http://www.teachengineering.org/view_lesson.php?url=collection/cub_/lessons/cub_environ/cub_environ_lesson09.xmllessontext/xmlIntegrated Teaching and Learning Program, anemometerhydropowerrenewableenergysolarwindwindmillsresourceswaterAbsorbActive Solar SystemAnemometerConvectionElectromagnetic RadiationGeneratorHeat ExchangerHeat-Transfer FluidHydraulic HeadInsulationPassive solar systemPenstockPhotovoltaic SystemReflectRegenerateRenewable EnergyRotorThermal massTransmitTurbine

In this lesson, students are introduced to the five types of renewable energy resources by engaging in various activities to help them understand the transformation of energy (solar, water and wind) into electricity. Students explore the different roles engineers who work in renewable energy fields have in creating a sustainable environment – an environment that contributes to greater health, happiness and safety.

Engineers have a good understanding about energy, so they can harness renewable resources to create electricity for use in our everyday lives. Mechanical, electrical and civil engineers collaborate to develop new and more efficient ways to generate electricity from renewable resources. They design cleaner-burning engines and new car designs (such as hybrid cars) that require less fuel and result in improved gas mileage which in turns improves our planet. Describe sources and uses of energy.Define renewable and non-renewable energy.Provide examples of common types of renewable and non-renewable resources.Understand and explain general ways to save energy at a personal, community and global level.Understand and explain, in general terms, how passive solar heating, hydropower and wind power work.Describe some general characteristics of solar power, hydropower and wind power.Understand the benefits and disadvantages to using renewable resources.Explain how engineers design more efficient ways to use generate electricity.Describe the role of engineers in energy conservation. 50TeachEngineering.orgAmy KolenbranderJessica ToddMalinda Schaefer ZarskeJanet Yowellhttp://www.awea.org/pubs/factsheets.htmlhttp://bcn.boulder.co.us/environmenthttp://www.energyquest.ca.gov/http://www.eia.doe.gov/kids/Hewitt, Paul G. Conceptual Physics, Boston, MA: Addison Wesley Publishing Company, 2004.Goswami, D. Yogi, Kreith, Frank, and Kreider, Jan F. Principles of Solar Engineering, Taylor & Francis Group, 2nd edition, 2000.Graham, Ian, Taylor, Barbara, Fardon, John, Oxlad, Chris and Parker, Steve. Science Encyclopedia, Miles Kelly, 2000.http://www.miltonhydro.com/kids.htmlhttp://www.nrel.gov/clean_energy/wind.htmlSnow, Theodore. The Dynamic Universe: An Introduction to Astronomy, Minnesota: West Publishing Company, 1988.Steen, Anthena S., Steen, Bill, Bainbridge, David and Eisenberg. The Straw Bale House, Vermont: Chelsea Green Publishing Company, 1994.http://www.infinitepower.org/lessonplans.htmhttp://www.energy.gov/http://www.eere.energy.gov/S1022DDFColoradoScience2.2 Students know that energy appears in different forms, and can move (be transferred) and change (be transformed).012S100D2A0ColoradoScience3.1 Students know and understand the characteristics of living things, the diversity of life, and how living things interact with each other and with their environment.012S100BEC7ColoradoScience3.2 Students know and understand interrelationships of matter and energy in living systems.012S100D7F5ColoradoScienceStandard 5:<br />Students know and understand interrelationships among science, technology, and human activity and how they can affect the world.012United StatesCopyright 2012 - Integrated Teaching and Learning Program, College of Engineering, University of Colorado at Boulderhttp://www.teachengineering.org/policy_ipp.phphttp://www.teachengineering.org/2011-01-074Teacher