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Energy Sources and Uses Flow Charts

Lawrence Livermore National Laboratory

This visualization includes a series of flow charts showing the relative size of primary energy resources and end uses in the United States for the years 2008-2012.

Learn more about Teaching Climate Literacy and Energy Awareness»

ngssSee how this Static Visualization supports the Next Generation Science Standards»
Middle School: 1 Disciplinary Core Idea, 2 Cross Cutting Concepts, 2 Science and Engineering Practices
High School: 2 Disciplinary Core Ideas, 2 Cross Cutting Concepts, 1 Science and Engineering Practice

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 | Technical Details

Teaching Tips

  • Flow charts provide a good perspective on how dependent the US is on fossil fuels to power commerce, industry, and transportation.
  • Educator should make sure students understand how the flow charts work, how energy is being created and used in each box, and what 'rejected energy' is.
  • Quad units are not explained and are complicated - educators need to clarify this to students.
  • Flow charts could be an important part of a lesson on energy use and waste in the United States.

About the Science

  • It is striking to note the large amount of 'rejected energy' or energy wasted due to inefficiencies in energy generation and internal combustion in transportation.
  • Comments from expert scientist: The information provided is regarded as highly reliable scientifically. The information is regularly used in energy policy and scientific study. There is no significant educational activity associated with this web site. The web site merely displays charts for the past several years and provides a report with similar information on the state level.

About the Pedagogy

  • Educator can very quickly see where our energy originates, where it is used, and how that has changed, or not, over the interval displayed.
  • The data is presented in an appealing format, which will be engaging for students.
  • Some terminology may need explaining, such as 'rejected energy'.

Technical Details/Ease of Use

  • The graphics are high quality and the visualization can be downloaded or viewed online.
  • The quality is best if downloaded as a pdf.
  • Each flow chart can be enlarged by clicking on the chart.

Related URLs These related sites were noted by our reviewers but have not been reviewed by CLEAN

http://www.EIA.gov compliments these charts

Next Generation Science Standards See how this Static Visualization supports:

Middle School

Disciplinary Core Ideas: 1

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.

Cross Cutting Concepts: 2

Patterns, Cause and effect

MS-C1.4:Graphs, charts, and images can be used to identify patterns in data.

MS-C2.2:Cause and effect relationships may be used to predict phenomena in natural or designed systems.

Science and Engineering Practices: 2

Analyzing and Interpreting Data

MS-P4.1:Construct, analyze, and/or interpret graphical displays of data and/or large data sets to identify linear and nonlinear relationships.

MS-P4.2:Use graphical displays (e.g., maps, charts, graphs, and/or tables) of large data sets to identify temporal and spatial relationships.

High School

Disciplinary Core Ideas: 2

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.

Cross Cutting Concepts: 2

Patterns, Cause and effect

HS-C1.5:Empirical evidence is needed to identify patterns.

HS-C2.1:Empirical evidence is required to differentiate between cause and correlation and make claims about specific causes and effects.

Science and Engineering Practices: 1

Analyzing and Interpreting Data

HS-P4.1:Analyze data using tools, technologies, and/or models (e.g., computational, mathematical) in order to make valid and reliable scientific claims or determine an optimal design solution.

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