The National Academy of Sciences
Learn more about Teaching Climate Literacy and Energy Awareness»
See how this Animation supports the Next Generation Science Standards»
Middle School: 5 Disciplinary Core Ideas, 1 Cross Cutting Concept
High School: 7 Disciplinary Core Ideas, 4 Cross Cutting Concepts
1.4 Energy quality degrades over time.
4.1 Humans transfer and transform energy.
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Teaching Tips | Science | Pedagogy |
- Excellent springboard to discussing a variety of energy topics.
- This can help set the stage for another National Academies online visualization on Energy Efficiency: http://needtoknow.nas.edu/energy/interactive/understanding-efficiency/
About the Science
- This interactive diagram is based on the energy flow diagram produced by Lawrence Livermore National Laboratory in 2014. The data are from the Energy Information Administration of the U.S. Department of Energy from 2003 through 2015. The data is updated regularly and may be more recent than what is described here.
- Data sources and dates are provided at the bottom of the diagram.
- This is a Sankey diagram. Schmidt, M., 2008, Journal of Industrial Ecology, vol. 12, no. 1, pp. 82-94. See also http://www.sankey-diagrams.com for more information.
- Passed initial science review - expert science review pending.
About the Pedagogy
- Excellent tool to show the sources of energy consumed in the U.S. and what happens along the way between energy production and consumption.
- The questions that must be emphasized are: 1) what is "unused" energy? 2) why does it account for nearly 60 percent of our overall energy use? and 3) why is energy conservation and efficiency so crucial?
Next Generation Science Standards See how this Animation supports:
Disciplinary Core Ideas: 5
MS-ESS3.A1:Humans depend on Earth’s land, ocean, atmosphere, and biosphere for many different resources. Minerals, fresh water, and biosphere resources are limited, and many are not renewable or replaceable over human lifetimes. These resources are distributed unevenly around the planet as a result of past geologic processes.
MS-PS1.B3:Some chemical reactions release energy, others store energy.
MS-PS3.A4:The term “heat” as used in everyday language refers both to thermal energy (the motion of atoms or molecules within a substance) and the transfer of that thermal energy from one object to another. In science, heat is used only for this second meaning; it refers to the energy transferred due to the temperature difference between two objects.
MS-PS3.B2:The amount of energy transfer needed to change the temperature of a matter sample by a given amount depends on the nature of the matter, the size of the sample, and the environment.
MS-PS3.B3:Energy is spontaneously transferred out of hotter regions or objects and into colder ones.
Disciplinary Core Ideas: 7
HS-PS1.C1:Nuclear processes, including fusion, fission, and radioactive decays of unstable nuclei, involve release or absorption of energy. The total number of neutrons plus protons does not change in any nuclear process.
HS-PS3.A5:“Electrical energy” may mean energy stored in a battery or energy transmitted by electric currents.
HS-PS3.B1:Conservation of energy means that the total change of energy in any system is always equal to the total energy transferred into or out of the system.
HS-PS3.B2:Energy cannot be created or destroyed, but it can be transported from one place to another and transferred between systems
HS-PS3.B4:The availability of energy limits what can occur in any system.
Cross Cutting Concepts: 4
HS-C5.1:The total amount of energy and matter in closed systems is conserved.
HS-C5.2:Changes of energy and matter in a system can be described in terms of energy and matter flows into, out of, and within that system.
HS-C5.3:Energy cannot be created or destroyed—only moves between one place and another place, between objects and/or fields, or between systems.
HS-C5.4: Energy drives the cycling of matter within and between systems.