Activating EnergyNet

Investigation: Saving Energy

Online Resources



Starting Your Research

Analyzing Your Data

Collecting Your Data

Presenting Your Intervention

A) Your job is to find ways to help. In your group discuss what you need to know to assist our school in conserving energy. Here are some starting points.

Compile your list of what you need to know and submit these in your daily report. Include any Web sites you found that you thought were beneficial to the problem. (These might help other students find answers.) We will discuss your findings with the other groups during class. Also, include any discussions you have had in your family about any energy-saving tips, especially when it is too hot or cold outside.

B) After you have found what you need to know, how can you collect this information? For help in data collection, use may use the following Web sites: (Remember you do not need to use all of them if you have found other sites you have shown me and I had told your group you

1. Examine activities involved in an energy audit in your home by examining Home Energy Audit, and see how this applies to our school by viewing Energy Resource Center.

2. Begin your investigation of energy issues and discover your area of interest by visiting the EnergyNet Community Web.

3. View the EnergyNet Data collected during the 1995-1996 school year by retrieving the table in the data sharing. Examine each one of the activities. Then choose your area of interest and create a grid to collect data for equipment, energy efficiency, or lighting. Everyone will learn to interpret electric bills when a representative from Commonwealth Edison presents this information.

4. Meet with your task group and design a group data-collection sheet that fulfills the EnergyNet requirements for your area.

5. Make sure your data is in the form needed to submit to EnergyNet data sharing. See me if you do not remember the school's username and password. Use the data collection report to submit your findings. Remember you can use this section for looking at other school's data and for posting messages to Dr. Data.

C) Your next step is to compare, analyze, and synthesize your data. Remember to submit your daily report.

1. Collate your data for comparison with the data collected by the other groups.

2. Compare your data with at least one other group to determine any consistencies and/or inconsistencies.

3. Determine the source of any inconsistencies and determine interventions to remedy sources of these differences.

4. Use your data to calculate the energy consumption for your task.

5. Create a representation of this energy consumption information that another student can easily understand.

6. Schedule a time for your group's oral presentation of your findings of your energy data. Use the oral presentation rubric as a guide for determining the criteria for you oral presentation. See me if the rubric does not fit your oral presentation and you could create another rubric that still will cover everything you need to present. You might want to combine your group with another one if both of you have similar data.

D) Next your group needs to research, collaborate, and formulate an evaluation of your data. Remember to submit your daily report.

1. Schedule time for Web searches and collaboration. You may combine your data with another group's information. Research the Web for information. Use past investigations from other schools in the EnergyNet data sharing. Look there for any similarities.

2. Locate print material available in the resource center and computer resources available in the classroom .

3. Brainstorm a list of hypotheses for possible interventions that could reduce the current level of energy consumption. Use the hypotheses report form for submitting your data.

4. Develop a list of criteria to use in your evaluation of the interventions. Some possible criteria might include: ease of application, cost, research-based support, and energy payback.

5. Select an intervention, support it with evidence from your criteria, and develop a graphic representation of your system. You may create Web pages or PowerPoint presentation to convey your ideas. If you need assistance, let me know.

6. Schedule your presentation for the class and possible community presentations. Use the intervention plan rubric for help.

Authors: Dr. Bonnie Kuhrt, Kathe Lacey-Anderson and Kim Provus from Carl Sandburg Jr. High School in Rolling Meadows, Illinois and Sharon White
Handbook of Engaged Learning Projects sponsored by Fermi National Accelerator Laboratory Education Office and Friends of Fermilab. Funded by the Midwest Consortium for Mathematics and Science Education based at the North Central Regional Educational Laboratory (NCREL).
Last Updated: September 3, 1999