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Summary: Students observe

and interpret daily and weekly pat-

terns of energy consumption by

reading utility meters.

Reading Utility Meters l theme III: effects of energy resource development l KEEP Activity Guide

Reading Utility Meters

Grade Level: 5-8 (9-12)

Subject Areas: FamilyLiving and Consumer Education,Mathematics, Science (Physical),Technology Education

Setting: Classroom, home,school

Time:Preparation: 2 hours to 2 daysActivity: 2 days to 2 weeks

Vocabulary: Cubic foot,Kilowatt-hour, Meter, Meter reader, Therm

Major Concept Areas:• Consumption of energy

resources• Quality of life

Getting Ready:See also Coonnssiiddeerraattiioonnss ttooCCoonndduuccttiinngg AAccttiivviittyy afterEExxtteennssiioonnss. Electric and naturalgas meters may be availablefrom the school’s science depart-ment or a local utility. Studentscan also measure the energy useof various appliances with a wattmeter. By plugging a meter intoan outlet and then plugging anappliance such as a refrigeratorinto the meter, students can meas-ure energy use and energy costfor the refrigerator. Watt metersmay be available from your local utility or local public library.

You may want to give studentscopies of RReeaaddiinngg UUttiilliittyy MMeetteerrss::MMeetteerr LLooccaattiioonnss aanndd CClloossee--UUppss tohelp them find their meters.

You may want to contact yourlocal utility regarding their rulesfor reading meters.

ObjectivesStudents will be able to• read and interpret information from

electric and natural gas meters; and• compare how energy is used during the

day or week to activities and routines at home or at school.

RationaleObserving and interpreting energy consumption patterns by reading utilitymeters makes students aware of how theyuse energy and may lead to strategies thatcan help them effectively manage energyuse in the future.

Materials• Copies of the following pages from the

Student Book:- MMeetteerr LLooccaattiioonnss aanndd CClloossee--UUppss, page

211 (optional)- HHooww ttoo RReeaadd EElleeccttrriicc MMeetteerrss,

page 213- HHooww ttoo RReeaadd NNaattuurraall GGaass MMeetteerrss,

page 218- OObbsseerrvviinngg DDaaiillyy MMeetteerr RReeaaddiinnggss,

page 220 (see CCoonnssiiddeerraattiioonnss ttoo CCoonndduuccttiinngg AAccttiivviittyy)

• Watt meter (optional; see Getting Ready)• Actual utility meters (optional; see

Getting Ready)• Graph paper (one or two sheets per

student)

BackgroundWhile walking by a house or building, youwill often encounter small pieces of equipment encased in glass and metal,mounted on or placed near building walls. Ifyou pause and look closely, you may seefour or five circular dials with pointersaimed at clock-like numerals. Perhaps a flatmetal plate with ruler-like markings is alsoinside, spinning quickly. Or you may see adigital display that looks like the numeralson your digital clock or VCR. This equipmentis not keeping time, but it seems to bemeasuring something all the time.

What you are looking at is a utility meter.Despite their modest size, utility meters arevery important parts of the electric and natural gas utility system. They are reliablepieces of equipment that accurately measure the electricity and natural gas people use every day, even in extremeweather conditions. So dependable are utility meters that we take them for granted. Without reliable meters, a utilitywould not stay in business very long.

To understand why meters are important,consider the role of measurement in buyingand selling goods and services. The pricesof all goods and services have units ofmeasure attached to them. Units of measure allow buyers to know how muchthey get for the price they pay. Familiarexamples include the price per pound forpotatoes, the cost per foot for lumber, or theprice per hour that a plumber charges forlabor. To ensure that these units are accu-rate and consistent, many kinds of measur-ing equipment and methods have beendeveloped. For instance, a scale is used forweighing potatoes, a tape measure is usedfor measuring the length of lumber, and theplumber’s wristwatch is used for keepingtrack of time spent on the job. Energy alsohas to be measured in order for it to besold. Meters measure the amounts of elec-tricity and natural gas customers use, sothe utility can charge them correctly.

Electrical meters measure electricity use inkilowatt-hours, a unit of energy that combines a unit of power (kilowatts) with a unit of time (hours). One kilowatt-hour(kWh) of energy is equal to the energy output of ten 100-watt light bulbs turned onfor one hour. Natural gas meters, however,do not directly measure the amount of energy in the gas that the customer uses.Instead, they measure the volume of thegas in units of hundred cubic feet

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Resources:For TeachersMadison Gas and ElectricCompany. Appliance EnergyCosts. Madison, Wisc.: MadisonGas and Electric Company, 1996.

Madison Gas and ElectricCompany. Reading Your Meter.Made Easy. Madison, Wisc.:Madison Gas and ElectricCompany, n.d.

Wisconsin Public ServiceCorporation. Appliance EnergyCents. Green Bay, Wisc.:Wisconsin Public ServiceCorporation, August, 1995. 157-1035 8/95.

Complementary ActivitiesEnterprise for Education, Inc.Energy Skill Builders: Demand forElectricity. Santa Monica, Calif.:Enterprise for Education, Inc.,1991.

Lord, John, and Glenn Braaten.Teaching about Energy, Part 1:Energy Fundamentals. SantaMonica, Calif.: Enterprise forEducation, Inc., 1991.

KEEP Activity Guide l theme III: effects of energy resource development l Reading Utility Meters

(abbreviated ccf, where the first “c” standsfor the Roman numeral one hundred) orthousand cubic feet (abbreviated mcf,where the “m”stands for the Roman numer-al one thousand). After the meter has meas-ured the volume of natural gas, the amountof natural gas energy used is calculated bymultiplying the volume of the gas by energyunits called therms (one therm is equal to100,000 Btu of energy). This calculation isusually shown on the natural gas bill.

The utility gathers information from metersby having a meter reader go from house tohouse or building to building to read them. Some utilities have added new equipmentto meters where the utility vehicle simplydrives by the home and collects the information without actually coming to thehouse. To make the job easier, most metersare located on the outside of houses andbuildings. Meter reading is usually doneabout once a month, although other meterreading periods are possible.

Meters can also be used to determine customers’ energy use patterns. Dailyenergy use patterns for residential customers may show that more electricity

is used during meal times than at othertimes. Weekly energy use patterns mayshow that weekend energy use is higherthan weekday use. Utility forecasters andplanners use these patterns to make surethat enough energy is available for all theircustomers at different times of the dayand week. Energy use pattern informationcan also benefit customers by helpingthem become more aware of how muchenergy they use and when they use it. Thisawareness can help customers developstrategies that save money and improveenergy efficiency.

ProcedureOrientationAsk students if they know how the electricityor natural gas used by their family or schoolis measured. If they do not know, tell stu-dents that devices called meters measurethe amount of electricity and natural gaspeople use. Show them the photographs ofelectric and natural gas meters. (Show stu-dents actual meters if you have them.)

204

Related KEEPActivities:This activity complements“Reading Utility Bills” and “The Cost of Using Energy.”Information from this activity sup-plements “Energy Prices: Laws ofSupply and Demand.” Studentslearn how utilities are regulatedin the Energy Sparks sectionAction Ideas: “The Public ServiceCommission: RegulatingWisconsin’s Utilities.” Show stu-dents Action Ideas: “EnergyEfficiency Measures” so they maylearn ways to reduce consump-tion of electricity and natural gasand save money on their utilitybills.

Credits:Activity adapted from Lord, John,and Glenn Braaten. “MeterReading” pp. 1-97 to 1-103 and “Reading a Gas Meter”pp. 1-110 to 1-111 in Teachingabout Energy: Part 1: EnergyFundamentals. Santa Monica,Calif.: Enterprise for Education,Inc., 1991. Used by permission.All rights reserved.

Reading Utility Meters l theme III: effects of energy resource development l KEEP Activity Guide

Ask students where they have seen meters.Responses may include their basement, onthe outside wall of a house or building, oron a metal box next to a house or building.

Tell students that they will be readingmeters to find out how much electricity ornatural gas is used at their homes orschool. If a watt meter is available, demon-strate how this gadget measures energy useof various appliances like toasters, lamps,and hair dryers.

Review the definition of kilowatt-hour unitswith students if electric meters will be read,and cubic feet units if natural gas meterswill be read (see Background).

Steps1. Hand out copies of HHooww ttoo RReeaadd UUttiilliittyyMMeetteerrss. Check activity sheet responses foraccuracy. As an option, students can readthe meters shown in the photographs or thedemonstration meters that have beenbrought to class.

2. Suggest that students ask their parentsto help them investigate their home utilitymeters. For example, during the eveningstudents can use a flashlight to watch themeter for two minutes and then turn off allthe lights and other appliances in the houseand compare the meter movements. Duringthe day, students can ask their parents to unplug the refrigerator and seehow this affects the meter.

3. Hand out copies of OObbsseerrvviinngg DDaaiillyyMMeetteerr RReeaaddiinnggss. Have students record themeter data on the activity sheet tablesaccording to the instructions. You may alsowant to consider the following:• If students have both electric and natural

gas meters, you may want to divide the class into electric and natural gas meter readers.

• If students will be reading meters at school, have them share activity sheets

and take turns recording meter data on the tables.

ClosureHave students comment on the weeklyenergy use patterns they graphed, and discuss their answers to the questions onthe activity sheet.

Discuss how the readings might vary at different times of the year. Have studentsmake predictions and then plan to conductthe measurements in the future to test theirpredictions.

AssessmentFormative• Are students able to properly read the

example meters on HHooww ttoo RReeaadd UUttiilliittyy MMeetteerrss?

• How well did students complete OObbsseerrvviinngg DDaaiillyy MMeetteerr RReeaaddiinnggss?

• How well did students’ observations of home or school energy use correspond to the energy use patterns that they graphed?

Summative• Ask students if they think the times of

the day when electricity and natural gas use at home was highest and lowest were the same for all the students in the class. Tabulate meter reading data from individual students to see when the highest and lowest use of electricity and natural gas occurred. Ask students to explain why the highs and lows may or may not be different.

• Challenge students to design a utility bill that accurately reports energy use for a month. Evaluate the bills based on student creativity and presentation of information. Show students actual bills and have them compare their creations, noting the strengths and limitations of each.

205KEEP Activity Guide l theme III: effects of energy resource development l Reading Utility Meters

ExtensionsInvite a meter reader or a representative fromyour local electric or natural gas utility to sharefurther information about meter reading withthe class. Find out if they can bring demonstra-tion meters to your class.

Have students record hourly meter readings forone day. See if they can determine which activi-ties use the most energy or if there are certaintimes of the day when energy is used more.

Considerations for ConductingActivityIdeally, students can read electric and naturalgas meters at their homes and their school(“home” means any type of dwelling—a house,apartment, mobile home, etc.). However, youmust consider a number of things before yousend students off to read meters. The activitysheets can be adjusted to accommodate theserestrictions, if necessary.

• Not every home has natural gas service, and some may not have electric service.

• Electric and natural gas use varies widely for different homes.

• It may not be possible to record changes in meter readings every hour if usage is low.

• Accessing meters in apartments or schools may be difficult or impossible, which means that students will not be able to read them.

• Meters used in apartments may measure the energy used by more than one family or dwelling unit.

• Some meters may not indicate which apartment they correspond to, or may only measure electricity or natural gas used by part of an apartment or a combination of an apartment, an outside hallway, and outdoor lighting.

• The landlord may pay the utility bill and pass along the energy costs to the tenants.

• Students may not be able to read meters outside of normal school hours or on weekends.

Reading Utility Meters AnswerSheetElectric Meters:1. 8, 4, 6

2. 3, 6, 0

3. 7, 1, 5, 11, 2, 3, 44, 4, 4, 4

4. 4, 0 2, 91, 0 3, 97, 9

6. 3, 1, 7, 45, 5, 3, 03, 9, 5, 43, 4, 7, 8

7. January 1 5, 1, 3, 5February 1 5, 4, 4, 6kWh = 311

June 30 9, 2, 5, 0 July 30 9, 2, 7, 8kWh = 28

September 13 0, 4, 7, 6 October 13 0, 5, 1, 2kWh = 36

8. 1176 x 10 = 11,760

Gas Meters:11.. 1, 5, 122.. 4, 8, 633.. 4, 3, 244.. 6, 0, 855.. 2, 1, 566.. 7, 0, 077. 0, 4, 788.. 9, 8, 999.. 1, 9, 2

1100.. 5, 1, 0

Meter Locations and Close-Ups

211KEEP Student Book l theme III: effects of energy resource development l Reading Utility Meters

Location of an Electric Meter

Close-up of an Electric Meter

Reading Utility Meters l theme III: effects of energy resource development l KEEP Student Book212

Location of a Gas Meter

Close-up of a Gas Meter

How to Read Electric Meters

213KEEP Student Book l theme III: effects of energy resource development l Reading Utility Meters

Reading Utility Meters l theme III: effects of energy resource development l KEEP Student Book214

215KEEP Student Book l theme III: effects of energy resource development l Reading Utility Meters

Reading Utility Meters l theme III: effects of energy resource development l KEEP Student Book216

x 10 = _________________

KEEP Student Book l theme III: effects of energy resource development l Reading Utility Meters 217

How to Read Natural Gas Meters

Reading Utility Meters l theme III: effects of energy resource development l KEEP Student Book218

219KEEP Student Book l theme III: effects of energy resource development l Reading Utility Meters

Reading Utility Meters l theme III: effects of energy resource development l KEEP Student Book

Observing Daily Meter Readings

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InstructionsYou want to find out how much electricity or natural gas is used each day over the course of a week. To do this, you willread a meter every day, at the same time each day.

Directions1. Circle the type of meter you are reading. If your home has both an electric and a natural gas meter, make sure yourteacher has told you which one you should read.

Electric (go to Step 2 and then Step 4) Natural gas (go to Step 3 and then Step 4)

2. If a multiplier is shown on the electric meter, write it here: ________ Go to Step 4.

3. If you are reading a natural gas meter, write down the cubic-feet units it uses here: ______________________

4. Fill in the table on the next page with the meter reading data you are recording (see example). Write the units used bythe meter in the box labeled “Meter Reading.” Try to record your reading at the same time each day. Bring this sheet toclass after you have completed the table.

Example:A student reads an electric meter located on an outside wall of her house. There is no multiplier listed on the meter.Here are her daily meter readings for Monday and Tuesday.

NOTE: If a multiplier was listed for an electric meter in Step 2, multiply meter readings by the multiplier number beforerecording them in the table.

If a multiplier such as “K-10” had been listed on the meter, then the entry for Monday would be 44510 (4451 x 10) and the entry forTuesday would be 44570 (4457 x 10).

221KEEP Student Book l theme III: effects of energy resource development l Reading Utility Meters

Date Time Meter Reading Difference What Was Happening and(list units) in Readings How Was Energy Being Used

___________ from One Day to the Next?(see previous page)

Sunday

Monday

Tuesday

Wednesday

Thursday

Friday

Saturday

Sunday

Total

Reading Utility Meters l theme III: effects of energy resource development l KEEP Student Book222

Questions1. During which day was electricity or natural gas use the highest? During which 24-hour period was it the lowest?

2. Describe how the use of electricity or natural gas changed during the week. Did it change a lot or only a little?

3. Using your observations of what was happening and how energy was being used from one day to the next, explain thepattern of electricity or natural gas use that is shown on the graph you made.

4. Find out how much your family spent on energy during this time. Multiply the total energy used by the cost per kilo-watt/hour (or per therm if measuring natural gas).

Example: If electricity is $0.06/kWh, then 30 kWh x $0.06/ kWh = $1.50

5. Multiply this amount by 52 to get an estimate of your energy costs for a year. What do you think about your family’s yearly energy costs?

6. Are there limitations with using this method to estimate your yearly energy costs? (Hint: Do you think your energy usage will be higher or lower six months from now?)

5. On the graph below or on a sheet of graph paper, plot the meter readings for the week.

Sunday Monday Tuesday Wed. Thursday Friday Saturday Sunday

Differencein Reading