EGEE 102
Energy Conservation and Environmental Protection

Review & Extra Resources



Watch the Lesson 1 Review below.

Click Here for Transcript of Lesson 1 Review

EGEE 102, Lesson 1 Review

What I have here is a kind of a review sheet for lesson one. Here, I'm going to just briefly explain to you what you need to be concentrating on. I'm not going to explain the terms, et cetera, but what you need to concentrate on.

First, we have learned the forms of energy, which are six fundamental forms of energy. You should be able to write them. You should be able to understand which form goes in or which form comes out of any kind of device.

And you should also know the difference between the nuclear energy forms that we use, fission and fusion. I just want to let you know that fission is breaking up off large molecule into two smaller fragments. This is what we use today. Fission Is nonrenewable, OK.

And the same way, fusion is two small nuclei go to a big nucleus. OK, this is renewable. The reason it is renewable is it is coming from hydrogen isotopes. And hydrogen is there in water. And it is in plenty, so we consider this as renewable.

However. However, we are not using this fusion today in any significant quantities for any purpose. So that's what I want you to be aware of, because there was a lot of discussion on the message board about this part.

Electromagnetic spectrum. Electromagnetic spectrum, you need to know which wavelengths are typically higher wavelengths than the others. Which waves have more energy than ones-- for example, radio waves are longer waves than microwaves. Microwaves have more energy than radio waves, et cetera, et cetera. How they're related to wavelength and frequency, OK?

And also, there was some discussion on the message board about electromagnetic spectrum. What is the difference between electromagnetic waves and sound, or waves that propagate sound? Aren't they both waves?

Yes, they are both waves, but electromagnetic waves can travel without air, or in vacuum. Whereas sound waves basically are pressure waves. It's kind of a mechanical energy because it moves the air in a wave form. So without air, sound will not propagate. In other words, we could not hear in vacuum. That's one thing that I want you to be aware of.

Energy can be converted from one form to another. And you should also try to understand different units of energy, what they mean. I'm going to provide you with all the conversion factors. You don't have to know any conversion factors or memorize any conversion factors. I'm going to provide what you need to know, where to look for, and how to use these conversion factors.

For example, 210 food calories is equal to how many kilowatt hours, or how many joules, and so on, and so forth. You should be able to convert. And the distinction between energy and power is the most important thing that you have to pay attention to. And there is more explanation in a folder called more explanations in unit one about this energy and power, the difference, energy versus power. You need to be familiar with that explanation there, OK?

Sources of energy. Where we are getting our energy from, et cetera. Renewable, nonrenewable, the distribution. And most importantly, we need to concentrate on these calculations. Power to energy, or calculating how much energy we consume using a certain device for a certain number of hours.

There are several practice questions. And my advice to you is practice those questions. The practice questions, you can practice any number of times. Every time you log in, you will see different questions or there will be some new questions. Until you do about half a dozen times to about 8 or 10 times, you will not see all the questions that are there in the database. So they're pulled from a database.

So if you are a careful person, I would say you should go through at least six or seven times, those questions, to make sure that you cover the breadth that we need. Energy consumption calculations. You could have one device or you could have like three or four devices like we have done in the case of our homework. You can have 10 devices, each operating for certain amount of time, and what is the total energy that is consumed, and how much you would pay for? Or, if you were to use two different appliances with two different ratings, what would be savings? And so on, and so forth.

That is the kind of thing that you need to worry about in lesson one. I hope this will clear up. And if you have any questions, please send me those questions through message board. And I will post similar kind of explanations for you, if possible, using this video and audio techniques. All right?

Review Sheet - Energy and Society

  • Forms of Energy
    • Mechanical energy
      • Potential Energy
      • Kinetic Energy
    • Chemical Energy
    • Thermal or Heat Energy
    • Electrical Energy
    • Nuclear Energy
      • Fission
      • Fusion
    • Radiation
  • Electromagnetic Spectrum
    • The lower the energy, the longer the wavelength and lower the frequency, and vice versa
  • Energy can be converted from one form to another
  • Units of Energy
    • BTU, Calorie, calorie, Joules, kWh, Therm
    • Food Calorie (usually written with 'C')
    • calorie (usually written with 'c')
    • 1 Food Calorie = 1000 calories
  • Units of Power
    • Watts
    • kW (kilo-watts)
    • J/s
    • HP
    • cal/s
  • Sources of Energy
    • Renewable
      • Can be replenished over and over again; they are never depleted
      • Hydropower, Solar, Wind, Tidal, Geothermal energy from inside the earth, Biomass from plants, Nuclear Fusion
    • Non-renewable
      • Cannot be replenished over and over again; they get depleted
      • Fossil fuels, Tar Sands, Nuclear Fission
    • Fossil Fuel Distribution
      • US has a lot of Coal reserves
      • Middle East has a lot of petroleum reserves
  • Definitions
    • Power is the rate at which we do work
    • Energy is the capacity to do work
    • Work is the amount done
  • Power = Energy / Time
  • Energy = Power x Duration of Usage (time)
  • Energy consumption/day = Power consumption x hrs used/day

Extra Resources

For more information on topics discussed in Lesson 1, see these selected references:

<p><strong><span clicktip="ctdef"><font color="#993300">Click here to review the Unit 1 Overview and make sure you understand all the main topics.</font><br /> </span></strong></p>
<div id="ctdef" class="clicktip">
<h1>Overview of the main topics and ideas that you encountered in Unit 1.</h1>
<strong>Unit 1: Science!</strong><br />
<li>Is a human activity--it isn’t Truth, but it works</li>
<li>Is the best way we have to answer many questions (How does something work? How can we use that information to cure disease or find clean water or otherwise help us?)</li>
<li>Science cannot answer many questions (What should we do? Why are we here?)</li>
<p><strong>Scientific Method:<br /> </strong></p>
<li>Get a new idea (hypothesis; genius)</li>
<li>See if it beats old idea in predicting what will happen (experiment)</li>
<li>If yes (after many tests), use the new idea; if no, still use old one</li>
<li>Repeat--there’s always more to learn</li>
<li>Ideas that work better may be True, Close, or Lucky, so science never sure</li>
<li>Science can prove ideas wrong, but cannot prove them correct</li>
<li>But, if we act as if science finds truth, we succeed in doing many things</li>
<li>IF we follow scientific method</li>
<p><strong>Why National Parks? </strong></p>
<li>US idea, Yellowstone first (1870)</li>
<li>Take a quick visit to Yellowstone, and imagine it as a power plant or cola ad</li>
<li>Problem: parks for “conservation unimpaired for future generations” but “enjoyment” for this generation</li>
<li>Doing both is not easy</li>
<p><strong>Why Geology? </strong></p>
<li>Find valuable things (oil, water; gems)</li>
<li>Avoid hazards (earthquakes, volcanoes, landslides)</li>
<li>Learn how Earth works to keep it and us happy and healthy</li>
<li>Have fun (Why are the parks so pretty? What were dinosaurs like?)</li>
<li>Doing both is not easy</li>
<p><strong>Some Geological Background</strong></p>
<li>We WILL cover evidence during semester, but we have to start somewhere)</li>
<li>Earth 4.6 billion years old, pieces from space fell together under gravity</li>
<li>Heated as it formed (natural radioactivity, and the heat from stopping those falling pieces--think of hot-brake smell after stopping a truck on a steep hill)</li>
<li>Heating melted Earth and allowed it to separate into layers</li>
<li>Think of car-bottom clump on a snowy day--ice and rocks and dead-squirrel parts all lumped together, but separate when they melt in garage</li>
<li>Layers are: iron-rich core, iron-silica mantle, more-silica/less-iron crust (refer to Chemistry Sidebar in text if this seems unfamiliar)</li>