A.J. Simon, R.D. Belles, Lawrence Livermore National Lab
Learn more about Teaching Climate Literacy and Energy Awareness»
See how this Static Visualization supports the Next Generation Science Standards»
High School: 4 Disciplinary Core Ideas, 2 Cross Cutting Concepts, 1 Science and Engineering Practice
4.1 Humans transfer and transform energy.
6.8 Calculating and monitoring energy use.
Notes From Our Reviewers
The CLEAN collection is hand-picked and rigorously reviewed for scientific accuracy and classroom effectiveness.
Read what our review team had to say about this resource below or learn more about
how CLEAN reviews teaching materials
Teaching Tips | Science | Pedagogy |
- States across the U.S. could be compared and analyzed for similarities and differences.
- As the document indicates "Livermore has also published charts depicting carbon (or carbon dioxide potential) flow and water flow at the national level as well as energy, carbon, and water flows at the international, state, municipal, and organizational (e.g. Air Force) level." These related charts can be used to gain a more comprehensive view of the linkages between energy, carbon, and water.
About the Science
- Energy is visualized as it flows from resources (coal, oil, natural gas, various renewables) through transformations into electricity or transportation fuels, and to end-user segments (residential, commercial, industrial, transportation).
- Authoritative data from Lawrence Livermore National Laboratory.
- The fact that in many states the rejected energy lost into the environment is greater than, and in some cases much greater than, the energy services provided by the energy demonstrates the need for improving energy efficiency and reducing waste.
- Passed initial science review - expert science review pending.
About the Pedagogy
- The Energy Flow conceptual maps from 2008 are constructed from publicly available data on estimates of energy use and patterns.
- These diagrams can help frame the flow of energy through the infrastructure of a particular state and provide a local or regional snapshot of energy sources and waste.
Next Generation Science Standards See how this Static Visualization supports:
Disciplinary Core Ideas: 4
HS-ESS3.A1:Resource availability has guided the development of human society.
HS-ESS3.A2:All forms of energy production and other resource extraction have associated economic, social, environmental, and geopolitical costs and risks as well as benefits. New technologies and social regulations can change the balance of these factors.
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: 2
HS-C4.3:Models (e.g., physical, mathematical, computer models) can be used to simulate systems and interactions—including energy, matter, and information flows—within and between systems at different scales.
HS-C4.4:Models can be used to predict the behavior of a system, but these predictions have limited precision and reliability due to the assumptions and approximations inherent in models.