many solar panels would it take?
TEACHING NOTES / CONTEXT FOR USE
Teaching Tips
-
This activity presents a basic outline for a class project using Google Earth. This activity should be preceded by a tutorial on how to use Google Earth in a scientific context so learners have the basic skills needed to make effective use of Google Earth.
-
The instructor can provide information on solar panel costs and/or state population to expedite the lesson or have students research this information.
About the Science
-
Students use data to examine statewide electricity use and perform calculations to determine the extent of land area needed to supply the entire state with electricity via solar power.
-
This activity requires merging data from multiple sources and considering the feasibility of using large areas of land to generate solar power.
-
Some of the Google Earth files do not state the source of the data, although data is also available from the Department of Energy.
-
Information about solar panels is not supplied, so students must find their own materials for that part of the assignment.
-
Passed initial science review - expert science review pending.
About the Pedagogy
-
Land use and other considerations need to be considered in this activity since setting aside large tracts of land for solar panels has social and environmental impacts. This discussion could include how land is used by underserved groups.
-
This open-ended project asks students to use Google Earth to gather information to do an analysis of the feasibility of converting current, non-renewable energy sources to solar energy. Students will also need to make (simple) calculations based on the data provided.
-
Some students may need more scaffolding and specific instruction than this activity provides. Educators need to be familiar with Google Earth in order to teach this lesson. (Links to teaching tips with Google Earth are provided.)
Technical Details/Ease of Use
-
This activity was designed for undergraduate students and does not have student handouts or instructions. These materials would need to be generated by the educator.
-
This activity is designed to use Google Earth, but the data can be accessed through the related urls below.
-
No background materials on the topic are provided - educator might have to provide additional information.
Related URLs These related sites were noted by our reviewers but have not been reviewed by CLEAN
This activity can be accessed at these web sites instead of through Google Earth: Consumption of Electricity and Petroleum per Capita:
http://geocommons.com/maps/27351, Distribution and Cost of Energy in the US:
http://geocommons.com/maps/14460
SHORT DESCRIPTION
Description by authors Todd Greene, California State University-Chico, Billy Goodman, Passaic Valley High School and Maureen Padden, McMaster University
Step 1. Students use a .kmz file in Google Earth to calculate electricity consumption for a state or states, and then calculate the area needed to effectively replace all electricity power sources with solar panels. The .kmz file,geocommons.com/maps/27351.kmz, shows electricity consumption per 100 people in million kilowatt-hours per year, so students have to research population of states and do a simple calculation.
Step 2. The students do independent research to determine the quantity of power generated per panel, the spacing of panels, and possibly solar intensity. Depending on the nature of the course and the type of students, the instructor could provide some of this information or leave it open-ended for students to solve.
Step 3. Students use Google Earth to find a possible area in a given state. They would have to take into consideration what area (can't use inaccessible mountain tops, for example), land use in terms of what the proposed area would be replacing, and economic feasibility. Students would also compare costs of installing solar panels to the current costs of electricity in their state. They would use a provided map of the U.S. to determine their state's typical insolation. For example, in New Jersey, a typical solar panel produces about 10 watts per sq. foot, or about 107 watts per sq m. Insolation is about 4.6 Kwh/msq/day would need a 2.25 Kw system for 500 Kwh/month usage. The costs are $10 000 Canadian/installed KW for small domestic systems. So the cost would be about $15K+. To compare costs for electricity in their state as of today, we have attached another GE file that posts the cost in dollars per million btu of electricity by state. btu can easily be converted to kwh to compare final cost of solar panels array vs cost of current electricity.
Step 4. Students submit an overlay map showing proposed area of solar panel installation, a brief description of their calculations and another description of their proposal, including the reasoning behind their choice of location for the solar panel array and the cost of the array.
Credits:
Contributed by Todd Greene, California State University-Chico, Billy Goodman, Passaic Valley High School and Maureen Padden, McMaster University
Are you absolutely sure you want to delete this resource? This process cannot be undone and is permanent.
Yes, Delete This Resource
Are you absolutely sure you want to remove this resource? This process cannot be undone and is permanent.
Yes, Remove This Resource
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