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Scientific Inquiry into Home Electronic TechnologyUsageEdward J. Lazaros a , Thomas H. Spotts a & Jessica E. Verdon aa Ball State University , Muncie, INPublished online: 08 Jul 2010.

To cite this article: Edward J. Lazaros , Thomas H. Spotts & Jessica E. Verdon (2010) Scientific Inquiry into Home ElectronicTechnology Usage, Science Activities: Classroom Projects and Curriculum Ideas, 47:3, 63-67, DOI: 10.1080/00368121003631629

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Science Activities, 47:63–67, 2010Copyright ©c Taylor & Francis Group, LLCISSN: 0036-8121 print / 1940-1302 onlineDOI: 10.1080/00368121003631629

Scientific Inquiry into Home ElectronicTechnology Usage

Edward J. Lazaros, ThomasH. Spotts, and Jessica E.VerdonBall State University, Muncie, IN

ABSTRACT This activity promotes ways to save electricity in the home. Stu-dents identify electronic devices in the home and examine wattage, hours of useper month, estimated wattage per month, kilowatt hours per month, averageretail price per kilowatt hour in each state, and the estimated cost per month.Students gain an appreciation for how saving power saves money and bettersthe environment. This interdisciplinary activity promotes science, technology,mathematics, and English language arts.

KEYWORDS devices, electronics, energy, technology, usage

Without knowing it, people are paying too much for their energy bills—andmay not even understand why. Researchers and experts identify “vampire en-ergy” as one of the many causes for this and are trying to educate consumersabout how to reverse this problem. Standby power, or vampire energy, refers towhen an electronic object, despite the power being off, continues drawing elec-tricity. Experts and the U.S. Department of Energy estimate that this standbyenergy can account for 5 to 10% of the average home’s annual power usage.When this percentage is converted into dollars, the price tag comes to about$4 billion every year in wasted spending across the United States (Raphael 2009,27).

There are many consumer tips to help save energy in all parts of the home.Embracing these small steps can reduce energy bills and even help eliminatethe carbon footprint. Turning off electronic devices when they are not in useis one simple step to reduce energy usage. Items that have a remote control,for example, are never actually turned off; this goes back to the discussion ofstandby energy. Lighting, cooking, and other electronic appliances account forup to 33% of home energy consumption (Chiras 2008, 85).

The following is a list of energy draining devices, along with the annualcost of their standby energy usage (based on national average electricity cost[Raphael 2009, 28]):

• Desktop computer: $6.20• Laptop computer (fully charged): $2.06• Wireless router: $4.13• DSL modem: $5.16• Powered subwoofer: $15.50

Address correspondence to EdwardLazaros, Ball State University,Department of Technology, Muncie,IN 47306. E-mail: ejlazaros@bsu.edu

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FIGURE 1 Cell phone charger.

• Inkjet printer: $4.28• DVD player: $3.60

The most incredible amount of wasted energy, asidefrom electronic devices with standby, comes fromitems such as cell phone chargers (see Figure 1), laptopchargers, and any other type of electronic device that isleft plugged into an outlet without a charger attached toit. By reading the labels on the electronic devices, whichprovide numerical values such as the maximum wattagethat the appliance will use, individuals can determinethe amount of energy being used (see Figure 2).

There is a range of settings on most appliances, suchas the volume on a TV, that directly impact the amountof energy used. A few easy strategies can help lower ahome energy bill. Rather than using a central HVACsystem in some instances, space heaters or fans can beused as an alternative. Washing laundry in cold water,putting computers in sleep mode when they are not be-ing used, using a clothesline to dry clothes, and replac-ing regular nightlights with LED nightlights are all waysto save energy (Bluejay 2006, 2–3). Simple changes suchas these can make a difference within a few months’time. By taking notice of daily energy consumption,usage can be reduced and money can be saved.

INTRODUCTION AND BACKGROUNDThis activity has three main purposes. First, it gives

middle school students the opportunity to researchelectronic technology usage in their homes. To accom-plish this goal, students use an electronic technologyusage checklist (see Figure 3) to record informationabout the types of electronic technologies in the home.

Second, the activity gives students the chance to usemathematical formulas to determine the amount ofenergy the electronic technology devices in the homeare currently using. Finally, the activity reinforces stu-dents’ English and language arts skills as they generatea report describing ways to reduce energy usage in thehome.

This activity is interdisciplinary, cross-curricular, andin alignment with the National Standards for EnglishLanguage Arts and Science (National Council of Teach-ers of English 1996; National Research Council 1996)and the International Technology Education Associa-tion’s standards for technological literacy (2007). AnEnglish language art is promoted by requiring the stu-dents to word-process a one-page report that describesways that energy usage in the home can be reduced.This activity is related to the science content stan-dards because the students are engaging in scientificinquiry by using a checklist to determine the types ofelectrical devices in the home; details about the volt-age, amperage, and wattage, used; and ways to reduceelectrical usage. The activity also aligns with the In-ternational Technology Education Association’s Stan-dards for Technological Literacy—specifically, Standard4, which deals with the economic effects of technol-ogy; Standard 5, which deals with the effects of tech-nology on the environment; Standard 13, which dealswith assessing the impact of products and systems;and Standard 16, which deals with energy and powertechnologies (International Technology EducationAssociation 2007).

LEARNING OBJECTIVES1. Using an electronic technology usage checklist, stu-

dents will research electronic technology usage intheir homes.

2. Using the electronic technology usage checklist, stu-dents will record the wattage of electronic technolo-gies in their homes.

3. Using given mathematical formulas and the com-pleted electronic technology usage checklist, stu-dents will determine the estimated monthly energyuse and cost for each device in their home.

4. After documenting the electronic technologies usedin the home and the estimated energy used by thosedevices, students will be able to describe in a word-processed report specific ways to reduce energy usagein the home.

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FIGURE 2 Labels on electronic devices provide numerical values such as the maximum wattage that the appliance will use.

MATERIALS• Computer• Microsoft Word software• Printer

PROCEDUREThe instructor should share information from the

literature review at the beginning of this article relatingto how electronic technologies in the home use energy.

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Student Name:

Home electronic technology device

Device wattage

Estimated hours of use per month

Estimated wattage per month

Kilowatt hours per month

Average retail price per kilowatt hour in your state

Estimated cost per month

FIGURE 3 Electronic technology usage checklist.

Common household electronic technologies and theirtypical energy consumption should be shared with thestudents. The instructor should discuss wattage, volt-age, and amperage with the students. The instructorshould show the students an electronic device acces-sible in the classroom and call their attention to theelectrical label(s) on the back of the device so they un-derstand where to find information relating to wattage,voltage, and amperage. The instructor should dissem-inate to the students the electronic technology usagechecklist and ask that they do the following:

1. Take the electronic technology usage checklisthome.

2. Describe all the electronic technologies in thehome.

3. Examine each electronic technology and determinethe wattage (see Figure 4). If wattage is not availableyou can estimate it by using amperes (draw) andmultiply that by the voltage use of the appliance.

FIGURE 4 Examining electronic devices to determine wattage.

4. Record the device wattage from each electronictechnology device on the electronic technology us-age checklist.

5. Estimate the hours of use for each home electronictechnology device on the electronic technology us-age checklist.

6. For each home electronic technology device listedon the electronic technology usage checklist, mul-tiply the device wattage by the estimated hours ofuse per month to arrive at the estimated wattageper month for each device.

7. Determine the average retail price per kilowatthour in your state by visiting the following Website: http://www.eia.doe.gov/fuelelectric.html. Inthe event that the school does not have comput-ers or Internet access, this should be done outsideof school at a public library or other place withInternet access.

8. For each home electronic technology device listedon the electronic technology usage checklist, mul-tiply the kilowatt hours per month by the averageretail price per kilowatt hour in your state to arriveat the estimated cost per month, which should berecorded on the checklist. The formula is as follows:

kWh per month × pr i c e pe r kWh

= e s t imate d cos t pe r month

9. After completing the electronic technology usagechecklist for all of the electronic technology de-vices in the home, reflect on electric usage in thehome and discuss with your parents or guardiansstrategies to reduce energy usage in the home.

10. Using word-processing software, type a report de-scribing the strategies discussed with your parent orguardians to reduce energy usage in the home. In

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the event that the school does not have computerswith word-processing software, this report shouldbe written neatly on notebook paper.

11. Submit a copy of the report along with the com-pleted electronic technology usage checklist to theinstructor for evaluation.

DISCUSSIONTo improve this activity, an instructor could ask stu-

dents to present the findings from their reports thatdescribe ways of reducing energy usage in the home.All students in the class could benefit from this infor-mation, which could be practically applied at home tocut energy costs for their family.

An instructor could also develop an electronic tech-nology usage checklist that could be used to evaluateenergy usage in the school building. Using the resultsof this survey to reduce the school’s energy usage couldbe a collaborative effort between students, faculty, andstaff in the school building.

EXTENSIONS ANDCROSS-CURRICULAR APPLICATIONSThis activity can be extended into other curricular

areas such as social studies by having students researchspecific geographic areas and collect energy usage infor-mation on the population in the region. For example,people in some rural parts of the world have little ac-cess to electrical energy, so a refrigerator is of little use.Clay pots are often inserted into the ground to keepfood fresh. Is there anything to be gained from theirmethods that could be applied by people living in well-developed areas to conserve energy?

In the United States, members of the Amish culturelive in some respects like people in the 1800s, refusingto drive automobiles or use electricity in their homes.They use a variety of techniques to perform functionsthat many people today take for granted. Students canstudy Amish culture, research social norms that for-bid the Amish to adopt certain modern conveniences,and learn about ways they get around certain restric-tions. (For example, some Amish people use propane

refrigerators. A student may examine the energy use ofthese devices compared to electric ones, analyze theenvironmental impact of each energy source, and com-pare their costs.) A historical project might require stu-dents to reflect on the past and examine how farmersand consumers cooled food such milk products formarket before the advent of available electricity. (Ex-amples would include cutting and storing ice in thehouse, having a spring house to preserve milk beforemarket, using root cellars, etc.) An economics exercisemight be to compare or reflect on the evolution from anagriculture-based economy to an industry-based econ-omy to today’s primarily service-based economy andhow these changes have influenced the society’s energyneeds.

CONCLUSIONThrough participation in this activity, middle school

students can engage in the scientific inquiry process toresearch the amount of energy being used by homeelectronic technologies. Once students determine howmuch energy is being used by electronic technologies,they can collaborate with their parents to develop waysto reduce energy consumption in the home, which willresult in lower utility bills for their family. In additionto financial incentives, students will be doing their partto promote sustainability and a green planet throughenergy savings.

REFERENCESBluejay, M. 2006. How do I find out how much electric-

ity something uses? Saving Electricity. http://michaelbluejay.com/electricity/howmuch.html (accessed August 28, 2009).

Chiras, D. 2008. Make your home energy efficient. Mother Earth News,October/November: 84–92.

International Technology Education Association. 2007. Standardsfor technological literacy. http://www.iteaconnect.org/TAA/PDFs/xstnd.pdf (accessed September 3, 2009).

National Council of Teachers of English. 1996. Standards for the En-glish language arts. http://www.ncte.org/library/NCTEFiles/Resources/Books/Sample/StandardsDoc.pdf (accessed September 3, 2009).

National Research Council. 1996. National science education standards.http://www.nap.edu/catalog.php?record id=4962 (accessed Septem-ber 3, 2009).

Raphael, J. R. 2009. Consumer watch: Stop your electronics’ “vampirepower” waste. PC World 27(2): 27–28.

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