Energy SFW Energy and The Individual (October 2008)

Skills for Work:
Energy
Intermediate 2
Energy and the Individual
Support Material
October 2008
Energy: Energy and the Individual – (Intermediate 2)
Acknowledgements
SFEU is grateful to the subject specialists in Scotland’s Colleges and other
agencies and industry bodies who have been involved in the writing of this and
other support materials in the Skills for Work series. SFEU is also grateful for the
contribution of the Scottish Qualifications Authority in the compilation of these
materials, specifically for its permission to reproduce extracts from Course and
Unit Specifications and the Skills for Work Rationale.
© Scottish Further Education Unit 2008
Scottish Further Education Unit (SFEU)

Argyll Court
Castle Business Park
Stirling
FK9 4TY
website: www.sfeu.ac.uk
e-mail: sfeu@sfeu.ac.uk
SFEU is a Registered Scottish Charity No. SC021876 and a

Company Limited by Guarantee No. SC143514 VAT No. 617148346
These support materials were produced with assistance from the European Social Fund.
Scottish Further Education Unit 3



Energy (Intermediate 2)
Energy and the Individual
F3FT 11
Introduction
These notes are provided to support teachers and lecturers presenting the
Scottish Qualifications Authority Course F3FT 11, Energy and the Individual
(Intermediate 2).
Copyright for this pack is held by the Scottish Further Education Unit (SFEU).
However, teachers and lecturers have permission to use the pack and reproduce
items from the pack provided that this is to support teaching and learning
processes and that no profit is made from such use. If reproduced in part, the
source should be acknowledged.
Enquiries relating to this support pack or issues relating to copyright should be

addressed to:
Marketing Officer - Communications

The Scottish Further Education Unit
Argyll Court
Castle Business Park
Stirling
FK9 4TY
Website: www.sfeu.ac.uk
Further information regarding this Unit including Unit Specifications, National

Assessment Bank materials, Centre Approval and certification can be obtained
from:
The Scottish Qualifications Authority

Optima Building
58 Robertson Street
Glasgow
G2 8DQ
Website: www.sqa.org.uk

Class Sets
Class sets of this pack may be purchased direct from the printer. Costs are
dependent on the size of the pack and the number of copies. Please contact:
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Tel: 0191 280 0400

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Disclaimer
Whilst every effort has been made to ensure the accuracy of this support pack,
teachers and lecturers should satisfy themselves that the information passed to
candidates is accurate and in accordance with the current SQA arrangements
documents. SFEU will accept no responsibility for any consequences deriving
either directly or indirectly from the use of this pack.

Contents
How to Use this Pack 9
Reference Section 10
What are Skills for Work Courses all about? 11
The Course in Energy (Intermediate 2) 14
Unit Outcomes, PCs and Evidence Requirements 17
Employability Skills Profile 20
Careers Scotland Support 21
Tutor Support Section 22

Introduction 23
Learning and Teaching with Under 16s 24
General Guidance on Unit Delivery 28
Signposting of Employability Skills 30
Generating Evidence and Assessment Opportunities for Employability Skills 31
Resources 36
Solutions to Student Activities 38
Student Support Section 42

Tutor Note on Student Activities 43
Welcome to Energy and the Individual 44
Global Warming 45
Carbon Footprint 54
Energy Audit 58
On-line Carbon Footprint Calculators 62
Renewable Energy Systems 63
Domestic Monitoring Technology 66
Glossary of Terms 68

How to Use this Pack

None of the material in this pack is mandatory. Rather, it is intended as a guide
and an aid to delivery of the Unit and aims to provide centres with a flexible set of
materials and activities which can be selected, adapted and used in whatever way
suits individual circumstances. It may also be a useful supplement to tried and
tested materials that you have developed yourself. The pack is available on the
SFEU website in Word format to enable you to customise it to suit your own
needs.
The pack is organised into several sections:
The Reference Section provides information on the rationale for, and ethos
behind, Skills for Work courses, the course rationale, the Unit Outcomes and
evidence requirements and the Employability Skills Profile for Energy
(Intermediate 2), showing where the specified employability skills and attitudes
can be evidenced and assessed throughout the Course and in this unit.
The Tutor Support Section contains a suggested approach to teaching the Unit,
advice on learning and teaching with under-16s, guidance on unit induction, unit
delivery and advice on integrating the development of employability skills
throughout the unit. Finally, this section suggests resources which may be useful
for tutors and students.
The Student Support Section contains guidance and instruction on global

warming, individual carbon footprint and renewable energy systems.
You may wish to place material from the student notes on your own Intranet by
downloading this pack from the Skills for Work section of the SFEU website
http://www.sfeu.ac.uk/skills_for_work
Activities are identified with the symbol:

Reference Section

What are Skills for Work Courses all about?
Skills for Work Courses are designed to help candidates to develop:

• skills and knowledge in a broad vocational area
• Core Skills
• an understanding of the workplace
• positive attitudes to learning
• skills and attitudes for employability.
A key feature of these Courses is the emphasis on experiential learning. This

means learning through practical experience and learning by reflecting on
experience.
Learning through practical experience

Teaching/learning programmes should include some or all of the following:
• learning in real or simulated workplace settings
• learning through role play activities in vocational contexts
• carrying out case study work
• planning and carrying out practical tasks and assignments.
Learning through reflecting at all stages of the experience
Teaching/learning programmes should include some or all of the following:

• preparing and planning for the experience
• taking stock throughout the experience - reviewing and adapting as necessary
• reflecting after the activity has been completed - evaluating, self-assessing and
identifying learning points.
The Skills for Work Courses are also designed to provide candidates with
opportunities for developing Core Skills and enhancing skills and attitudes for
employability.

Core Skills
The five Core Skills are:
• Communication
• Numeracy
• Information Technology
• Problem Solving
• Working with Others
Employability
The skills and attitudes for employability, including self-employment, are outlined
below:
• generic skills/attitudes valued by employers
• understanding of the workplace and the employee’s responsibilities, for
example timekeeping, appearance, customer care
• self-evaluation skills
• positive attitude to learning
• flexible approaches to solving problems
• adaptability and positive attitude to change
• confidence to set goals, reflect and learn from experience.
• specific vocational skills/knowledge
• Course Specifications highlight the links to National Occupational
Standards in the vocational area and identify progression opportunities
Opportunities for developing these skills and attitudes are highlighted in each of
the Course and Unit Specifications. These opportunities include giving young
people direct access to workplace experiences or, through partnership
arrangements, providing different learning environments and experiences which
simulate aspects of the workplace. These experiences might include visits, visiting
speakers, role play and other practical activities.

A Curriculum for Excellence (Scottish Executive 2004) identifies aspirations for

every young person. These are that they should become:
• successful learners
• confident individuals
• responsible citizens
• effective contributors.
The learning environments, the focus on experiential learning and the

opportunities to develop employability and Core Skills in these Courses contribute
to meeting these aspirations.

The Course in Energy (Intermediate 2)

Course Rationale
This Course is intended to equip candidates with the necessary knowledge and
skills which will enhance their prospects for employment in the wide range of
opportunities within energy sectors. The Course will allow candidates to develop a
range of employability skills which are of particular relevance to energy industries.
Core Skills of Information Technology and Problem Solving will also be developed
throughout the Course where opportunities arise. The Course will offer a variety of
approaches to learning and teaching and will include a strong element of
experiential learning. It is intended that some of the Course will be delivered and
assessed in a different learning environment to that of the school through a
partnership arrangement with a college, training provider, or employer.
There are many technologies used in the production of energy and this course
has been designed to contain both an electrical generation practical/skills element
using wind turbines and a heat generation practical/skills element using solar
panels. These elements were selected to ensure candidates received a range of
skills using different technologies that are involved in the generation of energy.
Other systems used to generate energy from both the traditional/conventional and
renewable systems will be discussed and evaluated during the Course.
The primary target group for this Course is school candidates in S3 and S4.
However, the Course is also suitable for S5/S6 candidates and adult candidates
who are seeking to enhance their employability and vocational skills in the energy
sector.
The general aims of the Course are to:
• widen participation in vocationally-related learning for 14–16 year olds

• allow candidates to experience vocationally-related learning
• provide candidates with a broad introduction to the energy sector
• allow candidates the opportunity to develop skills relevant to the micro-
generation energy sector
• develop the candidates’ engineering skills
• encourage candidates to evaluate the impact of energy generation on the
environment
• encourage candidates to foster a good work ethic, including timekeeping, a
positive attitude and other relevant employability skills
• provide opportunities to develop a range of Core Skills in a realistic context
• encourage candidates to take charge of their own learning and development
• provide a range of teaching, learning, and assessment styles to motivate
candidates to achieve their full potential

• facilitate progression to further education and/or training
In particular, the specific aims of the Course are to:

• encourage candidates to consider a career in the energy sector
• develop an awareness of the role of conventional and renewable energy
systems in the UK
• develop an awareness of what opportunities there may be within the sector in
terms of the types and range of career options
• provide candidates with knowledge and skills which are directly relevant to
employment within the energy sector, eg. solar hot water and wind turbines
• provide opportunities for the personal development of skills and attitudes which
will improve the candidates’ employment potential within the energy sector
• develop the candidates’ awareness of their individual strengths and
weaknesses in relation to the requirements of the sector, and to reflect on how
this affects their employability potential
• raise awareness of the impact of the energy sector on the environment
• raise awareness of the responsibilities of the energy industry with regard to the
environment
Rationale for Course content
The production and use of energy is important in everyone’s life and is also an
important area of study and work. It is central to how we reduce our impact on the
environment when generating heat or electrical energy or power and to reducing
our CO2 emissions which are widely claimed to have an impact on climate change.
The generation of energy has traditionally been done through the use of fossil
fuels; oil, gas, and coal, with some renewable energy produced from hydro power.
Nuclear power was seen, and is still seen by some, as a method of generating
energy with zero carbon emissions, but the disposal of the radioactive spent fuel
is of major concern and this can counteract the advantages it has with zero
carbon emissions.
The development of most renewable energy systems is a recent innovation where

energy is generated from renewable energy sources, eg. wind, solar, geothermal,
bio-fuels, tidal, and wave. These systems have the advantage of generating
power with virtually zero carbon emissions. The bio-fuels and geothermal systems
can release power on demand, but most of the others depend on sources of
energy outwith the control of human beings, and consequently, do not have a
constant power output. For example, solar is not effective at night or when it is
particularly cold and cloudy; wind is not effective at low wind speeds or very high
wind speeds, and while tides are regular, they occur only a few times per week
and wind is required to generate waves in our oceans or seas.

The main themes of the course are: conventional energy production, renewable
energy production, converting energy from one form to another, industrial or
domestic energy generation facilities, practical work with solar panels and wind
turbines (integrating team work into the assembly process), and investigating
careers within the energy sector.
Optional areas covered are the size of an individual’s carbon footprint, oil and gas
extraction or conventional energy systems; their contribution to the total energy
generated in the UK and their environmental effects.
Candidates will study the overall status of energy in Scotland, and in the UK, in
general. They will explore the conventional methods of production, including their
efficiency levels, various energy conversion principles, and how energy can be
conserved. They will also explore the more recent developments in energy
production using renewable energy techniques and will develop practical skills in
the areas of plumbing, electrical, and mechanical engineering. Careers within the
energy sector have been integrated with employability skills which are developed
through practical activities.
The three optional Units offer different routes for candidates. They can opt for an
individual investigation and evaluation of their own carbon footprint, investigate
the size of the market segment taken up with conventional production techniques
and their sustainability, and explore the use of the national grid as a means of
transmitting electricity throughout the UK, or have an in-depth study into the
formation and extraction of one type of fuel in its raw state which is particularly
relevant to Scotland, ie. offshore oil and gas.

Unit Outcomes, PCs and Evidence Requirements

National Unit Specification: statement of standards
Unit: Energy and the Individual (Intermediate 2)
Acceptable performance in this Unit will be the satisfactory achievement of the

standards set out in this part of the Unit Specification. All sections of the statement
of standards are mandatory and cannot be altered without reference to the
Scottish Qualifications Authority.
Outcome 1
Investigate and determine own energy consumption in accordance with a given

brief.
Performance Criteria
a) Gather relevant information from a variety of sources according to the given

brief.
b) Gather information on the forms and quantities of own energy consumption.
c) Organise information gathered to produce own carbon footprint based on
identified energy consumption.
d) Check that all steps have been completed in accordance with the given brief,
including completing the work to the agreed timescale.
Outcome 2
Investigate changes to lifestyle that will reduce own energy consumption in

accordance with a given brief.
a) Gather relevant information from a variety of sources according to the given

brief.
b) Gather information on possible ways of reducing own energy consumption.
c) Organise information gathered to produce a revised carbon footprint which
reduces energy consumption.
d) Check that all steps have been completed in accordance with the given brief,
including completing the work to the agreed timescale.

Outcome 3
Present findings on own energy consumption according to a given brief.
a) Present clear summary information on own existing carbon footprint.

b) Present clear summary information on own revised carbon footprint.
c) Identify clearly the impact of the changes on own energy consumption.
Evidence Requirements for this Unit
Evidence is required to demonstrate the candidates have achieved all Outcomes

and Performance Criteria.
Performance and product evidence is required for this Unit. The evidence should
be gathered at appropriate points throughout the Unit, in open-book conditions, in
response to a given brief.
Performance and product evidence
Candidates will carry out an individual investigation according to the instructions in

a given brief which covers all Outcomes and Performance Criteria. Findings will
be gathered in a folio which the assessor will discuss with the candidate to check
that all steps have been carried out as specified. The assessor will then complete
and retain checklists for each candidate as evidence that all steps have been
carried out as specified in the brief.
Product evidence
Each candidate will produce a presentation which meets the Performance Criteria
in Outcome 3. The method of communication in the presentation may be chosen
by the candidate — written/oral, diagrammatic, graphical, and electronic — are all
acceptable. The candidate may also choose different forms of communication —
poster, leaflet, short talk, PowerPoint presentation — are all acceptable, provided
the Performance Criteria are met.
An assessor checklist identifying the critical aspects of the presentation,

regardless of form, should be completed and retained for each candidate. The
critical aspects are:
• summary information must be clear

• summary information must cover both own existing carbon footprint and own
revised carbon footprint
• impact of changes on energy consumption must be clearly identified

The National Assessment Bank (NAB) item for this Unit contains an appropriate
brief which covers the investigation and presentation requirements of the Unit and
an assessor observation checklist. Centres wishing to develop their own
assessments should refer to the NAB to ensure a comparable standard.
NB Centres must refer to the full Unit Specification for detailed

information related to this Unit.

Employability Skills Profile

In addition to the specific vocational skills developed and assessed in this Course,
employability skills are addressed as detailed in the table below. For the purposes
of the table, the Units are referred to as A, B, C and D as indicated.
Mandatory Units
Energy: Introduction =A
Energy: Domestic Solar Hot Water Systems =B
Energy: Domestic Wind Turbine Systems =C
Energy: Employability and Careers =D
Optional Units
Energy and the Individual =E
Energy: Oil/Gas Extraction =F
Energy: Conventional Production Technologies and the Grid =G
Employability skill/attitude Evidence
• maintaining good timekeeping and attendance A, B, C, D, E/F/G
• maintaining a tidy work place B, C
• seeking feedback and advice A, B, C, D, E/F/G
• following instructions B, C
• working co-operatively with others A, B, C
• selecting and using tools correctly and for the purpose B, C
they were designed
• using Personal Protective Equipment correctly and A, B, C
working safely
• following basic drawings correctly B, C
• checking quality of work A, B, C, D, E/F/G
• working to agreed deadlines A, B, C, D, E/F/G
• organising work effectively A, B, C, D, E/F/G
• working confidently A, B, C, D, E/F/G
• willingness to learn new skills or techniques B, C
• working independently A, B, C, D, E/F/G
• reflecting on own performance B, C
• learning from past experiences B, C
• awareness of a range of careers and job roles D
• developing investigation skills A, D, E/F/G
• developing presentation skills A, B, C, D, E/F/G
• developing creativity skills A, B, C, D, E/F/G

Careers Scotland Support

for School/College Collaboration for Scotland’s Colleges in
the Scottish Enterprise area
Since August 2006 Careers Scotland (SE and HI areas) has been funded by the
Scottish Government to support College/School Collaboration and encourage and
promote vocational educational choices for pupils in schools.
Careers Scotland (now part of Skills Development Scotland) has an important role
to play in selection, recruitment and pre-entry career guidance, as well as ongoing
support and pre-exit career guidance, to ensure the pupils’ experience of SfW is
capitalised upon in any future career planning.
Careers Scotland activity takes place locally and nationally under 4 objectives:
• Providing careers advice, guidance and employability support to pupils and

their parents pre, during and post vocational education experience, focusing
primarily but not exclusively on SfW pupils - demonstrating how these
educational choices have implications for future career options, and support
the achievement of future career goals and supporting effective transitions
• Providing targeted support to pupils at risk of becoming unemployed who
would benefit from undertaking a vocational course
• Partnership working to ensure vocational study is given parity of esteem with
other school and post school options, focusing on recruitment / selection and
retention of pupils on vocational courses
• Capacity building through relevant shared CPD events and resource
development to increase understanding of the process of uptake of vocational
options and facilitate more effective support to pupils navigating these options
For further information on Careers Scotland (SE)’s involvement in school/college

collaboration locally, please get in touch with your Careers Scotland Regional
contact:
South East (Edinburgh & Lothians; Forth Valley; Borders)

Stephen Benwell 01786 452043 stephen.benwell@careers-scotland.org.uk
North East (Tayside; Grampian; Fife)

Val Ormiston 01592-631155 valerie.ormiston@careers-scotland.org.uk
South West (Dumfries & Galloway; Ayrshire; Lanarkshire)

Jean Geddes 01698 742192 jean.geddes@careers-scotland.org.uk
West (Glasgow; Dunbartonshire; Renfrewshire)

Sandra Cheyne 0141 242 8338 sandra.cheyne@careers-scotland.org.uk

Tutor Support Section

Introduction
This Unit is one of three optional Units which comprise the Skills for Work –
Energy course. Some of the activities suggested may overlap the content of the
other Units in the course. Pupils in S3/4 are likely to need significant help to
understand some of the content and contexts of the Unit eg. utility bills, where it is
unlikely that they have much experience or knowledge of these things. Parents
may have to help with giving students some of the information necessary to
complete their carbon footprint. It is quite acceptable to simplify any of the figures
to help the process take place.
The aims of this support pack are:

• To provide support materials for delivery of the Energy and the Individual Unit
• To highlight the issues of greenhouse gases and carbon footprints and how we
can use them to improve our environment.
• To support the sector by encouraging people to understand why global
warming is important to our future lifestyles.
Student tasks and activities in both sections are identified with the symbol
Suggested sequence of teaching:

1. Global warming – what it is and how it occurs
2. Fossil fuels – what they are, where they come from
3. How individuals use energy for work, social and domestic purposes
4. Greenhouse gases – relationships with energy generation
5. Calculation of an individual carbon footprint
6. Analysis and evaluation of an individual carbon footprint
7. Changes and re-calculation of carbon footprint
8. Renewable energy systems - an introduction

Learning and Teaching with Under 16s

Scotland’s Colleges have made significant progress in meeting the needs of
young learners. Our knowledge of the learning process has increased significantly
and provides a range of strategies and approaches which gives us a clear steer
on how lecturers can add to their skill repertoire. Lecturers can, and do, provide a
stable learning environment where young students develop a sense of self-
respect, learn from appropriate role models and see an opportunity to progress.
There are basic enabling skills for practical application which can further develop
the learning process for this group of students. So what are the characteristics of
effective learning and teaching which will help to engage young learners?
Ten ways to improve the learning process for under 16s

(This list is not exhaustive!)
1. Activate prior knowledge and learning – ascertain what the learner knows
already and teach accordingly. Young people do have life experience but it is
more limited than adult learners and they may not always be aware of how it
will assist them in their current learning.
Tips - Question and answer; Quick Quiz; Quick diagnostic assessment on

computer; present key words from the course or unit and see how many they
recognise or know something about.
2. Tune learners into the Big Picture – the tutor knows the curriculum inside
out and why each lesson follows a sequence, however the young learner does
not have this information and is re-assured by being given the Big Picture.
Tips – Mind map or concept map; use visuals, for example wall displays of
diagrams, photographs, flow charts; explain the learning outcomes in language
they will understand; We Are Learning Today (WALT) targets and What I’m
Looking For (WILF) targets; give clear and visible success criteria for tasks.
3. Use Advance Organisers – these are lists of the key concept words that are
part of the course or unit.
Tip – Highlight on any text the concept words that you will be using; make a
visible list and put it on display – concept words can be struck off or referred to
as they occur (NB this helps with spelling and independent learning as they do
not have to keep checking meaning); highlight essential learning and action
points.
4. Vary the teaching approaches. The two main approaches are instructing
and demonstrating, however try to provide opportunities to facilitate learning.
Tips – Ask students what they know now that they did not know before, or
what they can do now they could not do before, at appropriate points in the
lesson or teaching block; ensure there are problem solving activities that can
be done individually or in groups; ask students to demonstrate what they have

learned; use a range of question and answer techniques that allow

participation and dialogue, eg. provide hints and cues so that they can arrive at
answers themselves.
5. Preview and review of learning. This helps to embed previous learning and
listening skills and provides another opportunity to elicit learner understanding.
Consolidates and reinforces learning.
Tips – At the beginning of each lesson, or session, review previous learning

and preview what is coming up; at the end of each lesson or session, review
what has taken place and what will be focussed on next time – these can both
be done through question and answer, quizzes and mind mapping activities.
6. Language in the learning environment. Do not assume that the language

which is used in the learning environment is always understood by young
learners, some words may be familiar but do not have the same meaning
when used vocationally.
Tips - At appropriate points ask students what words mean; explore the
various meanings of words to find out if they may have come across this
language in another context; by looking at the structure and meaning of words
there is an opportunity for dialogue about learning and to build vocabulary.
7. Giving instructions in the learning environment. This is one of the most

difficult tasks a tutor has to do whatever the curriculum area. With young
learners this may have to be repeated several times.
Tips – Ask a student to repeat back what you have asked them to do before
beginning a task; ask them to explain the task to one of their peers; use the
KISS principle – Keep It Short and Simple so that they can absorb and process
the information.
8. Effective feedback. Feedback is very important for the learner to assess their
progress and to see how and what they can improve. Provide opportunities to
engage in dialogue about the learning function of assessment – provide details
of the learner’s strengths and development needs either in written or spoken
form. With younger learners identifying one or two areas for development is
sufficient along with acknowledgement of what has been done well.
Essentially, learners are helped by being given a specific explanation of how

work can be improved. You can also use summative assessment formatively,
ie. as an opportunity to identify strengths, development needs and how to
improve.
Tips – Ask students themselves to identify their own strengths and

development needs – self evaluation; peer evaluation of work can be
successful once they have been taught how to do it; the tutor can produce a
piece of work and ask students to assess it anonymously; have a discussion
about the success criteria for the task and ensure the students are clear about

them; allow learners to set criteria for success and then measure their
achievements against these.
9. Managing the learning behaviour. Under 16s are coming into Scotland’s
Colleges and training establishments from largely structured and routine-driven
environments in schools and early feedback from those undertaking Skills for
Work courses indicates that they very much enjoy the different learning
environment that colleges and other training providers offer. Remember
though that these are still young learners. They will still expect tutors to
provide structure and routine, and will perform best in a calm, orderly learning
environment. Young students will respond to firm, fair, and consistent
management. Such routines have to be established quickly and constantly
reinforced.
Tips - Health and safety is non-negotiable and consequences of non-

compliance with the regulations should be made clear and adhered to at all
times; set out your expectations from day one and provide a consistent
message; have clear beginnings, middles and endings for each session; be a
positive role model for your students, ie. be there before they are and manage
the learners with respect; always deliver what you promise; build up good
relationships and get to know the learners, make the curriculum interesting and
stress the relevance of the learning; set up a positive behaviour management
system. By following these guidelines you will build up two-way respect,
which, while sometimes challenging to achieve, can be very powerful and work
to everyone’s benefit.
10. Care and welfare issues. School/college partnerships mean increasing

numbers of young learners in college. Tutors have to be aware of their
professional responsibilities and mindful of young people’s rights. However
tutors have rights too, in terms of feeling safe and secure in working with
young people and there are basic steps staff can take to minimise risks. It is
essential that colleges ensure that tutors have a working knowledge of the
Child Protection policies (local authority and college documentation) and follow
procedures and policies diligently. School/College Liaison Officers will be
familiar with these documents and can provide support and advice. There are
also training sessions on Child Protection available from SFEU (see the
following page).
Tips - Avoid one-to-one situations with young students in a closed area; do not
do or say anything that could be misinterpreted; if the opportunity arises, do
some observation in schools to see and discuss how teachers use the
guidelines for their own protection as well as the young person’s.
Most young people are a delight to work with and they will positively enjoy the
experience of learning in college. However, there will inevitably be some who are
disengaged, disaffected and who have not yet had an opportunity to experience
success. ‘Skills for Work’ is a unique educational initiative that young people can
be motivated to buy into – you as the tutor are key to the success of these
programmes.

Skills for Work Workshops

To take this 10 point plan forward and to add to it, you can attend one of SFEU’s
‘Get Skilled Up’ half day workshops for tutors delivering Skills for Work Courses,
when we explore further the learning process and look at a range of specific
teaching and learning techniques to use with the under 16 age group. To find out
when the next event is visit our website www.sfeu.ac.uk or contact the Learning
Process team at SFEU on 01786 892000.
Child Protection Workshops

These are run on a regular basis by staff at SFEU in Stirling and also in colleges.
For more information on these workshops please contact members of the Access
and Inclusion team at www.sfeu.ac.uk or contact the team at SFEU on 01786
892000.

General Guidance on Unit Delivery

The emphasis is on an investigation, analysis and evaluation approach in which
students complete tasks and exercises to develop their understanding of topics
such as global warming and greenhouse gases. Possible changes to their
lifestyles will be investigated with a view to improving their carbon footprint ie.
reducing it.
The Unit should be delivered in a ‘research’ type environment. Students should be

given the freedom to investigate environmental issues and draw up evaluations
and changes that will improve their interaction with the environment.
A range of material should be available and the use of the Internet is an essential
part of the course. Other sources of information that could be used are papers,
books, journals, interviews, site visits and classroom discussions.
There should be adequate time for students to investigate the changes to the
environment and possible solutions that could improve it.
Associated knowledge and skills to be developed include:
• investigation using the Internet, books journals, interviews etc
• commonly used environmental and energy based terminology
• practice in the use of an on-line carbon footprint calculator
• analysing results from the on-line carbon footprint calculation
• evaluating changes to improve their carbon footprint
Guidance on student approaches to investigation and presentation of findings is

covered in the Energy Course Guidance support materials.

Unit Induction
An induction session in week 1 will prepare students well for the unit and help to
clarify aims and expectations, what the unit is all about and any uncertainties they
may have about the unit and how it will be delivered. Induction may include the
following:
• an outline of the Unit content – what they’re going to be doing

• how it fits in to the Skills for Work Energy (Intermediate 2) Course
• your plans for teaching the Unit – how they’ll be learning the skills
• assessment methods and schedule
• the importance of regular attendance and good timekeeping to encourage the
students to get into good habits – as if they were at work and in employment!
• where employability fits in – start by asking them what they think!
• you might also think about inviting a representative from a service provider to
speak to the class about the types of employment available in their
organisation, about employment prospects and educational opportunities in
energy, and to reinforce the value that employers put on employability skills.
• In the context of this unit it might be useful for the students to hear from
someone involved in the ‘renewables’ industry or from an environmental
awareness organisation to find out why they’ve chosen this route.

Signposting of Employability Skills

In
n addition to the specific vocational skills developed in this Unit, students will
have opportunities to develop and apply their knowledge and understanding of the
employability skills.
Throughout the pack there are numbered flags like the one shown
here, showing which specific employability skill can be highlighted 1, 5, 6, 7
and/or assessment evidence recorded when students are busy with
the various activities in the Unit.
Maintaining good
Following basic Reflecting on own
1 timekeeping and 8 15
drawings correctly performance
attendance *
Maintaining a tidy Checking quality of Learning from past
2 9 16
workplace work* experiences
Seeking feedback Working to agreed Awareness of a

3 10 17
and advice* deadlines* range of careers
and job roles
Following Organising work Developing
4 11 18
instructions effectively * investigation skills*
Work cooperatively Working Developing
5 12 19
with others confidently* presentation skills*
Selecting and using
Willingness to learn
tools correctly and Developing
6 13 new skills or 20
for the purpose they creativity skills*
techniques
were designed
Using Personal
Protective Working
14
7 Equipment correctly independently*
and working safely
The employability skills marked with an asterisk* are directly assessed in this Unit.
Some of the skills can be delivered and assessed discretely but there are also
many opportunities for this to take place during group activities.
It is strongly advised that course teams meet together to discuss and agree a co-
ordinated approach to the teaching and developing of the employability skills
throughout the Course and to ensure that the team has a common interpretation
of the skills and attitudes. You will find or create countless opportunities to help
students develop their employability skills. The following pages show some ways
of going about it to get you thinking!
Further advice and approaches to integrating employability skills can be found in

the Energy Course Guidance support materials.

Generating Evidence and Assessment Opportunities for Employability Skills

Employability Delivery Advice Possible Activities/Contexts
Skills
• Discuss the importance of good timekeeping within the energy sector and
1 • Turning up for classes on
get students to assess their past timekeeping record. They should identify
what improvements, if any, are needed. time
• Staff should make their expectations clear right from the start of the course • Returning from breaks on
or Unit. time
Maintaining • A good initial activity is to have the students write the class guidelines • Arriving on time to visits
good themselves by identifying pros and cons of good and poor attendance and
timekeeping – the benefits in the workplace of one and the consequences of • Sticking to planned work
timekeeping schedules regarding timing of
and the other.
activities
attendance • These guidelines or ground rules can be posted in the workshops and
classes and referred to on a regular basis. • Staying in class for the
duration of the planned
• Relate the ground rules to the world of work, eg. arrive on time, back from
activity (no extended toilet
breaks on time etc. The measure of a student’s success in this aspect is for
breaks)
them to be honest in their appraisal of their performance and in making
progress. ‘Distance travelled’ should be adopted, rather than a particular
minimum percentage of classes attended.
• Attendance and timekeeping should be monitored throughout the Course.
Students should be given feedback on their performance – both good and
bad – in this regard. If you take note of patterns of performance it should be
easy to give the students accurate feedback.

• Discuss the benefits of getting feedback from staff and asking for advice.
This can increase the students’ level of confidence in what they are doing • Ask questions
3 and can reinforce their views of the direction they are taking. Success can
• Check work progress with
be greatly increased by using knowledge and experience gained from
staff
others.
• Seek tutor feedback
Seeking • Young students can be wary of seeking advice for fear of highlighting their
• Confirm instructions when
feedback and own lack of understanding or of being singled out for ridicule perhaps
unsure
advice based on past experience.
• Staff should emphasise that in the workplace it is essential that they seek
advice if they are not sure about something as the consequences of not
doing so could be quite serious eg. misusing tools, poor techniques can
result in injury.
• Students should be praised for seeking advice and making progress and
reassured that staff welcome their questions and it also helps them to
demonstrate another employability skill: positive attitude to learning.
• Quality checking as work

• Discuss how the checking of their tasks can lead to a higher quality of progresses
9 work and hence meet the standards required.
• Quality at the end of
• Students should be made aware of acceptable standards in terms of the practical and non-practical
quality of practical, investigative and presentation work. work
Checking
quality of work

• Discuss the need to keep to deadlines and the effects that can result if • Plan work schedule to meet
10 they are not maintained. Demonstrate the importance in the real world of deadlines
keeping to deadlines eg. industry employs project managers whose main
role is to keep work on schedule. • Check progress against
schedule and deadlines
Working to • Students made aware of the benefits of keeping to deadlines and of the
agreed possible outcomes of work going beyond deadlines.
deadlines • Staff discuss with students their progress and ability to meet the
deadlines.
• Particularly relevant in Outcomes 1 and 2 of this Unit, where students

can get carried away with the scale of their investigations, throwing their • Investigation planning and
11 progress monitoring
timing out and leaving insufficient time to complete their work. They can
also have difficulty organising and structuring the material they have • Keep work tidy, manageable and
gathered. easily accessible
• Tutors will need to guide students on the parameters of the
Organising investigation, the method of investigation, the format and method of • Planning out how to give an
work effectively putting together the evidence. individual presentation
• Discuss the benefits that working confidently can give eg. being able to • Individual presentations
ask questions or give their point of view without the fear of feeling stupid, • Drawing up work schedules
12
being able to stand up in front of others and give a presentation, to work
• Investigations
without constantly needing reassurance.
• Discussions with staff and peers
• Students will have the opportunity to work confidently as they investigate
Working
tasks.
confidently
• Students will have the opportunity to develop confidence as they plan
and present their work.

• Discuss the advantages and disadvantages of working individually, eg. • Discussions with tutor
14 advantages could include taking full responsibility, having complete • Checking own progress
ownership and not depending on others; to disadvantages such as not
• Self evaluation
being able to share problems with others and having little social
interaction. • Range of materials for
Working investigations
independently • Individual presentations
• Discuss the role of investigating to find out information. Students are • Investigations
very used to using the Internet to find things out but they don’t always • Interviews with family, friends
see it as carrying out investigations. Discuss the various methods of etc.
finding out information, a wide range should be encouraged eg. Internet,
• Books, journals, Internet,
interviews, papers, TV, books, experiments etc.
papers, leaflets
• Students will develop investigations skills throughout the Course and
• Small experiments
Developing should be given ‘directions’ to help find relevant information.
investigation • Use a full range of resources for investigations. • Extracting useful information
skills • Encourage students to interview family, friends etc.
• Validate Internet sites – is it a reliable website?
• Cross match information from two or more sources
• Log details of their investigations

• Students often find giving presentations a daunting task. Demonstrate • Short talks
how presentations should be planned and practised. Students may feel
comfortable using mobile phone technology to video a presentation, load • Tutor support and discussions
it onto a computer and run it on the screen. • Individual presentations
• Staff should demonstrate how to give a presentation. • Planning
Developing • Give students opportunities to give very short talks throughout the
presentation Course to help develop these skills.
skills • Give encouragement to help them overcome fears.
• Use a range of media to help overcome fears eg. PowerPoint or video.
• Creativity should be introduced as a skill which comes up with novel • Group presentations
solutions to a problem. Creativity in design is the most usual way to
demonstrate this but other ways can be used to show creativity eg. a • Individual presentations
new procedure to assemble a system, giving a presentation, methods of • Planning work
reducing their carbon footprint, integrating energy systems etc.
Developing • Carbon footprint
• Creativity will be recognised when students give presentations, ie. the
creativity skills methods they use should increasingly involve the use of technology eg. • Use of technology
from initially giving a simple talk, moving on to using PowerPoint, digital
pictures or/and video etc.
• Staff should give students feedback on how to increase their level of
creativity.
• Encourage novel ways of doing things.
• Encourage a wide range and imaginative ways of presentation.
• Encourage the integration of presentation methods.

Resources
It is essential that computers with Internet access are
available for teaching this unit.
Online resources and websites
UK Government carbon footprint calculator:

http://actonco2.direct.gov.uk/index.html
The Energy Story:

http://www.energyquest.ca.gov/story/
The Forum for Scotland’s Renewable Industry:

http://www.scottishrenewables.com/
Links to suitable internet sites:

http://www.slp-energy.com/Information-For-Schools-And-Colleges.asp
Climate Change:
http://www.bbc.co.uk/sn/hottopics/climatechange/
Climate Change and Energy:

http://www.defra.gov.uk/environment/climatechange/index.htm
Global Warming and Climate Change:

http://royalsociety.org/landing.asp?id=1278&gclid=CI_ln7PUxJUCFQWR1Qodm0
62iQ
Global Warming – pictures:

http://www.worldviewofglobalwarming.org/index.html
Fossil Fuels:
http://www.discoveringfossils.co.uk/fossilfuels.htm
Fossil Fuels:
http://www.ecokidsonline.com/pub/eco_info/topics/energy/ecostats/index.cfm
Carbon footprint calculator:

http://www.carbonfootprint.com/
Carbon Trust:
http://www.carbontrust.co.uk/default.ct

Books
Energy: a beginner's guide

Smil, Vaclav
Oxford, England: Oneworld, c2006
Renewable energy resources

Twidell, John,
Abingdon, Oxon, UK: Taylor & Francis, 2006
Energy matters
Cambridge, England: Independence, 2005.
Energy, society, and environment: technology for a

sustainable future
Elliott, David,
London, England : Routledge, 2003.
The energy saving house.

Salomon, Thierry
Machynlleth: the centre for alternative technology, 2003

Solutions to Student Activities
Activity 1 Solution
There is scope for a wide ranging discussion. Students should be

encouraged to think of the pros and cons and short term and long term
impacts. Examples of possible points include:
• Forests affect the carbon cycle.
• Living plants and trees absorb carbon dioxide. Forests act as a major carbon
store because carbon dioxide (CO2) is taken up from the atmosphere and used
to produce the carbohydrates, fats, and proteins that make up the tree.
• Clearing trees makes land suitable for farming and hence more jobs and an
increase of money into the local economy.
• Increased farming will lead to a more stable local economy.
• Global environment suffers due to fewer growing trees converting carbon
dioxide into food and oxygen.
• Loss of habitats for wildlife.
Activity 2 Solution
The graphs show that there is a direct correlation between the increase in fossil
fuel use and the global rise in temperature.
Activity 3 Solution
Possible Solutions:
House/Home Use
Heating the house for 6 hours E
2 lights on for 4 hours E
Appliances/Devices
TV on for 5 hours N/E
Games console on for 1 hour N/E
Cooker on for 30 minutes E
Microwave oven on for 5 minutes E
Kettle on for 3 minutes E

Travel
Car lift to school N/E
Car lift to shops at lunch time N/E
Home by school bus E
Activities 4, 5, 6
Individual solutions
Activity 7
Possible solutions:
Home
• Boil only the water needed
• Reduce the house central heating temperature
• Turn down radiator thermostatic valves
• Increase the amount of insulation in the home: wall, ceiling, floor
• Fit an efficient condensing gas boiler
• Switch off - don’t use ‘standby’
Appliances
• Use less electricity by cutting down use of: playstation/games, heating, tumble
drier, washer, music player, hair drier, shower, dishwasher, video/DVD
players, lights etc.
• Use energy efficient light bulbs
Transport
• Walk more
• Cycle more
• Share a lift
• Use ‘park and ride’ schemes
• Use public transport
• Use a smaller or electric car

Activity 8
Possible Solutions
Health
• Raising fitness levels
• Reducing obesity
• Gaining more outside interests
• Walking more
• Cycling more
Savings
• Smaller gas bills
• Smaller electricity bills
• Smaller petrol bills
Environment
• Less greenhouse warming
• Cleaner air
• Less extreme weather
Activity 9 Solution
The carbon footprint for overseas goods is much higher, the transportation alone
accounts for a higher carbon footprint. Transportation consists of moving items to
the airport or dock, moving them by air or sea to this country and again moving
them from the airport or dock to the distributors.
Activity 10 Solution
Individual answers - but could include things like: solar does not work when it is
night or when the sun is hidden by eg. cloud, wind does not blow all the time.
Ground sources have energy available all the time but this is much more
expensive to buy and install.

Activity 11 Solution
These solutions will be individual according to the strengths and weaknesses of

the individual.
Solutions could be based on materials/information described in the ‘course guide’

notes.
Team Presentations
These are fully covered in the Energy Course Guidance materials with helpful
hints and tips.

Student Support Section

Tutor Note on Student Activities
This section includes both student notes and activities. These materials are
offered to centres as a flexible set of materials and activities which can be
selected, altered and used in whatever way suits individual centres and their
particular situation. For example, in the case of the student activities you might
want to talk through the instructions with the learners and then give the
instructions out on paper as reminders. You are encouraged to adapt and use the
materials creatively in ways which will best engage your students.
It is not intended that the Student Support Section is issued to students as

complete pack.
Web based carbon footprint calculators will be essential during the delivery of this
unit. It is important that students fully analyse their initial carbon footprint values
and thoroughly investigate a range of changes they could make to reduce the size
of it. Ideally it would be useful if you had a classroom with a minimum of 12
computers in it.
The online research and activities will provide students with a more blended
approach to teaching and learning. School students will be familiar with this
approach. For students returning to study, you may need to spend time supporting
them in the use of electronic resources.

Welcome to Energy and the Individual

Energy is an increasingly important issue in society. How energy is produced is
having an increasing impact on our environment and economy. In this unit you will
learn about how energy is produced and how our lifestyles are affecting our
environment.
Global warming is becoming the most serious issue facing mankind today. You
will have the opportunity to understand what it is, what effect it is having and what
we can do to reduce it.
You will investigate what a carbon footprint is and which components combine to
give it a final value.
You will learn how your home, the appliances and types of transport you use
collectively determine your carbon footprint.
You will use a web based calculator to estimate your carbon footprint. Then you’ll
analyse this result and draw up possible changes to your lifestyle which will
reduce your carbon footprint.
You will be introduced to renewable energy systems and how they can be used
to reduce an individual’s carbon footprint.
This Unit will raise your awareness of the issues facing the modern world. As
global warming affects us more and more it will become increasingly important for
us all to strive to reduce our reliance on fossil fuels and look towards renewable
energy systems as a way to reduce greenhouse gas emissions.

Global Warming
Energy is a fundamental commodity that humans use in their everyday lives.
Examples of this are boiling a kettle, driving to work, using a bus, heating your
home, flying to go on holiday, using a washing machine etc.
As technology develops in this country and other countries around the world start
to increase their use of energy dependent devices such as cars, air conditioning,
TVs etc it should come as no surprise to anybody that this will have an effect on
our environment.
Need to see some proof before you believe that the environment is being
affected? Click on the link below to see some of changes that have taken place
between 1985 and 2002:
http://www.effectofglobalwarming.com/global-warming-pictures.html

These damaging effects on the environment are mainly due the use of fossil fuels
such as coal, oil and gas. Power stations and vehicles using these fuels emit
waste and pollution into the atmosphere.
Many leading scientists believe that these emissions cause an increase in the
amount of greenhouse gases in our higher atmosphere. Greenhouse gases
perform a very important role, in that they allow a certain amount of heat from the
sun to be reflected off the Earth’s surface back into space. In fact, we need
greenhouse gases to keep the temperature of the earth warm enough - without
them it would be too cold to sustain life as we know it. There are already natural
occurring greenhouse gases that do this job.
Coal-fired Power Station
However, when greenhouse gases in the atmosphere increase they reduce the
amount of heat passing back through it into space, ie. instead of allowing the
reflected heat to pass through, the greenhouse gases reflect it back towards
Earth. This has the effect of more heat being trapped within the Earth’s
atmosphere and thereby warming up temperatures all around the world.
This increase in heat is called ‘global warming’.

Fossil Fuels
Millions of years ago, when plants and animals died, some were buried and
crushed under the ground. Oil, coal and natural gas were formed from these fossil
remains (hence named ‘fossil fuels’). When fossil fuels are burned large amounts
of carbon dioxide are released into the atmosphere. Carbon is also released
naturally from volcanoes but humans have increased their contribution greatly
over the last few decades.
Oil Formation
Over time millions of years ago oceanic plants and animals died and were slowly
covered and compressed creating the oil reservoirs.
Oil is made from marine plankton dying and falling to the sea/ocean bed. Over
time, temperature and pressure converts it to oil and/or gas.
Plankton consists of any drifting organisms (animals, plants or bacteria) that

inhabit the oceans.

Formation of Coal
Millions of years ago vast forests of plants and trees were growing on the surface
of the earth, thriving on the carbon dioxide rich atmosphere.
Pre Carbonaceous Forest
These early trees absorbed the CO2 from the atmosphere and produced oxygen
allowing other creatures to thrive. Over time the forests were slowly covered and
compressed for millions of years resulting in the plant material being fossilised.
The carbon captured from the early atmosphere formed coal.
Formation of Natural Gas
Wherever there are deposits of coal or oil there can be deposits of natural gas.
Below are two cross-sections, the first shows the layering where fossil fuel
deposits of oil and gas are to be found:
Gas
Oil
Ground Cover
Peat
Coal
OIL GAS Oil and Gas
Pump
Pumping the oil out releases pressure and the gas is forced to the surface; both
the oil and gas are then available as a fuel.

Normal Global Heating

Normally Greenhouse Gases
allow some of the heat from the
sun to be reflected from the
earth’s surface and allow it to
pass through back into space
Atmosphere The ‘normal

•Oxygen temperature’ of the
earth is held at the right
•Nitrogen level due to having the
•Greenhouse correct amount of
gases greenhouse gases in
the atmosphere.
15.10C
(1960)
Global Warming
Less heat Excessive amounts of Greenhouse
escaping into Gases absorb more of the sun’s
space heat and therefore pass less of it
back into space.
The effect of the

More heat increase in heat across
being the world is called
absorbed into Global Warming.
the
atmosphere
15.60C
(2007)

Greenhouse Gas
The
greenhouse The greenhouse gases
gas which has mostly consist of the
the greatest following:-
effect on global
warming is
• Carbon Dioxide
Carbon Dioxide • Nitrous Oxide
CO2. • Methane
• Halocarbons (CFCs)
• Ozone
• Water vapour
The table below shows the increase in Carbon Dioxide levels since the 1860s
Gas Pre-industrial Level Current Level
ppm (parts per million) ppm
Carbon Dioxide 280 384
Since Carbon Dioxide (CO2) is the largest contributor to greenhouse gases it

makes sense to try and reduce the amount of Carbon Dioxide we pump into the
atmosphere (sometimes referred to as ‘carbon emissions’).
If the main Carbon Dioxide polluters are waste gases from power stations and
motor vehicles, we can reduce this type of pollution by using less energy from
these types of systems.
Although governments and industry have major parts to play

in reducing the amount of Carbon Dioxide emitted across
the world, we as individuals can also play an important role
by reducing the amount of energy we consume and thereby
reduce the amount of energy needed from power stations or
motor vehicles.

Photosynthesis
Photosynthesis is the process whereby plants absorb sunlight, combine it with the
moisture in the plant and the Carbon Dioxide from the atmosphere to produce
Oxygen and Glucose. It is one of nature’s ways of reducing the amount of Carbon
Dioxide in the Earth’s atmosphere.
The Carbon Neutral Life Cycle of a Tree

Activity 1
In your group, discuss how the reduction of the world’s rain forests is affecting our
local needs and the global environment. You could use the following website for
information:
www.nature.org/rainforests/explore/facts.html
Topics for discussion:-
• Creation of local jobs

• Changes to animal and bird life
• Changes to the local and national economy
• Changes to the global environment
Amazon rain forest

Activity 2
Compare the two graphs below.
The first graph shows the level of carbon emissions from the use of fossil fuels
over the last 140 years and the second is the global temperature over the last 150
years.
What are your views on the link between the increase in temperature around the
world and the increase in carbon emissions from fossil fuels?
Are there other things which could explain this rise in temperature?
Global Carbon Emissions from Fossil Fuels
7000
Carbon - Million Tonnes
6000
5000
4000
3000
2000
1000
0
1860 1870 1880 1880 1890 1900 1910 1920 1930 1940 1950 1960 1970 1980 1990 2000
Year
Global Temperature
16
15.8
15.6
15.4
Temperature C
15.2
15
14.8
14.6
14.4
14.2
1860 1870 1880 1880 1890 1900 1910 1920 1930 1940 1950 1960 1970 1980 1990 2000 2010
Year

Carbon Footprint
We all use energy and are therefore responsible for the resultant carbon dioxide
emitted into the atmosphere. Energy can be split into various headings to help
identify the amount of carbon dioxide we are responsible for.
The usual headings are:-
• House/home (eg. heating, lighting and cooking)

• Appliances/devices used (eg. washing machine, TV, games console, phone
charger)
• Travel (car, bus or aircraft journeys)
A carbon footprint is made up of the sum of two parts, the primary carbon
footprint and the secondary carbon footprint.
The primary carbon footprint is a measure of our direct emissions of CO2 from
the burning of fossil fuels including domestic energy consumption and
transportation (eg. car and plane).
The secondary carbon footprint is a measure of the indirect CO2 emissions from
the whole lifecycle of products we use - those associated with their manufacture
and eventual disposal or decommissioning.
This unit will only be dealing with the primary carbon footprint but it is important to
know that if a small wind turbine emits 100 tonnes of Carbon Dioxide when it is
manufactured, transported, installed and maintained but saves only 80 tonnes of
Carbon Dioxide emissions during its working life then from a carbon footprint point
of view it is not worth having.
The average UK person has a carbon footprint of 11 tonnes of greenhouse

gas per year.
(1 tonne = 1000kg = 1,000,000g)

How much CO2 do we create by using everyday appliances?
Boiling a litre of water in a kettle creates about 60g of CO2
A TV left on stand-by for 21 hours creates about 35g of CO2
A LCD switched on for 3 hours creates about 290g of CO2
A plasma TV switched on for 3 hours creates about 680g of

CO2
An average fridge-freezer creates about 640g of CO2 per day

A washing machine at 60°C creates about 670g of CO2
A tumble dryer for a single load creates about 2,600g of

CO2
A five mile car journey creates about 1,500g of CO2
A return flight to New York adds about 1.2 tonnes

(1,200,000g) of CO2 to a person’s carbon footprint.

Your Individual Carbon Footprint

16
Activity 3
Using the headings listed below, write down all the sources of energy you have
used over the last 24 hours and for how long. Once you have listed all the sources
write down against each of them whether it was essential or non essential use.
Sources of Energy Use How Long Essential / Non Essential

House/home (eg. heating,
lighting and cooking)
Appliances/devices used (eg.

washing machine, TV, games
console, phone charger etc)
Travel (car, bus or aircraft

journeys)

Activity 4
Work your way through the energy audit below and identify which
options apply to where you live. If you’re not sure about something you might
need to ask for help from your tutor or parents/carers.
Energy Audit
Your results/findings (tick)
Type of Walls:-
• Stone
• Brick air cavity
• Brick solid
• Brick insulated cavity
• Timber frame
• Other? State:
Walls: Lining on inside of exterior walls

• no lining
• plasterboard lining
• insulated plasterboard lining
Roof/Attic: Insulation:-
• None
• 100mm
• 150mm
• 200mm
• 250mm
• 300mm
Windows:-
• metal frame single glaze
• metal frame double glazed
• wood/PVC single glaze
• wood/PVC double glaze
• secondary glazing
• low emission double glaze
External Doors:-
• wood/PVC solid
• wood/PVC single glaze
• wood/PVC glass double glaze
Floor: -
• Concrete
• Wooden

Draughts:-
• low draughts
• medium draughts
• very draughty
Lights:-
• normal light bulbs
• low energy lights
• low voltage lights
• Other? State:
Heating:-
• gas fire
• coal fire
• log/wood fire
• gas central heating
• gas central heating with condensing boiler
• oil fired central heating
• wood chip boiler
• Other? State:
Hot Water System:-

• Pressurised system
• Pressurised system with hot water tank
• gravity fed system with hot water tank
• Other? State:

Appliances/Devices
The personal and household equipment/appliances we have range from devices

that use very little energy eg. mobile phone chargers to heavy energy consumers
eg. tumble driers.
Activity 5
Which of the following are used in your household?
Your Answers
TV - 20”, 26” 32” 40” 42”, greater than 42”
TV - CRT, LCD or Plasma
Washing machine rating eg. A++, A+, A, B or C
How old is the washing machine?
Tumble dryer – energy rating eg. age and A++, A+, A, B or C
How old is the tumble dryer?
CD/DVD player or recorder
VCR
Freeview box(s) – if yes - how many?
Satellite dish
Microwave oven
Refrigerator - energy rating eg. age and A++, A+, A, B or C
How old is the fridge?
Freezer - energy rating eg. age and A++, A+, A, B or C
How old is the freezer?
Vacuum cleaner – 800W, 1000W, 1200W, or greater than
1200W
Games console eg. Wii, Xbox, PS2
Mobile phone charger
Computer – PC or laptop
Printer – inkjet or laserjet

Transport
You may not own a motor bike or car but you could still be responsible for some of
its carbon dioxide emissions e.g. if you get a lift in a car to school or to a friend’s
house. You may also only travel by plane once a year but that can have an impact
on your ‘transport’ carbon footprint too.
Activity 6
From the list of transportation types below identify which ones you use to get from
one place to another.
Note: You may have more than one selection in each category. Write down beside
each category the number of miles you do in a week.
Your Answers (miles)

Car – small (<1200cc), medium (1200cc - 2000cc)
or large size (>2000cc)
Motor cycle – small (<80cc), medium
(80cc - 500cc) or large (>500cc)
Bus
Train
Taxi
Cycle
Walk
Aircraft

On-line Carbon Footprint Calculators

There are a number of websites which can calculate your carbon footprint eg:
www.bp.com/carbonfootprint
You may need help from your parents/carers or teachers to help you find some of
the required information.
Improving your Carbon Footprint
Activity 7
Working in groups, discuss changes in the way you could live your lives which
could reduce the size of your carbon footprint. Share your findings with the other
groups in the class.
Use the following headings: - Home - Appliances – Transport
Activity 8
Working in groups, discuss any health benefits or financial savings that these
changes could make. What effect would your changes have on the environment?
Share your findings with the other groups in the class.
Activity 9
Working in groups, discuss how buying local products (instead of importing them
from overseas) eg. food, clothes etc. would bring benefits to you or the local
economy.
Share your findings with the other groups in the class.

Renewable Energy Systems

These are ways of generating electricity and heat from sources which are
renewable. Most of these systems use very little energy from fossil fuels (eg.
pumps) and are only responsible for the emission of small amounts of carbon
dioxide. Using any of these could reduce the size of your carbon footprint quite
dramatically.
Solar hot water systems – these use heat from the sun to heat the water in the
domestic hot water system. A minimum heat of about 14°C is required before the
system is activated.
Solar panels being fitted on a roof
Diagram of a Solar Hot Water System

Solar PV (PhotoVoltaic) uses light from the sun to generate electricity using
transistor technology. It requires sunlight to operate and does not work well on
cloudy days.
Wind turbines – These use the wind passing though blades to turn an electrical
generator. They require a minimum amount of wind to turn the blades/generator.

Heat Pumps
Heat pumps transfer heat from the ground, air or waste to a refrigerant gas. This
gas is compressed to increase its heat and the heat is then transferred to
underfloor heating or domestic hot water. The ground source can be a bore hole
or a coil ’slinky’ system. Manufacturers indicate that these systems can get four
times as much energy out as is put in. Energy is available all day and year round.
Heat Pump
Underfloor Heating
Bore
Hole
Ground System
Ground source heat pump system Coil or ‘slinky’ system

being buried underground
Activity 10
As a group, discuss any applications of renewable energy systems and decide

which ones you think would be most suitable to each of you.
(You could consider the consistency of energy supply ie. is it available all the time,
whether it is heat or electricity you want, the space required, installation and
running costs etc).

Domestic Monitoring Technology

Use of a wireless electricity meter can help households measure the electrical
energy they are using at any moment in time and give an estimate of their carbon
emissions.
It is made up of three components:

• Monitor
• Transmitter
• Sensor
The sensor measures the electrical energy being used from the ‘mains live wire’,
this sensor is connected to the transmitter by a cable. The transmitter sends a
wireless signal to the monitor where various calculations are done and displayed
on the screen.
Monitor
Transmitter
Sensor
Wireless Electricity Meter
Transmitter
Sensor
Installed Sensor and Transmitter
Monitor showing kW used Monitor showing Greenhouse Gas emissions

This type of system can give householders an almost immediate indication of the
electrical energy being used and the value of their carbon emissions – either at
that time or calculated over a year.
These systems can perform the following functions:
• Monitor and display electricity cost-per-hour in £s

• Monitor and display total household electricity consumption
• Calculate greenhouse gas emissions per hour
• Alert the user when maximum energy limits have been passed
• Display temperature and humidity inside the house (using built in sensors)
Activity 11
In this Unit you have to present your findings on your own energy consumption.
Determine your strengths and weaknesses when presenting information to others.
Review the methods that could be used for a presentation and select the best
method based on your identified strengths and weaknesses.

Glossary of Terms
You can add to this list as you come across new terms.
Term Meaning
Atmosphere a bubble of gases surrounding the Earth
Carbon Dioxide CO2 a colourless odourless gas formed when fuels and
materials are burned
Carbon Footprint an estimate of the impact of one person’s activities
on the environment, measured by the amount of
greenhouse gas released
Climate Change a change in the world’s climate and weather
patterns, caused by sustained global warming
Emissions substances released into the air by machines or
natural processes
Fossil the remains, or traces, of any living thing preserved
in, or as, rock
Fossil Fuels Carbon-based materials, such as oil, coal and
natural gas formed from the fossils of ancient plants
and animals.
Global Warming an increase in the average temperature of the
Earth’s atmosphere, leading to climate change
Greenhouse Effect the process by which gases in Earth’s atmosphere
trap solar radiation, absorbing it and bouncing it
back to Earth to heat the atmosphere, oceans and
its surface
Greenhouse Gases gases in the Earth’s atmosphere that contribute to
the greenhouse effect
Kyoto Protocol an agreement between governments around the
world that was created in 2005. It aims to limit or
reduce greenhouse gas emissions to prevent
climate change.
Methane an odourless, flammable gas formed by natural
processes and living things
Nitrogen Oxides Gases, most often released by vehicle exhausts,
that contribute to both global warming and acid rain
Ozone Layer the thin layer of ozone gas, located approximately
15 miles above the Earth’s surface, that shields us
from ultraviolet rays generated by the sun

Renewable Energy energy from sources that happen naturally, over

and over again and do not run out.
Recycle to keep, process and reuse materials in order to
save energy and reduce waste
Solar Energy solar radiation from the sun is used in a thermal
process (solar hot water) or to generate electricity
(solar PV ‘PhotoVoltaic’)

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Skills for Work:

Energy and the Individual

© Scottish Further Education Unit 2008

Scottish Further Education Unit (SFEU)

SFEU is a Registered Scottish Charity No. SC021876 and a

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Enquiries relating to this support pack or issues relating to copyright should be

Marketing Officer - Communications

Further information regarding this Unit including Unit Specifications, National

The Scottish Qualifications Authority

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Tel: 0191 280 0400

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How to Use this Pack 9

Tutor Support Section 22

Student Support Section 42

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How to Use this Pack

The pack is organised into several sections:

The Student Support Section contains guidance and instruction on global

Activities are identified with the symbol:

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What are Skills for Work Courses all about?

Skills for Work Courses are designed to help candidates to develop:

A key feature of these Courses is the emphasis on experiential learning. This

Learning through practical experience

Learning through reflecting at all stages of the experience

Teaching/learning programmes should include some or all of the following:

Scottish Further Education Unit 11

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A Curriculum for Excellence (Scottish Executive 2004) identifies aspirations for

The learning environments, the focus on experiential learning and the

Scottish Further Education Unit 13

The Course in Energy (Intermediate 2)

The general aims of the Course are to:

• widen participation in vocationally-related learning for 14–16 year olds

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• facilitate progression to further education and/or training

In particular, the specific aims of the Course are to:

Rationale for Course content

The development of most renewable energy systems is a recent innovation where

Scottish Further Education Unit 15

Scottish Further Education Unit 16

Unit Outcomes, PCs and Evidence Requirements

Unit: Energy and the Individual (Intermediate 2)

Acceptable performance in this Unit will be the satisfactory achievement of the

Investigate and determine own energy consumption in accordance with a given

a) Gather relevant information from a variety of sources according to the given

Investigate changes to lifestyle that will reduce own energy consumption in

a) Gather relevant information from a variety of sources according to the given

Scottish Further Education Unit 17

Present findings on own energy consumption according to a given brief.

a) Present clear summary information on own existing carbon footprint.

Evidence Requirements for this Unit

Evidence is required to demonstrate the candidates have achieved all Outcomes

Performance and product evidence

Candidates will carry out an individual investigation according to the instructions in

An assessor checklist identifying the critical aspects of the presentation,

• summary information must be clear