Geoff Haines-Stiles Productions, Earth: The Operators' Manual
Video length: 4:32 min.Learn more about Teaching Climate Literacy and Energy Awareness»
See how this Video supports the Next Generation Science Standards»
Middle School: 2 Disciplinary Core Ideas, 3 Cross Cutting Concepts
High School: 5 Disciplinary Core Ideas, 2 Cross Cutting Concepts
About Teaching Climate Literacy
7.2 National security.
4.1 Humans transfer and transform energy.
5.1 Energy decisions are made at many levels.
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About the Science
- Video addresses the energy use of the military and introduces energy saving measures (biofuels, renewable energy sources) taken by the military.
- Positive messaging and lots of information packed into this short video.
- Comments from expert scientist: The activity provides a good overview of new energy technologies being used in the military. The information is reliable although it looks like it was produced in 2014 and may get outdated soon. The downsides of the renewable technologies are not well represented.
About the Pedagogy
- Great images and well-chosen interviews and examples.
- Demonstrates how solar panels on tents, efficient LEDs, and water purification techniques can help save both lives and money.
- Overall, the military has ambitious goals to increase energy independence.
Next Generation Science Standards See how this Video supports:
Disciplinary Core Ideas: 2
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.
Cross Cutting Concepts: 3
MS-C5.2: Within a natural or designed system, the transfer of energy drives the motion and/or cycling of matter.
MS-C5.3:Energy may take different forms (e.g. energy in fields, thermal energy, energy of motion).
MS-C5.4:The transfer of energy can be tracked as energy flows through a designed or natural system.
Disciplinary Core Ideas: 5
HS-PS3.A1:Energy is a quantitative property of a system that depends on the motion and interactions of matter and radiation within that system. That there is a single quantity called energy is due to the fact that a system’s total energy is conserved, even as, within the system, energy is continually transferred from one object to another and between its various possible forms.
HS-PS3.A2:At the macroscopic scale, energy manifests itself in multiple ways, such as in motion, sound, light, and thermal energy.
HS-PS3.D3:Solar cells are human-made devices that likewise capture the sun’s energy and produce electrical energy.
HS-PS4.B1:Electromagnetic radiation (e.g., radio, microwaves, light) can be modeled as a wave of changing electric and magnetic fields or as particles called photons. The wave model is useful for explaining many features of electromagnetic radiation, and the particle model explains other features.
HS-PS4.B3:Photoelectric materials emit electrons when they absorb light of a high-enough frequency
Cross Cutting Concepts: 2
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.