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Activity 12.2

BEING ENERGY WISE

Aim:

When you have completed these activities you will have explored your own attitudes to energy use and will have developed an understanding of some of the different social attitudes towards the world’s energy problems. You will take action on these understandings.

Being Energy Wise

You will need:

  • A copy of the survey below for each student

Procedure:

  • Each student fills out the survey in class based on current knowledge of things their family does. Total the score for each family.
  • Count the number of families in each grouping of scores.
  • Take the survey home, and check the details with your family.

Give your family a score:

Always or All = 10
Usually or Most = 8
Sometimes or Some = 5
Hardly ever or Few = 2
Never or None = 0

Do members of your family:

Have a short shower rather than a bath?
 
Use the clothesline instead of a dryer?
 
Buy products that avoid excess packaging?
 
Turn lights off when you leave a room?
 
Recycle aluminium cans and bottles?
 
Have fluorescent lights instead of incandescent lights in high use areas?
 
Have a water efficient shower rose?
 
Use cold water in your washing machine?
 
Cook with lids on pots?
 
Choose to buy energy-efficient appliances?
 
Close doors, windows and curtains when the heater is on?
 
Seal gaps around doors and windows in areas that are heated or air conditioned?
 
Use the minimum amount for watering plants?
 
In wet weather run the clothes dryer on warm rather than hot?
 
Wait for a full load before using the washing machine or dishwasher?
 
TOTAL YOUR SCORE…………………………………………
 

If your score is:

Less than 30 You urgently need to contact your local Energy Information Centre!
31–60 Find out more ways you can save on energy.
 
61–100 Well done, but there is still room for improvement.
 
100+ Congratulations, you are very energy-efficient!

Where do you stand on this issue?

You will need:

  • An understanding of the information in the box below.

Procedure:

  • Students read the information in the box below. You may want to invite guest speakers to expand on the ideas mentioned.
  • Discuss as a class why the attitudes of the different groups differ.
  • Decide what your own attitude is to solving world energy problems. What sort of society do you want? What impact will this kind of society have on the environment? What energy solutions will lead to that preferred society? Show how this would work using either a Fishbone or a Consequences Wheel. (See Student Resources for examples.)

This is a summary of a discussion on ABC’s Lateline on April 19, 2000. It indicates a range of social attitudes to the energy problem.

The majority of the world's countries agreed in 1997 to sign the Kyoto Protocol, limiting greenhouse gas emissions by 5 per cent of their country's 1990 emissions, by 2008. Australia was one of these countries.

The Government stated that its initial plan was to promote the idea of re-afforestation to provide carbon 'sinks'. Each tree needs carbon dioxide to grow, therefore a forest of trees would use up some of the excess carbon dioxide in the atmosphere. The conservation movement has been critical of the approach to carbon sinks and carbon trading. Carbon trading means that re-afforestation can be encouraged by having companies that emit large quantities of CO2 paying for the establishment of tree plantations. For this, they would receive carbon 'credits'.

The conservation movement says that this, to some extent, will encourage companies to keep on polluting. They say that the main emphasis should be on reducing greenhouse emissions at their source. The Government says that it is addressing the problem with a $16 million Air Pollution in Major Cities Program to monitor air quality, regulate emissions, promote public education and encourage the use of renewable energy.

The conservation movement is not opposed to carbon sinks, but believes that they have been over-emphasised to allow Australia’s coal industry to continue. They maintain that the place to start is to reduce our use of fossil fuels now. There is some scientific evidence that there is a limit to how much CO2 can be taken up by trees. If much of the plantation timber is destined for use as biomass fuel, then the CO2 will return to the atmosphere more quickly in any case. Nevertheless, all sides agree that re-afforestation (and stopping land clearing) will serve the multiple purposes of taking excess CO2 from the air, improving degraded land and reducing soil salinity.

Rescue the Future

You will need:

  • All the information on this Fact Sheet and the previous activities.

Procedure:

  • Divide into groups of four to plan a public education campaign to try to change people’s attitudes to energy use.
  • Check your scientific facts. You may need to look at other topics in this kit, or do further research. Decide what arguments would be most useful.
  • Base your ideas on the ways of thinking and acting for ecologically sustainable development in the Fact Sheet.
  • Create slogans and advertisements that you think will help to change people’s attitudes.
  • If you can, carry out this campaign in your school. Send your ideas to your local Member of Parliament.

Available as:

PDF – Activity 12.2

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