Renewable and Nonrenewable Energy Resources Essential Lab (Criterion A)

Adapted from:

Name ______

Objective: To describe the difference between renewable and nonrenewable energy resources and give examples of each and to define conservation as it relates to the management of natural resources.

Background Information: Energy resources can be classified as renewable or nonrenewable. Renewable resources can be replenished within a relatively short period of time, while nonrenewable resources are considered gone forever once they are used up; they require millions of years to be replenished!

Materials:

-A cup filled with 100 beans (93 of one color, 7 of another) for each pair of students

Pre-lab Work & Questions:

  1. Complete Handout #1- Energy Resources. Decide if you think each resource is renewable or nonrenewable. As we go over the handout as a class, make any corrections to your sheet.
  1. What is the main difference between renewable and nonrenewable energy resources:
  1. If the soda machine at school was only filled once at the beginning of the year, how long do you think the soda would last? Besides refilling the machine, what could be done to make the soda last longer?
  1. Complete Handout #2- United States Energy Consumption.

Procedures:

  1. Fill your cup with 100 beans (93 of one color, 7 of another). You are filling the cup 93% of one color to represent the 93% of nonrenewable energy resources the US uses for its energy supply. Renewable resources are represented by the 7% of beans of the other color.

Nonrenewable resources color (93%): ______Renewable resources color (7%): ______

STOP! READ allprocedures first before removing ANY beans!

  1. Select one partner to remove beans first (you will switch every other turn). The partner who is removing beans should always keep her eyes closed while removing beans. Keeping your eyes closed represents using energy without thinking about whether a resource is renewable or nonrenewable.
  1. You will start each trial by blindly removing 10 beans. After removing the beans, RETURN any RENEWABLE resource beans to the cup (since they represent renewable resources they can be used again!). Record the number of beans left in your cup AND calculate the percentage of renewable and nonrenewable beans left in your cup before moving on. Raise your hand if you need help with this!
  1. Following the rules for each trial, continue to remove beans until only RENEWABLE resource beans are left in your cup. Once this happens, it representsyou using up all of your nonrenewable resources! Count how many years it took for you to use up all of your nonrenewable resources and record data.
  1. To complete trials 1-3, read the rule and predict how many ‘years’ it will take to deplete the nonrenewable resources. Follow the rule to remove beans from the cup with your eyes closed. Do not forget to return all renewable beans to the cup and calculate percentages of each resource after each drawing.
  1. For trial 4, you must create your own rule to extendthe use of energy resources for as long as possible. Try to create a rate of consumption that will last longer than the previous trials. Like the previous trials, you must start by blindly removing 10 beans first. Remember to return all renewable beans to the cup and calculate percentages of each resource after each drawing.
  1. Compare the number of years it took to deplete nonrenewable resources to your predictions. Compare the number of years it took to deplete nonrenewable resources from trial to trial. Did the number of years change as energy consumption changed?

Analysis (Criterion A i, ii): Complete on another sheet of paper.

  1. Do you see any trends in your data? What is the relationship between energy consumption and years to deplete nonrenewable resources?
  2. During which trial did you run out of nonrenewable resources first? Why do you think this is?
  3. Which trial do you think most accurately represents the US in terms of energy consumption each year? Why?
  4. How did you choose your rule for trial 4? Explain your thought process. Was your attempt to conserve energy resources successful?
  5. Are there reasons to use more renewables now rather than wait until the non-renewables run out? Explain.

Conclusion (Criterion A iii): You are the mayor of a large city with an increasing population. Your city currently depends mostly on nonrenewable resources. An increasing population means more cars on your roads, more plastic used, and more fuel used to heat and cool homes. Create a plan to conserve energy resources in your city. In your written plan, be sure to include your city’s goals and specific, detailed steps that your city must take in order to conserve energy and extend the use of non-renewables for future generations.

Handout #1- Energy Resources

Label the energy resources below as renewable or nonrenewable:

Handout #2- United States Energy Consumption

  1. Sort the energy resources the US uses into renewable and nonrenewable energy resources:
  1. What percentage of the US energy supply comes from nonrenewable resources? Renewable?
  1. What resource does the US use for most of its energy?
  1. What energy source did the US use the least in 2008?
  1. How do you feel about this data? Was any of it surprising to you?

Data Charts

Hypothesis (Years to deplete) / Year
1 / Year
2 / Year
3 / Year
4 / Year
5 / Year
6 / Year
7 / Year
8 / Year
9 / Year
10 / Year
11 / Year
12
Remove 10 beans each year / Remove10
beans / Remove 10
beans / Remove 10
beans / Remove 10
beans / Remove 10
beans / Remove 10
beans / Remove 10
beans / Remove 10
beans / Remove 10
beans / Remove 10
beans / Remove 10
beans / Remove 10
beans
# beans remaining in container
% Nonrenew
% Renew
Hypothesis (Years to deplete) / Year
1 / Year
2 / Year
3 / Year
4 / Year
5 / Year
6 / Year
7 / Year
8 / Year
9 / Year
10 / Year
11 / Year
12
Remove 5 MORE beans each year / Remove 10
beans / Remove 15
beans / Remove 20
beans / Remove 25
beans / Remove 30
beans / Remove 35
beans / Remove 40
beans / Remove 45
beans / Remove 50
beans / Remove 55
beans / Remove 60
beans / Remove 65
beans
# beans remaining in container
% Nonrenew
% Renew
Hypothesis (Years to deplete) / Year
1 / Year
2 / Year
3 / Year
4 / Year
5 / Year
6 / Year
7 / Year
8 / Year
9 / Year
10 / Year
11 / Year
12
Remove 10 MORE beans each year / Remove10
beans / Remove 20
beans / Remove 30
beans / Remove 40
beans / Remove 50
beans / Remove 60
beans / Remove 70
beans / Remove 80
beans / Remove 90
beans / Remove 100
beans
# beans remaining in container
% Nonrenew
% Renew
Hypothesis (Years to deplete) / Year
1 / Year
2 / Year
3 / Year
4 / Year
5 / Year
6 / Year
7 / Year
8 / Year
9 / Year
10 / Year
11 / Year
12
Remove
beans / Remove
beans / Remove
beans / Remove
beans / Remove
beans / Remove
beans / Remove
beans / Remove
beans / Remove
beans / Remove
beans / Remove
beans / Remove
beans
# beans remaining in container
% Nonrenew
% Renew

Criterion A: Knowing and understanding

i. describe scientific knowledge

ii. apply scientific knowledge and understanding to solve problems set in familiar and unfamiliar situations

iii. analyze information to make scientifically supported judgments.

Achievement Level / Level descriptor
0 / The student does not reach a standard identified by any of the descriptors below.
1-2 / The student is able to:
  1. recall scientific knowledge
  2. apply scientific knowledge and understanding to suggest solutions to problems set in familiar situations
  3. apply information to make judgments.

3-4 / The student is able to:
  1. state scientific knowledge
  2. apply scientific knowledge and understanding to solve problems set in familiar situations
  3. apply information to make scientifically supported judgments.

5-6 / The student is able to:
  1. outline scientific knowledge
  2. apply scientific knowledge and understanding to solve problems set in familiar situations and suggest solutions to problems set in unfamiliar situations
  3. interpret information to make scientifically supported judgments.

7-8 / The student is able to:
i.describe scientific knowledge
ii.apply scientific knowledge and understanding to solve problems set in familiar and unfamiliar situations
iii.analyze information to make scientifically supported judgments

Teacher Notes:

  • Scholars will work in pairs, but each will fill out his/her own sheet
  • Print first 4 pages half side, F2B. Print data sheets full size, F2B
  • Materials needed: cups, 2 colors of dried beans
  • Broom and dustpan to sweep up dropped beans